Student Wellbeing Officer

Department of Education Victoria – Melton VIC 10d ago , from Department of Education & Training Victoria Wedge Park Primary School is situated in West Melton and has a current student population of 839 students. We pride ourselves on being a well‑organised and well‑managed school that is strategic in its thinking, planning and implementation of curriculum, assessment and instruction. Literacy and Numeracy are the pillars of the Curriculum program, underpinned by evidence‑based instruction, informed by current research. As a school we are focused on developing and implementing a knowledge‑rich curriculum. 2025 Staffing Supports 5 hours of time release 6 full‑time school‑based coaches Ongoing professional development through StepLab coaching cycles Additional curriculum days to focus on professional development and management of workload External consultant to build school capacity to manage student behaviour through School Wide Positive Behaviour approaches and practices We currently have staff working through the DoEs Permission to Teach program and have supported many staff through this process and into graduate positions with the school. The support we are able to provide makes the difference in the success of our staff and students. Our students participate in the following specialist curriculum areas: Physical Education Art Music Literature Science Digital Technology Sport The school has a straight grade structure comprising of the following workforce composition: 4 Principal Class, 6 Teaching and Learning Coaches (Leading Teachers), 8 Learning Specialists (YLC), 37 Classrooms, 10 Specialist Teachers, 2 Tutors, 24 Teacher Support Staff, 4 IT/Facilities Staff and 10 Wellbeing/Administration Staff. As a school we remain committed to ensuring class sizes remain manageable and within DoE guidelines. The school has developed our Professional Learning Community and has recently refined and redeveloped our approach to the implementation of inquiry cycles. Staff are further developing in the use of evidence and data to inform planning for student learning. Teachers have raised expectations of student learning and continue to target the students who require additional learning support and extension. The school implements a School Wide Positive Behaviour Support Framework (PBS) as a means to improve consistency of instruction and our management of student behaviour. Our approach incorporates a whole‑school acknowledgement system. Our Social and Emotional Learning (SEL) program is supported by the Resilience, Rights and Respectful Relationships curriculum, Zone of Regulation and our school values. Staff Supports As a Professional Learning Community we are focused on building the capacity of our staff in a positive and supportive environment. All of our teachers have access to in‑class coaching for literacy, numeracy and student wellbeing. In addition to this, teams are also supported through the planning process with instructional leaders attending weekly planning meetings, engaging in lesson planning, problem solving and providing teams with targeted professional learning as requested. As a leadership team we are focused on building expert educational practitioners for today and the school leaders of tomorrow. Our Vision Every student matters and every moment counts. Ensure high quality teaching through professional learning, feedback, teamwork, collegiate support and communication. Respect and develop the unique and individual strengths, talents and needs of every student through fostering a positive growth mindset. Develop every students Literacy, Numeracy and social emotional skills to enable students to be successful in a changing world. Create a positive environment where everyone is encouraged to grow academically, socially, emotionally, physically and creatively to their full potential whilst demonstrating the core values of the school: Responsible, Respectful, Learners. Welcome community involvement through an open, supportive and consultative environment where contributions are valued. If you have any questions or are interested in joining our team, please do not hesitate to contact the school. Selection Criteria Demonstrated ability to work effectively in a multidisciplinary team to support student with various academic, behavioural and wellbeing needs. Demonstrated experience in implementing evidence-based interventions to evaluate and address a range of student needs, wellbeing and/or academic. Demonstrated high‑level written and verbal communication skills and high‑level interpersonal skills including a capacity to develop constructive relationships with students, parents, staff and external agencies. Demonstrated experience and expertise in providing support to students within an educational setting. Demonstrate a commitment to professional learning and growth, including the implementation of professional learning within a designated work area. Role The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred to treatment, care and support. The Mental Health in Primary Schools initiative is being expanded to every government and low‑fee non‑government primary school in Victoria. Scaling up across the state from 2023, by 2026 every primary school will be able to employ a Student Wellbeing Officer to implement a whole‑school approach to wellbeing. The Department of Education has been piloting the Mental Health in Primary Schools initiative in Victorian schools since 2020 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot initiative has shown that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model has improved their school's capacity to support students' mental health and wellbeing needs. The role of the Student Wellbeing Officer is to: Build capability of the whole school with regard to mental health and wellbeing (identification, promotion and prevention). Provide support to staff to better identify and support students with mental health needs. Establish clear pathways for referral for students requiring assessment and intervention, and monitor and evaluate student progress. The Student Wellbeing Officer role is not a clinical role and is not designed for direct intervention. The role is seen as a key conduit in creating referral pathways once a teacher or other staff member identifies a concern in the classroom. Responsibilities Promote a whole school approach to mental health and wellbeing to students, staff and families. Support teachers and school staff to expand their capacity to embed evidence‑based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns. Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing. Provide support to school staff and classroom teachers to build their capabilities to embed mental health into the classroom. Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention. Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students. Contribute to the school's existing wellbeing team. 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 #J-18808-Ljbffr