Wellbeing Assistant

Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including 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 A commitment to professional learning and growth for both self and others. Role The core purpose of the Wellbeing Assistant is to support the connection and engagement of students in the school setting by providing social emotional learning opportunities and support. The Wellbeing Assistant is a member of our College Wellbeing Team and works closely with the Campus Inclusion Team. A Wellbeing Assistant will work to improve student wellbeing, with a focus on early intervention and prevention, utilising evidence based tools such as Zones of Regulation, Berry Street Educational Model, and School Wide Positive Behaviour strategies, where the overall aim is to improve student engagement in learning. The Wellbeing Assistant implements enrichment opportunities, while working closely with teaching and wellbeing staff to ensure the learning environment and practices support the engagement of all learners. Through early identification and intervention, the Wellbeing Assistant will facilitate a range of evidence-based social and emotional development programs and activities for individuals or small groups of students, based on their identified needs. Key Areas of Focus Collaborate with campus wellbeing and inclusion teams to identify means of support. Schedule and facilitate targeted intervention SEL groups under the guidance of the Campus Wellbeing Leader. Support students to identify and set achievable goals and track student progress in SEL programs. Provide regular updates on student engagement during Wellbeing & Inclusion Team meetings. Responsibilities Support teachers and staff to follow College ready to learn processes: NBC Staged Response and NBC SWPBS Framework into Everyday Practice. Consult with Campus Wellbeing Leader, and Campus Principal Team to review student needs and identify areas for support; prioritise and plan for Tier 1 and 2 interventions. Facilitate small group, targeted intervention for identified tier 2 students focused on social emotional learning using evidence-based programs. Monitor and record student progress and engagement in small group work and individual programs against student learning goals. Support engagement programs such as the Breakfast Program and Structured Activities. Engage in professional learning relevant to your role. Work with campus and college wide staff to support NBC attendance processes, providing administrative support and student focussed intervention. Meet regularly with Wellbeing staff from across the campuses to further develop professional skills, and to contribute to the development of others. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill 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 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 Location Profile Northern Bay P¿12 College is a unique multi‑campus school in the northern suburbs of Geelong. It comprises four Prep–Year 8 campuses and a Year 9–12 campus, alongside the Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) at Goldsworthy. The College operates through three sub‑schools, enhancing our 'One School – One Team' ethos and rigorous focus on student learning underpinned by a proactive wellbeing framework. Staff collaborate in Professional Learning Communities (Prep – Year 2, Year 3–6, Years 7–9, and Year 10–12), meeting regularly in campus and college‑wide groups to implement data‑informed strategies that drive improved outcomes. A strong Inclusive Practices Team supports the College, comprising specialist teachers and education support staff, including a College Inclusive Practices Leader, Inclusion Support Coordinators, Learning Adjustment Coaches, Mental Health Wellbeing Leaders (Years P–6) and an Inclusion Administration Assistant. This team works closely with the College Nurse, Wellbeing Team, mentor teachers, CALD staff, Allied Health practitioners and DET Student Support Services. The College maintains high accountability to ensure Individual Education Plans are implemented with fidelity and seeks staff committed to applying and supporting learning adjustments in classrooms. We proudly embrace our diversity, with a large First Nations population and a strong cohort of Culturally and Linguistically Diverse (CALD) students. Programs include structured EAL provision and implementation of the Marrung Strategy. Our vision is to instill community commitment, confidence and high expectations in lifelong learning by: Delivering curriculum, pedagogy and teacher professionalism that achieve above‑expected outcomes. Developing employable young people with resilience, optimism, self‑respect and a commitment to personal best. Motivating and challenging students to fulfil their potential. Creating purposeful and diverse pathways. Building strong partnerships with schools, community organisations and business. Our Values Growth – We celebrate improvements in skills, engagement, outcomes and participation. Collaboration – We work positively together to increase our collective impact. Persistence – We pursue goals and outcomes despite challenges, seeking solutions for ongoing improvement. Kindness – We model respect, inclusion and care across our community. In Summary We strive for a college where learning is visible and students feel safe, respected, believed in, listened to, and taught by knowledgeable, capable and enthusiastic teachers. #J-18808-Ljbffr