ES 1-3 Wellbeing Coordinator (Ed Support Level 1-Range 3)
Schools (Government)
Melbourne, AU
3d ago
source : State Government of Victoria

Job Description

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  • Location Profile

    Sandringham College is a 7-12 co-educational government school in the southern bayside area of Melbourne. The College comprises of two campuses : The Bluff Road 7-9 Campus and the Holloway Road 10-12 Campus.

    These campuses are located within 10 minutes walking distance from each other.

    Sandringham College has worked extensively with its community to reshape the College and position itself as a world class school.

    The College has revisited its Vision, Mission and Values. Sandringham College is also in the process of consolidating its school wide pedagogical and student management structures.

    The key Teaching and Learning framework is enshrined in the core educational principle of a structured learning environment.

  • In essence, we believe that an ideal approach is through clearly structured lessons that encompass not only the DET HITs strategies but also the gradual release of responsibility through Instructional Learning (direct teacher instruction);
  • Interdependent learning (opportunities for students to work together in pairs, small and large groups) and Independent Learning (opportunities for students to work by themselves).

    The school also values student voice and student agency and is actively working towards a model that embraces the co-creation of learning within each classroom.

    In 2018 the total enrolment is approximately 950 students with equal numbers of students on each campus. Sandringham College is located in a relatively affluent are of Melbourne, although it does have a range of socio-economic groups, with some 15% of families receiving CSEF / Youth Allowance.

    A very low proportion of students come from non-English speaking backgrounds.

    The College has a strong profile in the community. Students also come to the College from a wide area of Melbourne. In particular, the 10-12 Campus draws students from other locations.

    These students are attracted by the breadth of studies and the more adult culture of the Campus, with over 40 VCE Studies and 36 VET studies, as well as an innovative and successful VCAL program.

    The 7-9 Campus at Bluff Road provides excellent opportunities for students, a broad range of subjects, with a range of innovative programs including enhancement programs such as SEAL and our Sport and Dance Academies.

    The College also has a very successful International Students Program, with over sixty students from countries including Japan, China, Germany, Italy and Brazil.

    Sandringham College is committed to providing access and excellence for all and this is reflected in the College Vision and Values and supporting values :

    To empower and challenge students to excel as active, responsible learners and productive members of their school, local and global community.

    Excellence Integrity Respect Creativity Community

    Selection Criteria

    SC1 Demonstrated capacity to development and implementation of programs, procedures, plans and policies that foster student engagement, wellbeing, resilience, social, emotional and educational needs

    SC2 High level communication skills, including the capacity to communicate effectively with all members of the school community and the capacity to provide support and guidance to families

    SC3 Capacity to work cooperatively with a range of people including teachers, education support staff, external agencies, students and families

    SC4 Demonstrated ability to assist and support vulnerable and disengaged youth within an educational setting

    SC5 Demonstrated experience in resourcing assessments and documenting evidence for making Program for Students with Disabilities applicatoins for funding

    SC6 A commitment to professional learning and growth

    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

    Include but are not limited to

  • Liaise with Student Managers and School Leaders to discuss appropriate referrals and support
  • Communicate with staff regarding student wellbeing concerns in a timely manner
  • Crisis management
  • Refer students to appropriate services for required support
  • Liaise and consult with relevant external agencies
  • Provide counselling and support to students
  • Case management including creation of confidential case notes
  • Assist Student Managers to identify students facing difficulties with attendance, behaviour and engagement, and to develop interventions and strategies
  • Contribute and coordinate knowledge and skills of staff and the school community in the area of student wellbeing
  • Contribute towards the Sandringham College student engagement and wellbeing policy
  • Develop whole school understanding and implementation of effective wellbeing practices
  • Work within the Wellbeing team to develop, implement and evaluate wellbeing programs, policies and processes that are consistent with the Sandringham College values and Department of Education and Training policies and procedures
  • Work within the Wellbeing team to create wellbeing policies including whole school preventions that develop an anti-bullying, positive mental health and resilience culture
  • Work with the Wellbeing team to manage transition of primary school students with wellbeing concerns and Program for Students with Disabilities (PSD) students including transition profiles, parent meetings, and primary school visits
  • Provide Professional Development and training to staff regarding wellbeing processes and guidelines
  • Collect, analyse and report data regarding wellbeing issues to Assistant Principal of Student Engagement and Wellbeing
  • Monitor and evaluate wellbeing programs and delivery
  • Manage Student Online Case System (SOCS) referrals and liaise with Student Support Service Officers (SSSO) staff
  • Work with Assistant Principal - Student Wellbeing and Engagement and Student Engagement Coordinator to submit Program for Students with Disabilities (PSD) applications
  • Contribute to the creation of Individual Learning Plans (ILPs) as appropriate
  • Contribute to Student Support Group meetings for students who are funded and non-funded students as required
  • Work collaboratively with the Principal Class, Sub School Leaders, Student Managers and the Wellbeing Team.
  • Who May Apply

    Individuals with the aptitude, experience and / or qualifications to fulfill the specific requirements of the position.

    EEO AND OHS Commitment

    The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces.

    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.

    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

    DET Values

    The Department’s employees commit to upholding DET’s Values : Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.

    DET’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 DET values is available at

    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
  • 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
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