Job Description
Location: North East Region | Corryong

Job type: Part time / From 07/10/2024 - 26/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Health and Allied Health

Reference: 1428840

Selection Criteria
Selection Criteria

1. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling for a range of mental health issues.

2. Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs, including out of home care, disability and Koorie.

3. Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing, and disability inclusion.

4. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people, including Allied Health Professionals and services

5. Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.

6. Clear understanding of legislative requirements regarding privacy of health information

Role
Student Wellbeing Role

A Wellbeing Support team member will ensure that they

Coordinate and maintain a centralised filing system for case notes and records of student contact.
Respond to immediate/acute wellbeing concerns of students and critical incidents
Part of the team around the learner, including attending SSGs and IEPs, for identified students
Provide high level assessment - program devleopment and implementation based on high impact wellbeing areas to students.
Work within the Wellbeing Team to:
. Review relevant Wellbeing data, including Wellbeing Referrals and the high impact wellbeing areas, to identify areas of need that require individual and/or group interventions.

. Identify relevant interventions that will address these areas of need.

. Support as necessary the organisation of relevant individual and small group interventions, including liaising with external partners.

. Supporting as necessary the delivery of relevant individual and small group interventions.

Support students to access internal support within the school (e.g. Koorie Educators, Doctors in Schools)
Consult with students¿ families to ensure appropriate supports are identified and assist in linking with external agencies when required.
Link students in with external wellbeing services, including making referrals and supporting students and families to access in some cases
Provide case management support for complex cases, especially where there is a high level of service involvement (including liaising with services, connecting them with relevant school staff, communicating with relevant school staff and the services, arranging meetings, being a Key Contact for the family)
Build the capacity of others to be able to manage and deliver wellbeing supports in the school, including strategies that support the wellbeing needs of students.
Participate in the development of universal programs to address wellbeing issues, including SWPBS and social-emotional learning .
Other duties as directed by the Neighbourhood Principal - Senior Secondary + Careers and Pathways

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 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
Create a positive culture of belonging, care, high expectations and learning within their team and the College

Provide high level support to the Well being Team Leader
Proactively build a positive working relationship with all staff
Attend and actively contribute to relevant meetings and events
Support the development, implementation, and evaluation of the Wellbeing portfolio
Support and encourage staff to share ideas, strategies and resources
Work with a team of student support staff within the school (eg wellbeing, youth workers, integration staff, school nurse, and visiting professionals) at a campus.
Work closely with staff within neighbourhood teams to identify students that require additional support (using the Wellbeing Referral system)
Working 4 days a week Tuesday 8.00a.m. - 4.00p.m. - Wednesday and Thursday 8.30a.m. - 4.30p.m. and Friday 8.00a.m. - 4.00p.m.

Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment
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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]

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
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

Please ensure that your application includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who May Apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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
Location Profile
Corryong College Profile.

Corryong College is a P-12 College of approximately 280 students located in the far north-east of Victoria, some 125 kilometers east of Wodonga and within the Shire of Towong. With a population of 1200 people, Corryong is the main town servicing the Upper Murray region. Whilst the local economy is closely tied to agriculture (beef and dairy cattle), the local hospital and Snowy Hydro Scheme also contributes to the local economic viability.

Tourism is a growing industry as Corryong is nestled in a picturesque valley between the mountains and the Murray River. Close to snowfields in winter, river and lake sports in summer, excellent freshwater fishing in permanent creeks and with lots to see and do outdoors during the mild spring and autumn months. The Upper Murray offers a healthy and peaceful lifestyle. A safe and secure place to live and raise a family in a friendly rural community that welcomes newcomers.

The College provides a comprehensive program for students from Years P-12, led by highly dedicated staff of teachers and Education Support. The College is well-known in the region for its ability to value add to student learning as students move through the College¿s year levels, evidenced in the many years of achieving excellent VCE results. The College focuses on data informed teaching that ensures every student can learn and no student is left behind.

The College provides a high quality education in a safe and secure environment which values motivation, aspiration and achievement. Teachers work in variety of Professional Learning Teams & Communities focused on student centered points of need, to share best practice with clear learning intentions, ******** teaching and feedback that continuously strive towards a strong learning culture. The FISO (Framework for Improving Student Outcomes) Continua is regularly reviewed by the college community, aligned with analyzed data sets, to ensure whole-school ownership of school improvement. Students have a strong voice and are encouraged to be inquiring, active and independent learners. Moving towards student agency, the College is making steps towards empowering students to have input in their learning direction within the classroom and across the school.

The curriculum is seen as the means by which our students acquire the skills competencies and qualities to become informed and effective participants in society. It emphasises literacy, numeracy, the ability to work with others, the ability to analyze and assess information, the capacity to adapt to new situations and personal organisation.

Curriculum enhancement activities are many and varied. Students are encouraged to take an active role in extra-curricular activities. The opportunities provided by the proximity of national parks and snowfields mean that Outdoor Education features strongly. Instrumental Music classes are available to all students in Years 5-12. The College has an excellent sports program that features inter-house and interschool competitions. School Captains are elected and take an important leadership role in College affairs. House Captains and Vice-Captains also have important roles to play.

The College has strong ADVANCE (CFA), Hospitality and Indonesian programs which contribute to our students¿ development as well as strong collaboration with community.