Wellbeing Team Leader
Vor 4 Tagen
SC1 Demonstrated leadership skills and capacity to lead a wellbeing team.
SC2 Demonstrated experience in the development and implementation of programs, procedures, plans and policies that foster student engagement, wellbeing, resilience, social, emotional and educational needs.
SC3 Demonstrated capacity to work cooperatively with a range of people including teachers, education support staff, school leadership, external agencies, students and families.
SC4 Demonstrated high level organisational, communication and interpersonal skills including the ability to work effectively with young people, parents/carers and teachers as well as professionals in the education and healthcare systems.
SC5 Demonstrated experience in assessment of needs and documentation of strategies, supports and adjustments, that would apply to the Disability Inclusion Tier 3 funding application process.
RoleThe overall learning programs of all students across the school are coordinated by Home Group teachers, through Home Group triads, consisting of teaching staff, classroom support staff and wellbeing support staff. The wellbeing team as a whole, complements this work, by providing school-based supports for mild to moderate wellbeing needs and makes referrals to other supports or services for more complex or longer term health (including mental health) and wellbeing needs. The wellbeing team comprises of three full time youth workers, one full time art therapist and a part time mental health practitioner. The wellbeing team works closely with Department of Education regional staff, primarily the Secondary School Nurse and Student Support Services staff. The Wellbeing Team Leader will support and coordinate the routine operations of the team and will also coordinate the operational aspects of the disability inclusion (DI) and DI profile work of the school.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
ResponsibilitiesUnder the direction of the Assistant Principal for Wellbeing, this role:
Coordinates the activities of the wellbeing team;Supports the implementation of disability inclusion within the school;Manages the delivery of support services to students, teachers, parents and other school clients;Ensures all external providers deliver the required service.Who May ApplyIndividuals with relevant experience and/or a bachelor degree or higher in either psychology, social work, youth work or allied health.
Child Safe StandardsVictorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards.
Location ProfileFrom the beginning of 2025, our school will be known as Bindjiroo Yaluk Community School (BYCS). BYCS is a small, progressive and inclusive all-gender secondary school (7-12), with three campuses located in Richmond and Coburg. BYCS caters to a small but diverse cohort of young people. Our team of teachers, education support workers, clinicians and youth workers collaborate closely to maintain an environment that is supportive of all students.
Our vision is to be a collaborative community of learners participating in positive relationships, critical thinking, creativity and active citizenship.
Our mission is to provide all students with a personalised learning program within an environment of strong, supportive relationships.
This position will be based at Richmond but will work across all campuses.
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