Wellbeing Leader

At Point Cook Senior Secondary College, our vision is that students are supported at their point of need to achieve academic and social success. At our core we value respect, effort and responsibility and prioritise the intersection of wellbeing, learning and engagement. These values guide our actions and decisions, ensuring that every student feels supported and inspired to succeed. With a student body of over 750 learners, we pride ourselves on being a close‑knit educational community, fostering meaningful connections and providing personalised support to each student. Our school structure comprises three year levels: Year 10, Year 11 and Year 12, where students are encouraged to explore their passions, develop critical thinking skills and prepare for their future endeavours through an individualized pathway planning process. Our dedicated team comprises 60 teaching staff and 34 education support staff who are committed to providing high‑quality education and support services to our students. Together, they create a dynamic learning environment that encourages innovation, collaboration and excellence. Point Cook Senior Secondary College is situated in the vibrant suburb of Point Cook, nestled in Melbourne's west. Our geographic location offers students access to a diverse range of learning opportunities, including proximity to various industries, cultural institutions and recreational facilities. Point Cook is renowned for its multicultural community, enriching our school environment with a tapestry of languages, traditions and perspectives. We celebrate this diversity, fostering a welcoming and inclusive atmosphere where every student feels valued and respected. Our community reflects a spectrum of socioeconomic backgrounds, presenting both challenges and opportunities for our students. Through targeted support programmes and partnerships with local organisations, we strive to address inequities and provide equal opportunities for all students to thrive. Selection Criteria SC1 ‘Content of teaching and learning’. Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people. SC2 ‘Teaching practice’. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning. SC3 ‘Assessment and reporting of student learning’. Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services. SC4 ‘Interaction with the school community’. Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement. SC5 ‘Professional requirements’. Demonstrated ability to influence and negotiate by gaining buy‑in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case. Role The successful applicant will be an experienced professional who will join the leadership team and manage the wellbeing team within the school. They will be responsible for the development and implementation of professional support programmes within an educational environment, including guidance and the delivery of professional development to other professional staff. The successful applicant will be responsible for the management of major school initiatives as set out by the school’s Strategic Plan. They will facilitate intake meetings and conduct evidence‑based therapies with students, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic). Responsibilities Lead the delivery of key aspects of the school’s Strategic Plan, particularly those relating to wellbeing. Contribute to the school’s direction through participation in the school’s leadership team and liaise with middle leaders and teachers to achieve the school’s Strategic Plan targets. Upskill staff and lead the school in its adoption of the emotional regulation framework & Zones of Regulation. Directly line‑manage the school’s wellbeing team and ensure best practice therapies are utilised within the school by all mental health professionals. Conduct supervision of the school’s mental health professionals. Provide direct counselling support and other early intervention services for individual students and groups identified as at‑risk and/or experiencing or demonstrating mild to moderate mental health needs. Coordinate supports for students with critical needs both within and external to the school, including proactively working with regions and other health professionals to engage further support as required. Delivery of whole‑school professional development and enhance promotion and prevention activities in the school by contributing to whole‑school health and wellbeing plans. Build the capability of teaching staff and school leadership to manage student health and wellbeing, and help to embed mental health promotion and prevention programmes and strategies in the school. Deliver professional support services in a school, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise. Manage the school’s wellbeing budget to ensure its alignment with the school’s Annual Implementation Plan. Other duties as determined by the Principal. Who May Apply Applicants must: Hold a Bachelor qualification or specialist/post‑graduate qualification where applicable in one of the following fields: Social Work, Occupational Therapy, Nursing with a mental health specialisation or Psychology. Have a demonstrated direct counselling experience. Have a current Working with Children Check. For Mental Health Nurse, Psychologist and Occupational Therapists, hold full registration with the requisite professional body. For Social Workers, be eligible for membership with the Australian Association of Social Workers. 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 Applications must include a cover sheet providing contact information (home address, email and phone number). A CV with a summary of experience and qualifications. Specific Key Selection Criteria response. The names, email addresses and contact details for three referees. Conditions of Employment This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school. Be careful – Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr