Student Wellbeing Coordinator

Job Description Location: Melbourne | Northern Metropolitan

Job type: Full time / From 28/01/2025


Organisation: Schools (Government)

Salary: Salary not specified


Occupation: Education and Training

Reference: 1451449


Location Profile At Thornbury High School, we are proud of what we do every day to champion innovation, inclusiveness, and academic excellence. Through our extensive academic and extra-curricular programs, we aim to foster and inspire a new generation of respectful and resilient young people ready to face a rapidly changing world.
In 2024, the school¿s enrolment is approximately 1100 students. The school has four Principal class, 70 equivalent full-time teachers and 35 Educational Support Staff working together to achieve the school¿s vision, the central tenets of which are:
¿ high academic expectations and standards
¿ a safe and secure learning environment
¿ a wide range of opportunities for students to pursue individual and collective aspirations
A recent highlight was winning `The Age¿ Schools that Excel Award for sustained improvement in VCE results. In 2023 the VCE median study score again reached 31, with 8.1% of students achieving study scores of 40 and above.
Our results in finding post-school pathways for senior students remain above the state median. The school continues to implement key teaching and learning strategies with a strong literacy and numeracy underpinning through our reinvigorated professional learning program.
Thornbury High¿s many strengths include our instrumental music program that includes free instrumental music tuition to all year seven and eight students as part of the performing arts curriculum, the recently expanded Sports Academy program and our Italian language immersion program.
The school has redeveloped its facilities recently completing stage two of our masterplan; a $14.9 million STEAM Centre. Our stage one Performing Arts and Sports Centre completed in 2020 has added to the vibrant teaching and learning program in those areas.
Thornbury High School values diversity in all its forms and models this in our day-to-day practices. The benefits of this are evident in the deep pride and sense of belonging within our school community. The school also conducts its own student-led annual bullying survey which has contributed to the development of a very safe and secure learning environment at the school.
For further information, visit the school¿s website at which includes links to our community Facebook page.
We acknowledge the traditional owners of the land on which our school stands, the Wurundjeri People and pay our respects to their elders past and present.
Other Information Thank you for your interest in this vacancy at Thornbury High School. Please note the following: Applicants are required to provide a statement addressing the key selection criteria. Attaching your letter of introduction, resume and key selection criteria in one document, with your full name in the File Name, is most helpful. Please include your DET Employee ID Number on your application (where applicable). Three (3) Referees are required. Please provide names, contact phone numbers and e-mail addresses. A copy of your current WWCC/VIT card will be required if successful. Selection Criteria Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school¿s student population. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs. Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people. Clear understanding of legislative requirements regarding privacy of health information. Role The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand mental health and wellbeing support in government schools. The initiative provides for a suitably qualified mental health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.
Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:
Enhancing mental health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student mental health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health concerns; and Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local mental health service providers and other health professionals to engage further support as required. Education support class level 1 range 4 The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).
For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit the Victorian Government Schools Agreement 2022: pal/industrial-agreements/resources
Responsibilities Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes. Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise. Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk. Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers. Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students. Maintaining professional competence and continued professional development, including attending professional development activities throughout the year. Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent. Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).
Who May Apply Required
Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically: For Psychologists, applicants must hold full registration with AHPRA For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers For Occupational Therapists applicants must hold full registration with AHPRA For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA) Demonstrated direct counselling experience A current Working With Children Check. Desirable
For Psychology applicants, specialisation in educational and/or developmental psychology. For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses. For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark. For Occupational Therapy applicants, a Better Access to Mental Health Endorsement. For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA). 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
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:
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:
pal/values-department-vps-school-employees/overview
Other Information 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 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 Responsibilities The Student Wellbeing Coordinator [SWC] is an integral part of the THS Wellbeing Team and provides a wide range of support to students and families. They liaise with Departmental, community and internal groups and agencies to provide support and advice along with proactive and professional learning for staff to help them better recognise and understand the wellbeing demands and signs of need from our students.
The duties of this role will include the promotion of a safe, supportive, and positive school environment, reporting to and maintaining a close working relationship with Heads of year and Principal Class and Leading and supporting the Student Wellbeing Team. The position requires a demonstrated understanding of confidentiality, high level organisational and strong communication skills. The SWC must be able to relate to, and interact with a wide range of clients, service providers and Departmental staff in a professional and ethical manner and demonstrate a strong compliance with DET's 7 core values. An understanding of the public sector code of conduct is a requirement of this position.
This role is responsible for the provision of the effective management of Student Wellbeing services to students as directed by the Principal and/or Business Manager. The SWC applies sound theoretical knowledge and practical expertise in the development of standards relating to Student Wellbeing at THS.
Position responsibilities: Providing triaging for students and allocating them to a THS MHP staff member and effectively manage the caseload of the Student Wellbeing Team. This will involve coordinating the provision of support for student mental health and welfare needs both within, and external to the school liaising with families to obtain Mental Health Care Plans (MHCP) where appropriate mental health prevention and promotion coordinating resources and supports with other services for students with complex needs organisation and delivery of mental health and wellbeing workshops with targeted groups of students effectively utilise Compass to communicate with the Student Wellbeing team, year level coordinators and other staff to respond to, and update, the progress of referrals Provide mediation services (student to student, student to parent and student to teacher) as required Make, manage, and respond to reports to/from external agencies and working these agencies to obtain resources and current information to support student wellbeing Make referrals for services, refer relevant students for assessment by Assessments Australia Effectively liaise with the Disability Inclusion team In consultation with Principal class, effectively plan for, and deliver, the yearly allocation of Mental Health Fund using an evidence-based approach Maintain a close working relationship with sub-school leaders Enhance wellbeing promotion and prevention activities in the school by contributing to whole school health and wellbeing plans, building the capability of teaching staff and school leadership to manage student health and wellbeing, and helping to embed mental health promotion and prevention programs and strategies in the school Provide leadership and professional learning to others, such as teachers and other school staff to build capacity Attend meetings and provide a written caseload update for inclusion on meeting agendas 24 hours ahead of meetings Work collaboratively with all school teams to contribute to wellbeing policies and operational practices that will guide the work of others Keep accurate and thorough written records of activities and all clients contact while maintaining security and confidentiality. This includes liaising with the enrolment officer for the archiving of student wellbeing files Assist the Pathways Team (Careers) and Senior Sub School Team in completing Year 12 SEAS applications, CED documentation, etc, including assistance with the provision of relevant information required for applications for scholarships such as Western Chances, Students Under Cover and Young Carers on behalf of students Other duties as required or negotiated with the Principal or Business Manager Conditions apply: Police Check, VIT/WWCC, Child Safety Standards, DET Code of Conduct.
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 Responsibilities Manage the delivery of support services to students, teachers, parents and other school clients. Ensure all external providers deliver the required service.

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