Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 2, Range 6
Occupation: Health and allied health
Location: Hume - Greater Shepparton
Reference:
Location Profile
Cobram Secondary College is growing
* We are looking for a dynamic and enthusiastic Director of Wellbeing & Engagement Worker to join our team of dedicated staff and happy students They MUST have a university qualification in Social Work, Counselling or Youth Work.
This position is 0.6 Time Fraction (3 days for week)
* We offer:
* Work & life balance in beautiful surroundings. Our town is on the Murray river and within walking distance of beautiful bush tracks, shops, cinema, cafes, gyms and indoor and outdoor pools. Housing is cheap ¿ this is the perfect opportunity to purchase your first home
* Dedicated mentor for new staff to ensure they settle into the school and community.
* Ongoing professional learning opportunities and career pathways.
* Collegiate and welcoming staff, with 40% of staff new to the area and new to teaching - we have created a supportive learning community where staff thrive and learn.
* Assistance to locate housing - the school has rented a house within walking distance to school, with space for two more staff to share.
* For further information about our fabulous school please check out our Facebook, Instagram and website
Selection Criteria
1. Whole school wellbeing leadership
(i) Outstanding capacity for visionary and exemplary wellbeing program leadership of a school or college.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
2. Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills, including building and recruiting an effective staffing profile for outstanding wellbeing outcomes
3. Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student wellbeing with a demonstrated capacity to achieve high quality student wellbeing outcomes.
(ii) Demonstrated ability to implement Department of Education policies to a high level.
(iii) High developed strategic planning skills in development of wellbeing goal in Annual Implementation Plan (AIP)
4. Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.
(ii) Lead staff in development and use of high-level, robust wellbeing systems, policies, procedures and processes for effective student wellbeing outcomes
5. Interpersonal and communication skills
(i) Highly developed interpersonal and communication skills in individual, small group, cohort and community contexts.
(ii) Demonstrated capacity to lead, manage and develop qualified Allied Health professionals in schools
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
(iii) An ability to work with whole school community to develop strong wellbeing in partnership with the teaching and learning environment
6. School specific criteria.
Demonstrated commitment and capacity to actively lead whole school improvement initiatives in Wellbeing & Engagement. See more in role/responsibilities.
Role
The `Director of Wellbeing¿ reports directly to the principal
The Director of Wellbeing will have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's wellbeing program. In exercising the responsibility, the Director of Wellbeing will have the authority to make significant decisions relating to the program, budget and staff relating to their area of designated responsibility (Wellbeing) within the framework of the school's strategic plan, policies and budget. The Director of Wellbeing will contribute to the overall management of the school through involvement in policy formulation and decision making.
The role seeks to place the Director of Wellbeing as a direct conduit to building communication, congruence and strategic planning between senior leadership and college allied health professionals.
Leading wellbeing and engagement across the college includes duties:
* Management of wellbeing team, including allied health, MHP,
* Leading the development of nuanced wellbeing systems, processes and policies that informs broader wellbeing intervention across the college
* Ensuring an embedded whole school¿ approach to wellbeing, using theMulti-Tiered Systems of Support¿ (MTSS) framework
o primary prevention (tier 1): supports for all students, staff and settings
o secondary prevention (tier 2): additional specialised group systems for students with at-risk behaviour
o tertiary prevention (tier 3): specialised, individualised systems for students with high-risk behaviour, provided in addition to primary and secondary prevention
* Leading the development of new `Wellbeing Placement Student¿ program, inclusive of conduit role between partnered tertiary institutions and task supervision of all allied health placements
* Leading implementation of Mental Health reform for context of college
* Monitoring procedures for record-keeping, decision making and ongoing tracking in relation to student wellbeing, behaviours and attendance
An education support class role at this range is a senior member of School leadership, accountable for multiple key areas or functions for the school(s), including the achievement of established school objectives.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required where it is an integral part of the employee¿s position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances where the responsibility for students remains clearly with a teacher and under the overall responsibility of a teacher.
Range 6 applies across all streams of education support class work as relevant.
The duties and responsibilities for the types of education support class work that can be expected at this level are set out below.
For more information on the responsibilities of an `Education Support class level 2 range-6¿ employee, please visit the Victorian Government Schools Agreement 2022:
Responsibilities
* Significant contribution to the overall management of the school through involvement in policy formulation and decision making
* A primary responsibility for the management of areas or functions within the school(s), each with significant budget, staff responsibilities or strategic importance
* The authority to make significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget
* Responsible for implementation of strategic school policy across functional areas
* Provides leadership and guidance based on advanced professional or technical expertise
* Subject matter expert that conceptualizes, initiates, implements, promotes, and evaluates complex and innovative technical programs
* Routinely advises the school leadership team on policy issues and solutions within a functional area
Develops technical or professional standards
Who May Apply
Required
* Applicants must be qualified in a relevant allied health field as below. Qualification(s) in social work preferred with eligibility in AASW membership required.
* For Psychologists, applicants must hold full registration with AHPRA
* For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
* Post Graduate qualification(s) in Leadership, Strategy and/or management
* Multiple years of experience working in and/or with, Victorian public secondary schools
* A current Working with Children Check
Desirable
* Experience facilitating a `wellbeing placement student program¿ in a participating secondary school
* Corporate work experience in the DE¿s regional/ Area based teams, in delivery of relevant mental health and wellbeing reforms, programs and initiatives.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
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.
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:
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:
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
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
Applications close Tuesday 3 March 2026 at 11.59pm
Posted
18 February 2026