Wellbeing Officer

Job type: Full time / From 28/01/2025 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1458002
Location Profile Please refer to our school website at Horsham College to access our school's profile and plans.
Selection Criteria SC1.
Demonstrated experience and ability to assist students with wellbeing issues and/or students identified as at risk in an educational setting. SC2.
Demonstrated high level of verbal, written and interpersonal communication skills to work independently and interact successfully with staff, students, parents, families and external agencies. SC3.
Demonstrated ability to work as an effective member of a team in an educational setting, working collaboratively with senior school leaders to identify and determine student wellbeing requirements. SC4.
Demonstrated ability to think critically, analyse problems and issues and choose appropriate actions to achieve desired outcomes in line with College policy and DET procedures. SC5.
Demonstrated examples where cooperation was sought from colleagues and/or members of the school community to achieve a specific student wellbeing issue, outcome within the workplace etc., including the ability to advise on intervention strategies. SC6.
Demonstrated ability to seek out additional resources such as the possibility of engaging relevant external agencies in providing programs to support students and/or their families. SC7.
Completed relevant tertiary qualifications or equivalent and had experience in working with youth at risk in an educational setting like a Student Health & Wellbeing position. 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 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. Work 1:1 with students identified as seeking support regarding wellbeing issues. Provide referral support and triage for students in need of wellbeing support. Participate in Student Support Group meetings as required by Program Leaders. Develop small group wellbeing programs for students across the Mainstream / alternate pathway programs. Assist in the development of staff skills regarding wellbeing support for students. Support the evaluation and implementation of student induction and wellbeing policies. Participate in meetings relevant to student wellbeing (including program meetings). Support the Program Leaders in provision of specialist advice and strategies to deal with student wellbeing issues. Develop and maintain partnerships and relationships with local community organisations which strengthen the wellbeing outcomes of students. Track student wellbeing using tools such as SEQTA and Excel, and monitoring and reporting on data against school priorities. Conduct home visits where appropriate. Work with other members of the Wellbeing team across the College to ensure best practice and whole school improvement. Any other tasks as required by the Principal. 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.
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:
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.
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. #J-18808-Ljbffr