Location Profile
The Drouin Secondary College vision is: "To ensure every student develops the knowledge, skills and behaviours needed to positively contribute as responsible and caring citizens of a changing, global community." The College¿s daily life is linked closely to our core values: ACHIEVEMENT, RESPECT, COMMITMENT AND COMMUNITY.
Drouin Secondary College is a steadily growing rural year 7 to 12 school with 1211 students in 2024. Students attending the College come from a large geographical area. The nature of the community is changing with steady growth in the major centres of population ¿ Drouin, Bunyip, Garfield and Longwarry.
The geography of our feeder area means that an extensive bus network is coordinated by the College. The college designated boundary can be identified by the Find My school platform.
The College has 94 teaching staff including 5 Principal Class, 4 paraprofessionals, and a further 57 support staff.
Drouin has a 1 to 1 learning program with all students having personal use of a Netbook. Students also have online 24/7 access to support their learning on Microsoft office and COMPASS for curriculum content and management system.
The Blackwood Centre for Adolescent Development (BCAD) is located on a separate campus at Hallora. It provides a yearlong early intervention program for students at risk of dis-engaging in their education. Students from across West and Inner Gippsland can access BCAD.
Our goals for the 2022 to 2026 Strategic Plan are:
· Optimize the achievement and learning growth of all students.
· Maximise the wellbeing and engagement of all students.
DSC is an inclusive community connected school. We believe all students can learn and we offer students a high level of support and have equally high expectations. We develop a culture of respect with students being active agents of their own learning.
Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VM, VETis, applied and accelerated pathways.
DSC staff are lifelong learners who work collaboratively with an unwavering focus on positive personal and educational outcomes for our students.
Selection Criteria
SC1. Demonstrated ability to apply professional expertise in health, wellbeing, and student support with experience in a school or education setting.
SC2. Demonstrated In-depth knowledge of health promotion, mental health, and wellbeing, particularly in an educational context. Having sound theoretical knowledge and practical expertise in delivering service options tailored to student needs.
SC3. Demonstrated strong leadership abilities to train and develop others in the application of professional fields within education. Providing expert advice to influence the strategic direction of student support and learning.
SC4. Ability to provide leadership and advice in cross-professional or cross-agency collaboration and the ability to work collaboratively in a team-oriented, multidisciplinary environment.
SC6. Strong communication and interpersonal skills to effectively engage with students, staff, and parents.
SC7. Commitment to continuing professional development and staying current with evidence-based practices in health promotion and student support.
Role
Attendance not required in term break
The role will involve working in a school-based environment, interacting with students, parents, and educational staff.
Proactive in identifying areas for improvement and implementing solutions to address health and wellbeing challenges.
Ability to provide leadership and advice in cross-professional or cross-agency collaboration.
Commitment to continuing professional development and staying current with evidence-based practices in health promotion and student support.
Flexibility to adapt to the evolving needs of the school community and the health and wellbeing challenges that arise.
In-depth knowledge of health promotion, mental health, and wellbeing, particularly in an educational context.
Expertise in policy development, operational practices, and best practices in student support services.
Strong leadership abilities to train and develop others in the application of professional fields within education.
Skilled in providing expert advice to influence the strategic direction of student support and learning.
Sound theoretical knowledge and practical expertise in delivering service options tailored to student needs.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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
Deliver professional support services in schools, ensuring the development of policies and operational practices to guide staff and school operations.
¿ Provide expert advice to inform and influence the strategic approach to student support and learning, improving educational outcomes.
¿ Lead training and development programs to enhance the application of professional health and wellbeing practices within the school community.
¿ Undertake advanced interventions for complex student cases, collaborating with cross-professional teams as needed.
¿ Promote primary health care, mental health, and wellbeing as integral parts of the educational curriculum.
¿ Design and deliver health and wellbeing education and promotion programs, including providing advice and linking the school community with relevant external services.
¿ Implement evidence-based health promotion and preventive care initiatives within the school environment.
¿ Conduct health and wellbeing assessments, and develop and manage care plans to address students' healthcare needs.
¿ Provide primary health care, counselling, wellbeing services, and therapeutic support to students and staff, offering ongoing advice and interventions.
¿ Actively support students and staff on sensitive health and wellbeing issues, focusing on reducing negative health outcomes and promoting positive behaviours.
Who May Apply
Relevant qualifications in health, nursing, social work, or a related field (e.g., Bachelor¿s or Master's Degree in Nursing, Public Health, Education, or equivalent).
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 *******@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
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 who are able to attest to the claims made in your application.
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx