Student Wellbeing Support

School Overview Department of Education Victoria – Melbourne VIC 10d ago , from Department of Education & Training Victoria Lara Primary school is situated in the north‑east corner of the town of Lara. It is approximately 10 km from Geelong and 60 km west of Melbourne CBD. Our school’s enrolment sits between 450‑470 students across 20 classrooms. In addition to the Principal, Assistant Principal and a vibrant leadership/wellbeing team, there are 29.4 EFT teachers and 20.18 ESOs. Lara Primary School is a safe and respectful learning community that fosters collaboration, nurtures resilience and promotes excellence. Our dedicated staff and families are committed to supporting each student to set goals and take pride in their achievements in a safe and caring environment. We articulate expected behaviours to support our vision by implementing the school values of: I am ready to learn Our students benefit from having high quality teaching staff with a range of different experiences and skills working together in teams to support the learning of all students. We offer a broad curriculum based on building strong foundations in Literacy and Numeracy. There is an emphasis on developing life‑long learners, and learning how to learn is a vital component of this process. We strive to build a growth mindset which encompasses high expectations where students understand that effort is needed to improve. Our curriculum is further enhanced by an outstanding specialist program featuring Physical Education, Visual Art, LOTE (Auslan), Science and Media Studies. High expectations are at the centre of all that we say and do at Lara Primary School, and we are incredibly proud of the journey of excellence that our school is on. Selection Criteria SC1: Demonstrated high level understanding of wellbeing initiatives to support students and families using a trauma informed lens. SC2: Strong understanding of mental health and wellbeing initiatives, including the ability to respond to individuals who may be experiencing mental health challenges. SC3: Demonstrated high level skills in working as part of a team, including a commitment to collaborative practice as well as the capacity to work independently. SC4: Demonstrated experience in the delivery of student and family wellbeing services in relevant settings. SC5: Demonstrated ability to work with individual and small groups of students across years Prep to 6. Role and Responsibilities This position requires 5 days per week attendance, from 8:30am - 3:30pm. Focus on supporting Tier 2 and 3 interventions. The role requires flexibility as the person will be working with a variety of students and families across the school as part of the wellbeing team. Working with students to build their ability to understand, manage and regulate their emotions, reactions and feelings. Providing professional clinical services to students within the parameters of DoE and school policy and guidelines and standards set by the relevant registration body. Working alongside school staff and student support officers in an effective, professional manner. Explaining professional concepts and approaches to students, school staff and families. Delivering professional learning to school staff when needed/appropriate. Facilitating individual or small group programmes for students. When required, to work alongside teachers in the classroom to support students. Applying sound theoretical knowledge and practical expertise. Being able to communicate with a wide range of people and agencies. Having an understanding of external agencies and organisations and how to refer to them in line with DoE guidelines. Liaise with external providers of support services. Support and facilitate the transition of students across all ages and stages. 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 programmes 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 programmes to assist and build students capacity to access education and learning. Identify, develop and implement flexible social skills programmes 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 and SWPBS team – Providing support for staff and students and community partnerships. Support wellbeing initiatives across the school. Attend and contribute (where appropriate) to Student Support Groups, the creation of safety plans, student support plans and contribute to Individual Education Plans. Undertakes administrative procedures associated with: delivery of various health group counselling, wellbeing and therapeutic services. delivery of health and wellbeing education and promotion programmes in collaboration with school community. provision of follow-up service for students. 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: Other Information This position requires 5 day per week attendance, from 8:30am - 3:30pm. 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