Wellbeing Support Officer

Location: Melbourne | Southern MetropolitanJob type: Full time / From 28/01/2025Organisation: Schools (Government)Salary: Salary not specifiedOccupation: Education and TrainingReference: 1460162Job posted: 19/12/2024Closes: 22/01/2025Location ProfileAt Mount Eliza Secondary College (MESC), a collaborative and personalised approach supports students and staff as active learners. We work to empower students to be their best by questioning their experiences, expressing themselves with confidence, and participating in local, national, and global communities. We are committed to safety and wellbeing for all young people, and this is the primary focus of our care and decision making. Our college values, Educated for excellence - Prepared for life, underpin all we do. The College is an accredited International Baccalaureate school and runs the Middle Years Program in Year levels 7-9. There is a wide array of VCE subjects to choose from, electives in Year 10, VCE, some Distance Education options, VCAL, and the new VCE Vocational Major. Located in the Shire of Mornington, Mount Eliza Secondary is a medium-sized secondary college that provides for students from over 15 feeder primary schools, including a large number from the local Central Peninsula Network (CPN). The current school enrolment is 751 students, enabling a guaranteed and viable curriculum, notwithstanding a rich array of extra-curricular programs and activities, including in the areas of Music, Performing Arts, and Sport.The College has long been known for its caring and dedicated approach to its students, the calibre of young people who attend, and the support of its parent community. These factors remain as strengths of the College as does our desire for continuous improvement, and a commitment to remain as one of the highest performing government colleges in the Frankston and Mornington Peninsula areas.The major focus for our work in recent years, and into the next Strategic Plan is around:Maximise the achievement and learning growth of all students:Design and embed a curriculum and pedagogical approaches that explicitly develop Literacy and Numeracy skills, and that promote deep inquiry and authentic application of learning across all areas.Build all teachers' capability in using data to monitor students' learning growth, to address their points of learning, and to offer differentiated learning challenge.Maximise the wellbeing and engagement of all students:Enhance students' agency through opportunities for real-world learning, improved feedback practices, and increased choice in their learning.Embed a whole-school approach, with tiered and responsive practices, that supports all students' wellbeing and engagement in school.We continue to address an approach as a whole college to focus on accountability and consistency, and a genuine belief in meeting the needs of our students. Managing increasing enrolments continues to be a priority that we are happy to have. To manage and promote calm and a restorative learning environment, growth in student numbers has led us to employ additional staff to support the wellbeing and behaviour of our young people. This has included the recruitment of an Assistant Principal, increased Coordinator time, and increased Mental Health Practitioner time. We have also become partners with Adam Voigt's REAL SCHOOLS.At Mount Eliza Secondary College, we believe that we have an obligation to our students. This informs our work on an ongoing basis and makes us confident that we can provide a learning environment of the highest quality. Mount Eliza SC strives to compete favourably with local private and government providers and has therefore become the school of choice in the local community. We believe we have high potential students and commit to ensuring that value adding is a reality for every student in the college. We also believe that education should be truly contemporary and are prepared to make the changes necessary to ensure this is a reality, and that students leave the college well equipped in terms of the General Capabilities, IB Learner Profiles, and their experiences in working in their community.Selection CriteriaSC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.SC2 Demonstrated capacity to work and collaborate with others in a team environment.SC3 Demonstrated capacity to communicate effectively in a team environment, including high-level oral and written communication skills.SC4 Possess the technical knowledge and expertise relevant to the position.SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.SC6 A commitment to professional learning and growth for both self and others.RoleThe Wellbeing Hub Support person will work closely with the Wellbeing Team (Social Workers, Youth Group Worker, and School Nurse) and Year Level Coordinators to actively support students and their families to promote successful outcomes for all students. The successful applicant must have excellent communication skills, be looking for a challenge to help develop this new role within the college, and enjoy working with young people.Responsibilities may include:Support the wellbeing and year level coordination team with administrative services.Maintain consistent and professional communication with families and staff.Triage student wellbeing needs during the school day.Support Wellbeing Team and Coordinators in arranging Student Support Meetings.Facilitate and support wellbeing programs.Support the development of student support plans.Support student wellbeing in the classroom, providing strategies for both students and staff.Work with small groups of students to support social, emotional, and academic challenges.Work with the Wellbeing Team in responding to cohort and developing interventions.Support classroom teachers in the delivery of content around wellbeing, positivity, resilience, and motivation.Collaborate and work with external agencies to support small groups of students.Other duties as requested by Principal.ResponsibilitiesLiaise with external providers of support services.Support and facilitate the transition of students from primary school to Year 7 at the College.Maintain comprehensive records of student contact and referrals on Compass.Respond to wellbeing needs in accordance with the wellbeing processes and policies of the school, including liaising with school leadership in relation to mandatory reporting.Support teaching staff to create a safe and suitable learning environment for students in relation to mental health and wellbeing.Identify, source, and facilitate relevant programs to support wellbeing and social needs of students, schoolwide awareness days, and groups targeting support and inclusion of students.Organise and deliver targeted and evidence-based preventative social and emotional learning programs to assist and build students' capacity to access education and learning.Identify, develop, and implement flexible social skills programs to suit the individual client needs, addressing such issues as negative peer pressure, conflict resolution, anger management, personal and social development, and relationship issues.Be a part of the Respectful Relationships team, providing support for staff, students, and community partnerships.Support wellbeing initiatives across the college.Attend and contribute (where appropriate) to Student Support Groups, the creation of safety plans, student support plans, and contribute to Behaviour Support Plans (BSPs).Undertake administrative procedures associated with the delivery of various health group counselling, wellbeing, and therapeutic services to a school(s).Deliver health and wellbeing education and promotion programs in collaboration with the school community.Provide follow-up service for students.Who May ApplyIndividuals with the aptitude, experience, and/or qualifications to fulfill the specific requirements of the position.EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability, and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability.Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ****** 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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership, and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools.To apply for this role, you will be redirected to the Schools (Government) job application system.
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