Student Wellbeing & Inclusion Practitioner-3 (Shepparton)

Overview Work Type: Fixed-term
- Full-time Salary: Salary not specified Grade: Education Support
- Level 1, Range 3 Occupation: Education and training Location: Hume
- Greater Shepparton Reference: 1527760 Location Profile At Cobram Secondary College, we are proud to be recognised as a leader in student wellbeing, driven by our commitment to Creating the Community of Tomorrow. Over the past five years, our student population has grown significantly from 317 to 515 students¿reflecting the confidence our community has in the quality of education, care and support we provide. Our approach to wellbeing is intentional, innovative and embedded across the college. Through a highly effective sub-school model and a strong multi-tiered system of support, we ensure every student is known, supported and able to succeed. Our Tier 2 targeted interventions are a particular strength, with evidence-informed group programs that deliver measurable improvements in student engagement, regulation and attendance. Wellbeing at CSC is not an add-on¿it is central to how we operate. This role sits within a high-performing, collaborative sub-school team, where staff are supported through professional supervision, mentoring and ongoing professional learning. We are committed to building the capability of our people as much as the outcomes for our students. We are seeking a passionate and skilled Wellbeing & Inclusion Practitioner who is ready to contribute to a dynamic team, build strong relationships with students and staff, and play a key role in delivering targeted supports that make a real difference for young people in our community. Hours / Days
- Monday
- Friday 8.30am to 4.30pm Term of position
- 1 year fixed term (with the potential for ongoing) Meeting Requirements
- 1 x 1 hour Wellbeing Team meeting
- 1 x 1 hour subschool team meeting every second week
- 1 x 30 minute data huddle meeting every second week
- 1 x 60 minute complex case meetings as required
- Attendance at whole staff meetings when relevant to the role Selection Criteria 1. Qualifications and Knowledge of School Wellbeing Frameworks Relevant qualifications or progress toward a Bachelor¿s degree (e.g. Social Work, Youth Work or Psychology), with a sound understanding of wellbeing and inclusion practices in secondary schools, including Multi¿Tiered Systems of Support and their impact on student engagement, regulation, attendance and learning. 2. Experience Designing and Facilitating Tier 2 Targeted Interventions Demonstrated ability to plan, deliver and evaluate evidence¿informed Tier 2 group interventions, using data to identify student need, monitor impact, adjust practice, and maintain accurate documentation and reporting. 3. Disability Inclusion Knowledge and Practice Demonstrated understanding of Disability Inclusion processes, including DIPs, ROSIs, classroom observations and co¿designed support plans, with the ability to identify barriers and translate observations into practical classroom adjustments. 4. Trauma¿Informed, Restorative and Inclusive Practice Sound knowledge and application of trauma¿informed and restorative practices to support student wellbeing, behaviour and engagement through group work, 1:1 support and staged responses within an inclusive school culture. 5. Communication, Collaboration and Case Management Skills Highly developed interpersonal skills with the ability to work collaboratively with students, families, staff and external agencies, including effective participation in SSGs, complex case meetings, referrals and caseload management. 6. Professional Practice, Compliance and Child Safety Demonstrated commitment to ethical, professional and child¿safe practice, including confidentiality, mandatory reporting, accurate record¿keeping, and compliance with DET policies, Child Safe Standards and OHS requirements. Role [Attendance requirement for this position] 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 The Wellbeing & Inclusion Practitioner plays a key role in supporting student wellbeing, inclusion, and participation, with a primary focus on Tier 2 targeted group interventions and Disability Inclusion support. This role works as part of the college Disability Inclusion and Wellbeing teams, collaborating closely with wellbeing leaders, classroom teachers, allied health professionals, and families to design, implement, and evaluate targeted supports that improve student engagement, regulation, attendance, and learning outcomes. The practitioner¿s work centres on planning, facilitating and evaluating evidence-informed Tier 2 group programs, alongside completing Disability Inclusion-related tasks including classroom observations, Disability Inclusion Profiles (DIPs), Records of Specialist Involvement (ROSIs), and co-designed student support plans. The role is supported and supervised by the college Director of Wellbeing & Engagement, and contributes to a trauma-informed, restorative, and inclusive school culture. Primary Focus: Tier 2 ¿ Targeted Group Work (Core Function)
- Plan, organise, facilitate, and evaluate Tier 2 targeted group interventions addressing wellbeing, inclusion, regulation, social skills, engagement, and attendance
- Identify student needs using data sources (Compass Pulse, attendance, referrals, wellbeing observations)
- Assess the impact of group interventions and adjust practice based on evidence and outcomes
- Collaborate with wellbeing leaders and classroom teachers to embed strategies arising from group work
- Maintain accurate documentation & reporting related to group interventions and student progress Disability Inclusion & Inclusive Practice
- Conduct classroom observations to identify strengths, barriers, and adjustment needs
- Complete one-on-one work with students as part of Disability Inclusion Profile (DIP) processes
- Prepare and contribute to:
- Disability Inclusion Profiles (DIPs)
- Records of Specialist Involvement (ROSIs)
- Co-design and develop:
- Student Support Plans
- Regulation plans
- Wellbeing interventions and classroom adjustment recommendations
- Work as an active member of the College Disability Inclusion Team
- Provide practical guidance to classroom teachers to support inclusive practice Wellbeing Practice
- Work as an active member of the college wellbeing staffing group
- Complete wellbeing needs assessments and contribute to staged responses where required
- Provide 1:1 counselling and wellbeing check-ins for students addressing barriers to learning & engagement
- Provide support and leadership in wellbeing attendance data follow up and student/ family engagement
- Complete mandatory reporting and risk-related documentation in line with DET policy
- Participate in complex case meetings, SSGs, and other multidisciplinary forums as directed
- Complete external service referrals to relevant agencies (e.g. Uniting, The Orange Door, Headspace, CAMHS etc) Who May Apply Relevant Bachelor¿s degree or studying towards (e.g Bachelor of Social Work) 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 …