Student Wellbeing Support

Department of Education Victoria – Rutherglen VIC

5d ago , from Department of Education & Training Victoria

Rutherglen High School is a vibrant and growing secondary school in north-east Victoria, serving the communities of Chiltern, Rutherglen, Springhurst, Wahgunyah and the surrounding rural district. With an enrolment of approximately 282 students, the school combines the benefits of a close-knit learning community with a broad range of educational opportunities. Increasingly recognised as a school of choice, Rutherglen High School attracts students from a wider catchment area including Barnawartha, Wodonga, Corowa, Howlong and Albury, reflecting the confidence families place in the school's programs, culture and student outcomes.

At the heart of the school are the values of Respect, Responsibility and Aspiration, which underpin all aspects of school life. These values guide the way students learn, interact and contribute to their community, creating a culture where every student is known, valued and supported to achieve success. Our diverse student population includes students from a range of backgrounds, including 4% who identify as Aboriginal or Torres Strait Islander. The school's dedicated teaching and educational support staff work collaboratively to ensure students are challenged, supported and encouraged to pursue their goals.

A key strength of Rutherglen High School is its commitment to providing engaging and innovative learning experiences. In Year 7, students participate in an integrated curriculum program designed to support a smooth and successful transition from primary school to secondary education. At Year 9, students undertake the highly regarded Future Makers program, where they develop leadership, teamwork and project management skills through authentic community-based learning opportunities. Through these experiences, students learn the importance of responsibility, service and active citizenship while building the confidence to make a positive contribution to their local and broader communities.

The school provides a range of extension and enrichment opportunities that encourage students to pursue excellence and develop their talents. This commitment to aspiration continues throughout the senior years, where students can access a comprehensive range of academic and vocational pathways. Despite its size, Rutherglen High School offers an extensive selection of VCE, VCE Vocational Major and VET programs, ensuring students can pursue pathways that align with their interests, strengths and future ambitions.

Strong partnerships with families, local businesses, community organisations, tertiary providers and industry groups enhance student learning and pathway opportunities. These connections help students develop the skills, knowledge and experiences required to confidently transition into further education, training or employment.

Rutherglen High School is committed to fostering a positive, inclusive and high-expectations culture where respect is evident in relationships, responsibility is demonstrated through actions, and aspiration drives continuous growth and achievement. As the school continues to build on its strong foundations, it remains focused on creating outstanding opportunities for every student to thrive, contribute and succeed in an ever-changing world.

Selection Criteria

• KSC 1 Student Wellbeing and Support Demonstrated knowledge and experience in supporting the wellbeing, engagement and educational needs of young people, including the capacity to identify barriers, risk factors and appropriate intervention strategies.
• KSC 2 Assessment, Intervention and Referral Demonstrated capacity to undertake student intake, psychosocial assessment, brief intervention and triage, and to facilitate appropriate referrals to internal and external wellbeing, health and community services.
• KSC 3 Case Management and Collaboration Demonstrated ability to contribute effectively to student case management and work collaboratively with students, families, school staff, multidisciplinary professionals and external agencies to achieve positive outcomes for young people.
• KSC 4 Relationships and Communication Highly developed interpersonal and communication skills, including the demonstrated ability to establish positive, respectful and trusting relationships with young people, particularly students experiencing vulnerability, disengagement or complex circumstances.
• KSC 5 Professional Practice and Administration Demonstrated ability to maintain accurate and confidential case notes, records and wellbeing data, together with an understanding of professional boundaries, privacy, information sharing, child safety and duty of care requirements within a school environment.
• KSC 6 Wellbeing Programs and Student Advocacy Demonstrated capacity to facilitate individual, small-group and/or whole-cohort wellbeing interventions and programs, and to advocate effectively for young people by recognising and promoting their strengths, voice, needs and interests.

Role

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional 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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

The Wellbeing Support role provides targeted wellbeing support to students to strengthen their engagement, wellbeing and capacity to participate successfully in learning. Working collaboratively with the Assistant Principal Wellbeing and Engagement, Disability Inclusion Leader, teaching staff, families and external agencies, the role supports the identification and assessment of student needs, coordinates appropriate interventions and referrals, contributes to case management, and assists students experiencing barriers to engagement and learning.

The role provides a responsive and student-centred service, advocating for young people and supporting coordinated approaches between the student, school, family and relevant external services.

Responsibilities

• Work collaboratively with the Assistant Principal Wellbeing and Engagement to identify and respond to the wellbeing, engagement and educational needs of students.
• Undertake student intake, initial psychosocial assessment, brief intervention and triage to determine appropriate levels and types of support.
• Identify barriers and risk factors impacting student wellbeing, engagement and learning and assist in developing, implementing and documenting appropriate intervention strategies.
• Provide individual and small-group wellbeing support within the scope of the role and relevant professional qualifications.
• Participate in the case management of students with identified wellbeing, engagement or support needs.
• Contribute to the development, implementation and review of student support plans and intervention strategies.
• Assist the Leading Teacher Disability Inclusion with care team and Student Support Group meetings for Out of Home Care (OOHC) and Koorie students, as required.
• Facilitate appropriate referrals to internal and external services, including Doctors in Secondary Schools, headspace, NECAMHS, Department of Education Navigator and relevant family and community support services.
• Liaise appropriately with families, school staff and external professionals to support coordinated student interventions.
• Advocate for students experiencing vulnerability or disadvantage, ensuring their strengths, needs, perspectives and interests are considered in planning and decision-making.
• Maintain accurate, confidential and up-to-date student case notes, records and files in accordance with school and Department requirements.
• Collect and maintain data relating to wellbeing referrals, interventions and service provision to assist the school in identifying trends and areas of need.
• Contribute to the evaluation of wellbeing programs and interventions.
• Facilitate and/or deliver targeted wellbeing programs in response to identified student needs, including programs such as Love Bites, Social Stencil, The Man Cave, Boys to the Bush and Hands on Learning.
• Support the facilitation of professional learning and information sessions for staff relating to student wellbeing, e ngagement and identified areas of need.
• Work collaboratively with teachers and other Education Support staff to strengthen students' connection with school and engagement in learning.
• Participate as an active member of the school's Wellbeing Team and contribute to relevant meetings, planning and initiatives.
• Maintain appropriate professional boundaries, confidentiality and information-sharing practices in accordance with Department policy, Child Safe Standards and relevant legislation.
• Identify and appropriately escal concerns relating to student safety, wellbeing, child protection or significant risk to the Assistant Principal Wellbeing and Engagement and/or Principal Class.
• Undertake other duties appropriate to the classification and role as directed by the Principal.

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 (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*******@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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

A formal qualification is not a mandatory requirement for this position; however, qualifications and/or relevant experience in youth work, social work, community services, counselling, psychology, mental health, education support, or a related wellbeing field would be highly regarded.

The successful applicant will ideally demonstrate relevant experience working with young people, particularly those experiencing wellbeing, engagement, social, emotional or educational challenges. Experience in areas such as student support, case management, psychosocial assessment, brief intervention, referral pathways, wellbeing program delivery, or working collaboratively with families and external support agencies would be advantageous.

Applicants without formal qualifications should be able to demonstrate substantial relevant experience, knowledge and skills that enable them to safely and effectively undertake the responsibilities of the role, including an understanding of professional boundaries, confidentiality, child safety and appropriate escalation and referral processes.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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