Whole School Wellbeing Team Leader

Selection Criteria

• Can demonstrate initiative and complex problem-solving skills;
• Ability to work effectively as a member or leader of a team;
• Excellent organisational and administrative skills;
• A strong understanding of the challenging problems young people face with experience in working with students and their families to address mental health issues;
• Knowledge of DE curriculum initiatives, College Policy and priorities as outlined in SSP
• Ability to motivate staff and deliver staff professional learning in the area of mental health related topics;

Role

The role is 3 days per week

Role Specific responsibilities;

• Report to Principal Team in relation to the delivery and evaluation of a range of wellbeing support services across RSC
• Coordinate and manage the work of the core Wellbeing Team (campus wellbeing coordinators, students¿ engagement officers and mental health practitioners) from a Whole School perspective, including the evaluation of wellbeing process, procedures and initiatives. This will require allocating periods of time (potentially day, week, month, term based) to both the East and West campus core wellbeing locations.
• Work collaboratively with broader school wellbeing associated staff members (including Nurse and Inclusion staff) to ensure a whole school approach to wellbeing plan is implemented consistently at all levels throughout the college community
• Work with school leadership staff members with portfolio responsibility (Leading Teachers ¿ House Leaders) in wellbeing to deliver Whole School wellbeing programs and initiatives
• Fulfil direct report responsibilities to campus based wellbeing coordinators and student engagement officers
• Responsibility of annual Wellbeing Budget and allocated funds to deliver strategies / initiatives and resources that have both broad reach and high impact on student cohort
• Assist in conducting regular core Wellbeing Team meetings to with a focus on setting goals, reflecting on progress and refining core work (focus must be driven by reviewing student wellbeing data). This includes ensuring all wellbeing associated programs/initiatives are evaluated for success.
• Plan and oversee `Student Engagement and Wellbeing Team¿ meetings
• Attend any Outer East Network / regional Wellbeing team briefings and report back key information to core wellbeing team

Responsibilities

Additional responsibilities ¿ (applicable to all members of the school¿s wellbeing team)

• Member of the core Wellbeing team (Whole School Wellbeing Team Leader, Wellbeing Coordinators, Student Engagement Officers, Mental Health Practitioners) who collaborate and work closely with each other to deliver wellbeing services to support the RSC community.
• Implement and evaluate a range of early intervention small group (Tier 2) initiatives for students based on the collection and analysis of data regarding wellbeing and social issues identified within the school community. These interventions can include but are not limited to; helping young people increase their self-esteem, develop interpersonal skills and healthy coping skills, resolve conflicts, and manage behaviour.
• Engage external organisations / professionals to support student wellbeing through internally run interventions
• Develop and deliver evidence based professional learning to members of the school community, including teachers, educational support staff, coaches and parents.
• Collaborate with key stakeholders to contribute to the delivery of wellbeing related curriculum including `Respectful Relationships¿. This will require working with the Health and Physical Education Learning Area Leader, staff involved with Learning Mentor curriculum planning and relevant Leading Teachers ¿ (House Leaders holding `Wellbeing Portfolio¿ responsibilities)
• As part of the core Wellbeing Team, collect, analyse and report data regarding wellbeing issues
• As part of the core wellbeing team, undertake crisis management for student wellbeing related presentations. This will include, where needed, liaising with external specialist organisations and professionals for any ongoing wellbeing supports
• Maintain Quality case notes when working with individual and/or groups of students

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 (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 marrung@education.vic.gov.au

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:

https://www2.education.vic.gov.au/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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Please refer to our website Rowville Secondary College