Student Wellbeing And Engagement Officer

Student Wellbeing and Engagement Officer Job posted: 09/09/2024 Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1435349 Location Profile Fountain Gate Secondary College is located in the City of Casey in the south eastern suburbs of Melbourne, approximately 40 kilometres from the Melbourne Central Business District.
The school was registered as a Year 7-12 provider in 2009, and prior to that, was a Year 7-10 campus of Eumemmerring College.
We provide high-quality education for the Narre Warren community in a safe, supportive and educationally challenging environment.
The College recognises and values the diversity of its community that is drawn from different social, economic and cultural backgrounds.
The school grounds include an indoor multi-purpose gymnasium, and a range of flexible classrooms (learning hubs) and specialist facilities.
The grounds include passive and active play spaces, basketball and netball courts and an oval.
Enrolments are approximately 1240 students.
The Student Family Occupation Education (SFOE) index was 0.5707 in 2023.
The staffing profile of Fountain Gate Secondary College includes a principal, five assistant principals, 97.4 teachers and 40 full time equivalent Education Support (ES) staff.
Fountain Gate Secondary College provides a Year 7 to Year 12 learning program through the Victorian Curriculum, the Victorian Certificate of Education (VCE), Victorian Certificate of Education – Vocation Major (VCE-VM) and a range of Victorian Education and Training (VET) offerings.
To support the wellbeing and educational needs of our students we have a partnership with Headspace and have an onsite team consisting of: College Wellbeing Leader, Re-engagement Officer, Attendance Officers for each Year Level Hub, Integration Coordinator, Youth Worker, Counsellor, Speech Pathologist, Adolescent Health Nurse, Multicultural Aides, Occupational Therapist, onsite psychologists, School Nurse and the Doctors in School program.
A school-wide Positive Education approach underpins all our interactions.
An extensive awards system operates throughout the school, recognising students who demonstrate our school values – Respect, Honesty, Responsibility and Endeavour.
The College successfully competes through several interschool sports, and our Rugby and Soccer Academies support students to achieve excellence both on and off the sporting field.
As part of our 2023-2026 School Strategic Plan, our college has three focus areas: Optimise student wellbeing and connectedness Improve student engagement in learning Fountain Gate Secondary College is committed to providing a high quality educational program that supports all students to fulfil their potential and achieve their goals in life.
We have high expectations for all members of our school community, and ensure this is matched with high levels of support.
Selection Criteria Highly developed counselling skills and experience in counselling adolescents presenting with a range of issues who may be self-referred, teacher or parent referred.
Knowledge of case management and student support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.
Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
Demonstrated ability to manage a range of complex wellbeing-related incidents and ensure that all relevant processes are followed (school-based, Department of Education and other legislative requirements).
Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards.
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 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 Key Responsibilities: Counselling of Complex Needs Students Provide one on one counselling for short term intervention Risk assessments on students in crisis Assessing and implementing approach to crisis management of students Case Management Refer students and families to external mental health service providers Collaborate with external mental health service providers Communicate case management plans and build partnerships with Year level leaders and other relevant stakeholders Attend SSGs and case review meetings Record and review case notes Ongoing communication with parents, teaching staff and Year level Hub Daily reporting to Wellbeing team and Assistant Principal Any other duties as directed by the Principal or delegate.
Professional Development: Maintain awareness of current best practice in your area of work, DET and in secondary education Undertake ongoing professional learning and development Participate in professional development opportunities within areas relevant to your role Support continuous improvement, evaluation and evidence-based innovation in school programs College Community: Develop positive interpersonal relationships with students, staff and the wider College community Participate in the culture and life of the College.
Support colleagues in their work.
Participate in specific meetings of school committees as required.
Make contributions to the Daily Bulletin, College newsletters, annual magazine and other school publications as appropriate.
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.
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: 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 Department's HR website.
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