Student Wellbeing Leader - Years 7 - 12 (Melbourne)

Occupation: Education and training Location: Melbourne
- Northern suburbs Reference: 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. 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. Selection Criteria
- Proven ability to deliver welfare services to students and the whole school community.
- Proven ability to develop and implement programs in the college that foster resilience and address the social, emotional and educational needs of students at risk.
- Ability to design, deliver or facilitate professional development / information sessions for teachers, students and parents.
- Ability to undertake individual support including counselling and case management for students and their families and to work with external support agencies.
- Highly developed communication and inter-personal skills, including the ability to work as a member of a team and to liaise effectively with a wide range of people within the educational community. Role Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of qualified support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs. Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management. The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations. This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management. An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee’s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher. Responsibilities
- Lead programs in liaison with Assistant Principals, and Head of Wellbeing.
- Supportive intervention for individual students where required.
- Support Secondary Years Leaders, Year Level Leaders in their wellbeing work with specific students.
- Inform colleagues where required of individual student needs.
- 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 Leader will oversee and lead the student well-being program in order to build positive relationships with all students. The Student Wellbeing Leader will have detailed knowledge of the Student Engagement Policy and Child Safety Guidelines and support staff to utilise it most effectively for all students. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfil 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 (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 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. Applications close Monday 8 June 2026 at 11.59pm #J-18808-Ljbffr Apply on Kit Job: kitjobau.com/job/3rr0u7