Student Wellbeing Support - Years 7 - 12 (Melbourne)

Occupation: Education and training Location: Melbourne
- Northern suburbs Reference: 1528748 Selection Criteria
- SC1 Demonstrated ability to support the wellbeing needs of students and contribute positively to the wider school community.
- SC2 Demonstrated ability to assist in the development and implementation of programs that promote resilience and support the social, emotional and educational needs of students at risk.
- SC3 Ability to support, coordinate or assist in the delivery of information sessions and wellbeing initiatives for teachers, students and parents. Role An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher. Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3). A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples. An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained. Responsibilities 1. Support preventative educational programs. 2. Support programs in liaison with Assistant Principals, and Head of Wellbeing. 3. Supportive intervention for individual students where required. 4. Support Secondary Years Leaders, Year Level Leaders in their wellbeing work with specific students. 5. Inform colleagues where required of individual student needs. 6. Liaise with appropriate outside agencies to assist students and their families who are experiencing difficulties which adversely affect student learning and attendance. The Student Wellbeing Support Officer will assist in supporting the student wellbeing program to help build positive relationships with all students. The Student Wellbeing Support Officer will demonstrate sound knowledge of the Student Engagement Policy and Child Safety Guidelines and work collaboratively with staff to support their effective implementation for all 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 protected, 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 (seeWorkplace 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 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 Secure 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: 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: Link to Hazel Glen College Child Safe Code of Conduct Location: Hazel Glen College is located within the City of Whittlesea, and serves a large, diverse community with a K-12 model and various support services on campus. 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. Location Profile Hazel Glen College is located within the City of Whittlesea, one of Melbourne's fastest-growing municipalities, and plays an active and integral role in the ongoing development of the Doreen community hub. The College opened its doors at the beginning of 2014 with 143 students and 14 staff. Enrolment growth was rapid in the first 7 years and has now levelled, with the College now supporting a student population of approximately 2,200 students from Kindergarten to Year 12 with approximately 250 staff. In 2025, Hazel Glen College transitioned to a Kindergarten, Primary (P-6) and Secondary (7-12) model, strengthening its commitment to a seamless and comprehensive K-12 educational pathway. A Child and Family Centre, co-located on the school site, further enhances this model. The Centre includes kindergarten, extended day care, playgroups, early intervention services, a maternal and child health centre, and a range of allied community services, creating a dynamic and innovative early childhood education precinct. The College vision, One College – Everyone Matters, underpins all aspects of our work and provides clear direction for our learning community. All staff are committed to guiding students to develop the skills, attitudes and values required to fully engage in their educational journey at Hazel Glen College and to thrive and reach their full potential in life in the 21st century. Hazel Glen College benefits from outstanding physical resources that support high-quality teaching and learning. Contemporary facilities and modern learning environments enhance student engagement and achievement, while also reinforcing the College's culture, values and identity. The College is deeply committed to the academic, wellbeing and personal growth of every student. This commitment is realised through a focused curriculum, a strong culture of care and support, and a dedication to innovation, creativity and building strong connections with every student for them to reach their full potential. Students are encouraged to take responsibility for their attitudes to learning, behaviour and consistent efforts to grow through the many opportunities available both in and outside the classrooms. We aim to challenge every student to be the very best they can be and, critically, to support each learner to reach their individual potential to fulfil their goals and dreams post-schooling. Hazel Glen College actively embraces the teaching of skills, holistic life skills necessary for a fulfilling and meaningful life in the 21st century, fostering a love of learning that extends well beyond the classroom and local community. Applications close Note: This section has been removed from the refined description as it constitutes application-process information not part of the role description. #J-18808-Ljbffr Apply on Kit Job: kitjobau.com/job/3rqx22