Job Description Location: North East Region | Albury/Wodonga Job type: Part time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Other Reference: 1451533 Selection Criteria Your application for this position should specifically address each of the selection criteria below. Short listing and selection will be based upon responses to these selection criteria and key responsibility areas. Essential SC1 A relevant qualification consisting of a minimum of four years tertiary training. SC2 Demonstrated high level of theoretical knowledge and practical expertise in assessing complex need and risk in young people, and in developing and implementing complex intervention strategies to address these, in accordance with professional and industry standards, and in collaboration with external agencies and professionals. SC3 Substantial demonstrated theoretical knowledge and practical expertise in relation to student risk management and crisis intervention strategies, and experience in providing professional development and training programs for a range of school stakeholders, including teachers. SC4 Demonstrated commitment to DET and WMYC values, and ability and experience in providing expert advice which will influence the strategic approach to student support and learning. SC5 Current Victorian Working with Children Check. SC6 Demonstrated understanding and commitment to the structure and programs offered at Wodonga Middle Years College. Desirable SC7 Tertiary social work qualification making the applicant eligible for registration with the Australian Association of Social Workers. SC8 Sound understanding of whole school wellbeing approaches and counselling in a school context. SC9 Current Drivers Licence. Role The Wellbeing Case Manager will work in partnership with the Wellbeing Team, WMYC Leaders, and families to provide a coordinated approach to individual student wellbeing. They will report to the Assistant Principal ¿ Student Operations, the Wellbeing Case Manager is responsible for the implementation and review of a range of wellbeing support services/programs to address the wellbeing need of students. This involves contributing to a whole school culture of prioritising preventative wellbeing processes and policies, as well as individual case management and liaison with staff, parents and external service providers. Completion of need and risk assessments, safety plans and support plans will be in line with industry best practice. The Wellbeing Case Manager is also responsible for providing key support and timely advice to the school leadership team. Responsibilities Provide a high level of engagement and assessment of individual students to determine areas of risk and need, and identify, design and implement interventions to address these. Have substantial working knowledge of student risk management and response techniques and strategies. Empower students and families in help-seeking and coping behaviours and contribute to the building of their resilience. Within the school environment, act as the link between the social work and education sectors. Make decisions on complex intervention strategies, in accordance with professional and industry standards, that may have significant consequences for clients and their families. Apply sound theoretical knowledge and practical expertise in implementing service delivery options. Undertake advanced interventions in dealing with particularly complex cases that may require cross-profession or agency collaboration. Ensure quality control in relation to wellbeing practices within the school, in line with industry best practice. Provide expert advice in the social work field which will influence the school¿s approach to student support and learning. Implement professional support programs within the school environment, including training, development and guidance to other school staff and members of the school community. Liaise with the general school community, the Education Department and other government agencies and service providers. Provide advice, expertise and leadership in policy development that guides the development of school policy and the work of others, including teachers The above responsibilities set out the major duties and tasks associated within the stated job description. Other duties of a similar nature and/or level undertaken within the school are not excluded, simply because they are not itemised. These duties could vary from time to time resulting from new legislation, changes to technology or policy and procedure, and in the context of any changes, appropriate training may be given, if required, to undertake the new/varied role. 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 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx Application Procedures: WMYC does not bind itself to make any appointment whatsoever from applications received. Applications must include the following: a covering letter;brief statements addressing each of the selection criteria;your resume/CV detailing employment history;names and contact numbers of two professional referees (include current employer/supervisor) who can provide comment on the selection criteria Applications can be lodged on the DET Recruitment Online Website http://www.education.vic.gov.au/hrweb/careers/pages/advacssch.aspx and follow the link to Job Vacancy/Recruitment Online OR a email a copy of your application to HR@wmyc.vic.edu.au Location Profile Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self aware, collaborative and inquisitive. Importantly, Wodonga Middle Years College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education. Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses. The development of one Middle Years College with two campuses provides the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools. The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling - the middle years. The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program. The College has high expectations of its students and the staff understand the importance of engaging their learners. Our Mission - To be a student focused learning community from which our graduates will: Be confident, capable and self-motivated. Be comfortable living in a world of diverse people, cultures, and beliefs. Be able to establish and maintain effective relationships. Be tolerant and act with empathy. Be respectful of self and others. Make meaningful contributions to society ¿ the local and global community. Demonstrates intellectual tenacity and persistence in problem solving Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands. Respond positively and appropriately to change and challenges. Set high expectations for themselves and act to meet those expectations. Flourish in a digital world and be a skilled user of evolving technologies. Be aware of post school options and successfully access them. In the Middle Years College: Teachers specialise in meeting needs and improving outcomes for middle years students. Teachers generally work in a house across year levels. There are improved leadership options for Year 9 students. The Middle Years campuses have the scope to develop a variety of programs emphasising: Victorian Curriculum AVID (Advancement Via Individual Determination) TLI (Targeted Literacy Intervention) AAP (Academic Advancement Program) Sporting Excellence Civics and Citizenship There is a concentrated focus on transition with stronger links and co-operation with neighbourhood feeder primary schools and the Wodonga Senior Secondary College. Common report writing, timetabling, roll marking and student management software is used at each campus. There are expanded curriculum offerings for middle years including: Strong academic studies in all areas of the Victorian Curriculum including classroom and instrumental music. The two campuses offer languages - Indonesian, Japanese Middle Years programs are not restricted by timetable constraints of senior campus requirements. Authentic purpose - student outcomes will include the completion or production of tasks relevant to the young people demonstrated through presentations, performance, creation and event management. Celebrate and share the opportunities that exist with the work of the Flying Fruit Fly Circus School. There are strong partnerships with the wider community including tertiary institutions, community agencies, and businesses. Wodonga Middle Years College has three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School