Student Wellbeing Coordinator 2025

Selection Criteria Suitable experience in the initiation, development and implementation of programs, procedures and policies that foster resilience in young people and address their physical, social, emotional and educational needs in a school context. Demonstrated capacity to effectively implement and manage intervention strategies that address complex cases including critical incidents and provide leadership within teams delivering a range of wellbeing support services to students. Ability to provide professional learning that informs and influences the work of others involved in the engagement and wellbeing of students. Highly developed capacity to assess, conceptualise and analyse student wellbeing issues that translate to improved wellbeing services and engagement of students. Highly developed organisational, communication and interpersonal skills including the ability to develop effective working relationships with young people, parents/carers, school staff and collaborate with relevant services and health professionals. Role (Attendance requirement for this position)
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 Student Wellbeing Coordinator
The Wellbeing Coordinator reports to the Head of Wellbeing and provides consultation to Sub School and Year Level Leaders, as well as direct support to students. There are three Wellbeing Coordinators, each with a focus on specific year levels in the College. With an emphasis on prevention and early intervention, the role involves a range of responsibilities including case management, counselling and the implementation of data-informed and evidence-based strategies to promote health and wellbeing across three tiers of support.
Tier 1. Preventative Education (whole school approach) Tier 2. Early-intervention (targeted-groups) Tier 3. Targeted Interventions (1:1 engagement and referral) The Wellbeing Coordinator will be responsible for the following:
Together with school leadership and governance, developing appropriate policies, strategic plans, values and organisational structures that support the promotion of student wellbeing. Marketing these through regular newsletters and other strategies. Providing day-to-day advice to Head of Wellbeing and Principal/Assistant Principal on student wellbeing issues. Building and maintaining a safe school community. This includes attending to critical incidents and emergency management, safety and action plans, wellbeing alerts, mediation practices and non-punitive bullying interventions. Ensuring all staff understands the legal implications and importance of respecting confidentiality, privacy, duty of care and mandatory reporting. Supporting the implementation of national and state initiatives linked to health, wellbeing, and safety in schools. Working collaboratively within College teams to identify and support the wellbeing needs of young people. Provide case management and counselling support to students who are referred to the wellbeing department/or who are identified as at risk. Support the management of critical incidents and make appropriate referrals. Facilitating access to community services and agencies to meet the health and wellbeing needs of students. Ensuring access to accurate information and support related to things such as mental health, bullying, drugs, alcohol and substance abuse, family violence, accommodation, court matters and health related issues. To support inclusion and increased school attendance through a range of strategies which might include outreach to parents and students where appropriate. Listening to student/staff requests for assistance and providing support in the application of student modifications or accommodations, seeking help, including referral, providing community supports and liaising with/involving relevant school staff. Developing and strengthening relevant partnerships with community facilities and agencies to promote health and wellbeing. Collaborating with appropriate networks to support students in a holistic capacity. Supports the work of Leadership and Students in the following areas:
Promotion of a college culture and staff professional practice aligned with the Child Safe Standards. Working with vulnerable students to support the inclusion of all students particularly those who have experienced trauma or are funded using the Disability Inclusion Profile. Who May Apply Qualifications:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
A diploma, graduate or post-graduate qualification in social work, youth work, counselling, psychology or other relevant discipline.
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.
Location Profile McClelland College is a 7-12 college with a current enrolment of approx. 1000+ students. The college is well recognised as a leader in the implementation of personalised learning through what we call an 'Education by Design' approach. We really believe in living our values of Community, Ownership and Growth.
Our decision making is all put through the lens of what is in the students' best interests. It's the innovative approach to teaching that sets our school apart and the passion and moral purpose of our staff that drives us to do everything we can to help each and every student. We pride ourselves on delivering education that builds professional and vocational capabilities by building on students' individual strengths.
At McClelland we support students in the exploration and development of their individual passions and talents. Key sets of relevant life-long learning skills taught throughout the McClelland Academy Program (MAP) will enable our students to be skilled in IT development, Science, Media, Business, Performing Arts and Sport.
The Elite Performance Program (and EP+) is a select entry program aimed at extending junior year students. We design our curriculum so these students are spending more time using higher-order thinking skills and developing leadership capacity. This enables students to further increase their personal learning and continue to maintain learning above the expected level for their year group. If you are teaching a student in Year 7, for example, that you believe is capable of enrolling in a VCE unit, we want to know about it. This is Education by Design in action.
McClelland is also well-connected through collaboration and active partnerships with external organisations. To support the quality, reach and impact of our education, we constantly seek to improve teaching and learning outcomes through engagement with business and industry links.
College Values
McClelland's College Values were derived from what students, teachers and parents thought underpinned success in life. We believe that Community and Ownership build together to support Growth.
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