Education Support - Student Wellbeing

At our College, we are committed to a quality, first-class education that encourages its young people to develop the skills required to thrive in an ever-changing, global community.
For our young people to achieve at a high level, they need to be supported by their community – students, staff, and parents. At Officer Secondary College, we foster strong, positive partnerships that put the student at the centre and believe learning is maximized when it takes place in an environment enriched with high expectations, personalised learning, challenge, inclusion, and support.
We value academic pursuits and take pride in helping our students to develop solid core values and an appreciation of the world around them. We encourage students to be inquisitive and think critically, be creative, view issues and problems from a range of perspectives, and to see learning as an ongoing adventure. We promote and cultivate independent thought and the building of character. This enables students to contribute to their communities in a meaningful and positive way. Our students are supported to expound our college values: Excellence, Inclusion, Respect, Creativity, Critical Thinking, and Global Citizenship and uphold our College's motto, "Learning Together, Learning to Lead, Together we Inspire."
Our teaching environment is designed to maximise student learning by creating a calm and orderly learning environment. We thrive in designing spaces that value student attention and allow our students to achieve the best possible outcomes.
Our teachers work collaboratively across the College to ensure that the curriculum is delivered in a consistent teacher/student centered format which allows students to learn in a supportive environment to consolidate and then build on their understandings to become confident learners.
Additional support is available to students to revise concepts or to further extend their knowledge, ensuring every opportunity is given to all students to achieve their potential.
Having a highly committed staff and supportive community provides us with the optimum conditions for success.
Learning CommunitiesTo facilitate Student support and allow each student to be known and feel connected, Officer Secondary College has implemented four Learning Communities. Each Vertical Sub School is made up of students from Year 7 to 10. These Learning Communities are supported by Sub School Learning Culture Leaders, Learning Community Leaders, and Learning Community Teachers, fostering an encouraging and friendly atmosphere in which students can learn effectively, and focus on preventing problems before they occur. Each Learning Community will foster the junior and senior years and allow students to build friendship groups, work with peers, and develop relationships within their Learning Community.
Each Learning Community Leadership team also includes a Learning Specialist who supports the teachers in the Learning Community to improve their practice and a Wellbeing Team member, who ensures each student's emotional needs are met. All teachers are assigned to a Learning Community and teach the students in this Learning Community. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community from Year 7 to 10 at Officer Secondary College, which allows Sub School Learning Culture Leaders and Learning Community Leaders to develop a close relationship with each student and understand each student's individual needs. Learning Community Leaders liaise with students' families as the need arises.
In Year 11, students transition from the 7-10 Vertical Sub School to the Senior Sub School. This allows a dedicated team, again led by a Sub School Leader and a Year 11 Learning Community Leader and a Year 12 Learning Community Leader.
At Officer Secondary College, our focus is on developing students' confidence and leadership qualities. We cultivate a nurturing atmosphere, empowering students to embrace challenges, whether within academic pursuits, in sports, student leadership, the Performing Arts, and Instrumental Music. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.
At Officer Secondary College, there are many opportunities for active participation. Student Leadership positions result from a rigorous process involving written applications, interviews, and student voting, fostering holistic school engagement. There are a variety of responsibilities and activities that the student leadership team is involved with during the year, with a particular emphasis upon building their capacity as leaders. These opportunities allow students to enhance their leadership skills, to experience success and meet challenges which build self-confidence and resilience and to build on the six school values: Creativity, Inclusion, Respect, Excellence, Critical Thinking, and Global Citizenship.
Officer Secondary College has Gold recognition of SWPBS. We are extremely proud of our staff, students, and community as we continue to create a positive school climate, a culture of student competence, and an open, responsive management system for all members of the College.
Please ensure that your application includes:a resume including relevant experience as well as personal details (name, address, email address, and contact numbers, business and home)a section addressing the selection criteria and the requirements for application under the Who May Apply sectionnames and contact numbers (telephone and email if possible) of at least two refereesPlease 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. PLEASE ENSURE THAT YOU INCLUDE YOUR VIT/WWCC DETAIL IN YOUR APPLICATION Selection CriteriaSC1 Demonstrated high level experience and skills in coordinating a specific education support function in the area of student wellbeing.
SC2 Demonstration high level capacity to support the high functioning student wellbeing team and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated high level of oral and written communications skills.
SC4 Possess the technical knowledge, qualification, and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.
RoleRange 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.
ResponsibilitiesManage the design and production of school publications and documents.Provide professional student support services, e.g., therapist and psychological and counselling services.Provide strategic advice on specific support services and their impact on students, school curriculum, and services.Manage the use of and access to school resource and reference material.Who May ApplyIndividuals with the aptitude, experience, and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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 ******.
Child Safe StandardsVictorian 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:
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.
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