SC1 Demonstrated ability to provide individual counselling and support to school aged students and experience in case management.

SC2 Demonstrated awareness and understanding of the issues encountered by young people and the ability to work alongside and support those who are experiencing barriers to education.

SC3 Demonstrated ability to provide information, advice and support to teachers, families and external professionals who are supporting or working with students experiencing difficulties with their wellbeing.

SC4 Demonstrated high level communication and interpersonal skills, with the proven ability to work collaboratively within a multi-disciplinary team.

SC5 Demonstrated understanding of trauma and adolescent development along with a commitment to professional learning and growth in line with your role.

[Attendance requirement for this position]

The role of the wellbeing team members is one of supporting students in developing and realising their goals. This support will take the form of individual counselling, liaising with the extended team around each learner (including other school staff, families and external agencies), running targeted small group interventions and working as a collaborative member of a team charged with implementing whole school initiatives.

The role includes work, either as a team member or an individual, assisting students with goal setting, managing challenging social and emotional situations, coaching and developing peer support, tackling issues that manifest as disengagement, developing and delivery programs in line with the school's, culture and strategic goals and contributing to the development of individual student plans. It involves work with individual or groups of students, some who may exhibit challenging behaviours.

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.

Weeroona College Bendigo (WCB) operates across two campuses with our main campus located on the northern side of Bendigo with a population of 790 year seven to year ten students and a small cohort of Year 11 and 12 students completing Vocational Pathways Certificate (VPC). Our second campus (BFLO- Bendigo Flexible learning Options) is an alternative setting and is a collaborative partnership between the five Bendigo Secondary Colleges and Kalianna Specialist School that aims to reengage learners from year seven through twelve. The current enrolment at BFLO is 50 students.

We have very strong educational partnerships with our associate primary schools in the White Hills cluster, the other three Bendigo year seven to ten colleges and Bendigo Senior Secondary College where our students transition for years eleven and twelve.

Our modern learning spaces provide for a wide range of flexible teaching and learning activities including independent study, peer tutoring, small and large group work, project-based learning, lecture-based learning, seminar style learning, research, performances, and presentations by students and learning by building, doing and creating.

WCB has a firm commitment to maximising the educational opportunities for each one of our students and we place a high emphasis on all students achieving personal excellence. Each student has a Ready to Learn plan where teachers and parents can track progress with their students to ensure that individual learning needs are met. Literacy and Numeracy are a high priority at Weeroona College Bendigo where we work to ensure that our teaching supports all students across the curriculum. We are a community of readers and encourage reading opportunities at school and at home and we have a differentiated learning model for teaching Mathematics that supports individual learners. All teachers at WCB explicitly teach literacy skills in each of their classes, with a focus on vocabulary and we are supported to do this by our brilliantly resourced Global Learning Centre (library).

Our college has made the development of a high-quality curriculum that caters for the needs of all students a major priority over the past few years. A balanced core curriculum is offered for year seven and eight students and year nine and ten students undertake a mixture of core and elective studies. Our year 10 students have access to VCE courses and our year 9/10¿s to VET programs.

WCB has a strong culture of extracurricular programs. We have a proud tradition in the Performing and Visual Arts including a well-supported instrumental music program, bands and arts spectaculars and College productions. The College also has very high standard sporting programs, where our students compete as the Weeroona Warriors. We are proud of our students who perform exceptionally well in a broad range of interschool sports activities. Another highlight of our college program is our participation in the Energy Breakthrough competitions. The College has an outstanding record of success over many years and the students, staff and families involved have benefitted enormously from this program.

We have developed a culture of high expectations for all our students and have embedded a Learning Protocol framework based on our school values: Kind, Safe, Learners. To support this, we have also developed a learning support plan that clearly articulates a consistent set of expectations by all staff using a restorative and trauma informed approach.