Student Wellbeing Worker

Overview Department of Education Victoria – Preston VIC 12d ago, from Department of Education & Training Victoria Charles La Trobe P-12 College is a diverse and inclusive learning community. Charles La Trobe College is a multi-campus setting and operates under a “one college model”. Our college campuses are La Trobe P-12, Olympic Village, The Pavilion, with the Victorian Specialist S.T.E.M centre Quantum Victoria (also based at La Trobe). The work of staff is driven by commitment to our Instructional Model and Teaching and Learning Charter that are underpinned by our Professional Learning Communities. Our staff understand their students and expect that they will achieve to their full potential. We offer education programmes that cater for students diverse interests to promote engagement in learning which enables each student to achieve to their full potential.Berry Street Education Model (BSEM) is the foundation for our approach to wellbeing and engagement, and Ramon Lewis’ Developmental Approach to Classroom Management guides our work with classroom and behaviour management. We complement these approaches with Restorative Practices and the Classroom Mastery model. We build the capacity of all our learners to achieve their personal best. We are also very proud of our student cohort with all staff and students holding mutual strong expectations to live our values of respect, excellence, acceptance and leadership, everyday. Staff and students share and develop positive constructive relationships. Our College is a vibrant organisation where each part of the organisation caters for contextual needs, while building powerful connections to each other. The La Trobe Campus currently has 375 enrolments, across Primary and Secondary , and an SFOE of 0.4704. In addition to our core curriculum, in which we focus upon developing literacy and numeracy skills and VCE and VCE VM, we offer a range of enriched I.T. opportunities including STEM Club, Minecraft, Animation Club, Astronomy Club and Media Club. Our STEM programmes prepare students for the future world of work, in which creativity and problem solving will be critical skills are well supported by our partnership with Quantum Victoria, which operates onsite. La Trobe Primary campus operates a Kitchen Garden Program as well as Instrumental Music. La Trobe has excellent learning spaces, built for transparency yet enclosing of sound, with teaching conducted in rooms which promote a safe and orderly learning environment. Facility caters for hearing impaired students with classrooms equipped with hearing technology and our staff comprised of interpreters as well as the College running AUSLAN from Primary to Secondary. The Facility programme provides positive education experiences for secondary aged students who are deaf or are hard of hearing and we are able to extend many supports to primary students at La Trobe. The International Student Program, operating at both La Trobe and Olympic Village supports our students to become members of the global community. The College currently has 20 International students with enrolment steadily increasing year to year. Engagement with the community and promotion of diversity are highly valued aspects of College life. We offer a REAL Education curriculum (based on our school values) to enable students to develop strong interpersonal and social capabilities. We pride ourselves on being a community that welcomes all students and families. Our International Student Program supports our students to become members of the global community. All campuses are heavily invested and involved in Science of Language and Reading (SOLAR) , Writing Across the Curriculum (WATC) and Science of Math (SOM) in partnership with La Trobe University. Staff across the college work in Professional Learning Communities, additionally at the La Trobe Campus small teams of teachers work in Professional Engagement Teams (PETs) where they drive an Action Research Cycle to focus on improving student outcomes in frequent and regular rotations. In our secondary setting we have a full VCE program offering 22 studies. Olympic Village is a campus of Charles La Trobe P-12 College and is located in Heidelberg West. The campus currently has an enrolment of 137 students, and an SFOE of 0.594. A grant of over $6 million dollars was received in 2018 to re-build the site entirely. This building work was completed in September 2019. Seven stand alone grades are in operation with 7 international students. 23 students receive PSD/DI Funding and recent data is showing signs of growth across cohorts for NAPLAN. The Pavilion campuses (East Preston and Epping) support 220 students with challenging needs via a highly differentiated and personalised learning programme to meet the needs of young people. The Pavilion School is a Victorian state secondary school for students who have previously been disengaged or had significant challenges with approaches to schooling. It is governed by Charles La Trobe College under the one college approach. Pavilion students present at school with a range of behavioural difficulties and risk factors, and every class is supported by wellbeing staff. At The Pavilion, students work in small multi age and ability groups. Teaching staff at the Pavilion work in professional learning teams and teach across Literacy, Numeracy, Work Related Skills and Personal Development subjects. Pavilion staff have a proven ability to work with high‑risk youth and experience dealing with students with a complex range of personal issues. Most students participate in the VCE, Vocational Major or Victorian Pathways Certificate. Characterised by a calm and therapeutic environment and approach, Pavilion aims to provide a positive educational experience for all its students. The Pavilion campus of Charles La Trobe P-12 College works tirelessly to ensure cultural safety and understanding in all practices. Charles La Trobe College is committed to providing enrichment education experiences for all our students. This goal is supported by our partnerships with La Trobe University and Quantum Victoria . Quantum Victoria is an important part of our College, and is one of six State specialist Mathematics and Science Centres. This partnership provides a breadth of Science and Mathematics extension and enrichment program for our students. Our partnership with La Trobe University includes: Science of Language and Reading (SOLAR) – the highly regarded Literacy Professional Learning pilot with Professors Pam Snow and Tanya Serry Access to La Trobe Sporting facilities and programs Achieve at La Trobe access to university subjects for VCE students Prepare for La Trobe – free preparatory courses that include a non-ATAR entry alternative for both VCE and VCAL students Extended Pre‑service Placement – an extended, application‑only pre‑service program which stretches across the academic year School Partnership Program – an immersion programme designed to promote university as a post‑school pathway for secondary aged students Nexus – an internship program for pre‑service teachers At Charles La Trobe P-12 College we believe every student should be supported to learn to their full potential: to achieve their best and to be their best. All positions advertised are at the employment of Charles La Trobe College. Role Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs. Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations. This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years (or equivalent such as three years plus 12 months—work experience). Professional student support positions become a feature at range 3 where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management. Typical professional support positions operating at this level would be registered nurses, speech pathologists, psychologists, occupational therapists and physiotherapists. 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 employee’s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher. DET dimensions of work for Education Support Range 3 (format omitted for brevity). Responsibilities It is well known that engagement and participation at school is a significant protective factor for young people. Therefore, the number one role of the Student Wellbeing Worker is to assist students to engage with school and learning and work with students and families to reduce barriers to education. The Pavilion model is designed to care for the needs of students who have disengaged from education and who present with a complex range of risk factors, behaviours and life situations. Students are referred to The Pavilion School with chronic school absences and because they have additional learning needs that have not been met at their mainstream school. For this reason, The Pavilion School provides additional adjustments and supports to students to help them engage with school and learning. When a student enrols at The Pavilion School, they are each allocated a Student Wellbeing Worker. In the first instance, the role of wellbeing workers is to build trusting and secure relationships with students and their families. This is the basis of the Pavilion School Wellbeing Model. Next, wellbeing workers assess barriers to school, the social and emotional needs of students and co‑create case plans that drive their work. Wellbeing Workers work side by side a teacher and integration aide in class to provide a Team Around the Learner approach for students. Wellbeing workers work in class, assisting students to regulate their emotional state and develop the skills and executive functions needed to engage in learning. Wellbeing workers maintain a high level of daily contact with families and support workers to support the best outcomes for students. Student Wellbeing Workers at the Pavilion have the following responsibilities: Behaviour support – In class support up to 18 hours per week in class supporting their allocated students to engage in learning; follow the Pavilion Wellbeing Model and Behaviour support process to assist students to regulate their behaviour and provide a high level of student supervision while students are at school; run restorative processes when school values and class expectations are not met. Case plans – Develop case plans for each allocated student based on needs assessment; guide the wellbeing team work and include specific goals and strategies; goals are developed across the three areas of the Pavilion Wellbeing Model; case plans are updated each term. Case notes – Record significant interventions with students and contact with parents/workers onto Compass student management system; case notes are updated daily. Incident management and reporting – Support distressed and dysregulated students during and after incidents; write up incident reports for any critical incidents involving allocated students; incident reports are also written any time a student undergoes a restorative process (one-to-one process). Regulation and Escalation plans – Develop support plans for students on the PSD or D&I or any student with significant behavioural needs. Student Support Groups – Organise student support group meetings for students who are in the Program for Students with Disabilities or D&I (every term); identify as Aboriginal and Torres Strait Islander (every semester); live in out‑of‑home care (every term); engage families, organise SSG meetings, take notes; present case plans to all participants. Professional Learning Team – Share practice in a professional learning team and participate in an in‑house professional learning programme run by Wellbeing Coordinators and external facilitators. Supervision – Reflect on practice in individual supervision with Wellbeing Coordinators and discuss progress against role responsibilities. Attendance and Exit Planning – Assess student attendance and engagement through supervision; when a student exits the school, complete all exit paperwork and follow the exit process; liaise with families, support workers and class team; maintain regular contact; liaise with support agencies; refer students to outside agencies when necessary; seek advice and support from Koori Programs team to best support Aboriginal and Torres Strait Islander students. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace Adjustment Guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via ****@education.vic.gov.au. Applicants 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. Child Safe Standards Victorian 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: DE Values 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. Information on the department values is available at: Other Information As a specific response to the key selection criteria and position details. It is suggested that applicants limit their response to no more than 1 page (size 11) per criterion. A cover letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted. A CV with a summary of experience and qualifications. The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria. Please note: The selection panel may contact referees other than those listed. This position is based at our Pavilion Preston campus. As Charles La Trobe College is a multi‑campus school, you may be required to work across the college. Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at #J-18808-Ljbffr