Inclusion and Wellbeing 

Role Descriptions

These role descriptions are to detail the Inclusion and Wellbeing roles and responsibilities of positions within the College that are attached to specific, permanent roles

Inclusion Coordinator

Role: The Inclusion Coordinator is responsible for the coordination of the inclusion program which involves collaborating with staff, families and students on support plans, assessments and resources to meet the physical, emotional and instructional needs of each individual student.

Responsibilities include but are not restricted to the following: 

• Supporting the work of the Student Engagement Team inclusion staff through regular meetings 
• Liaising with external agencies, Regional support staff including SSSO, Visiting teachers and Allied Health staff
• Support transition program and follow up with PSD and liaising with feeder primary schools
• Facilitating SSG meetings and communicating with families
• Working with teachers, aides and families to develop Individual Learning Plans to develop appropriate support for students in classes
• Facilitating and documenting the assessment and application process
• Liaising with the Business Manager to ensure funding has been allocated appropriately
• Ensure that DET guidelines and requirements are met
• Other duties as required by the Principal

Committee Membership:

• Inclusion Team

Reports to:  Disability Inclusion Leader

Multicultural Education Aid

Role: The Multicultural Education Aid is responsible for providing teachers and staff with insights into students’ cultural background. They collaborate with staff and families to develop support plans for students and contribute to the moderation of curriculum content to support students learning. 

Responsibilities include but are not restricted to the following: 

• Providing teachers with insights into students’ cultural backgrounds and experiences with an understanding of supports required to assist their learning
• Assisting with activities and excursions
• Contributing cultural perspectives to curriculum content to make it more relevant to all students learning
• Assisting teachers to communicate with parents and other family members
• Preparing information and resources for families
• Collaborating with staff and families to develop support plans based on their learning needs
• Supporting the inclusion team to develop teaching materials
• Liaising with community members

Reports to:  Assistant Principal - Wellbeing, Inclusion and Senior School

Inclusion Support

Role: Inclusion staff liaise with teaching staff and parents to support the students’ development to meet the physical, emotional and instructional needs. 

Responsibilities include but are not restricted to the following: 

• In and out of classroom support for students, including attending excursions and events 
• Individual Education Plans and Student Support groups 
• Collaborate with staff and families to develop support plans including behaviour management plans 
• Collaborate with external agencies as required 
• Other duties as required by the Principal

Committee Membership:

• Inclusion Team

Reports to:  Inclusion Coordinator

Wellbeing Coordinator

Role: The Wellbeing Coordinator is responsible for counselling students and developing action plans for individual cases. They also assist leadership teams with the management of critical incidents and emergency wellbeing situations. They contribute to the development and implementation of procedures and policies regarding the wellbeing of students, and following DET policies. 

Responsibilities include but are not restricted to the following: 

• Providing support for students and families
• Co-ordinating intervention strategies
• Managing and implementing student programs 
• Assisting with the management of critical incidents and emergencies.
• Supporting the work of the SWPBS team
• Other duties as required by the Principal

Committee Membership:

• SWPBS

Family Liaison Officer

Role: The Family Liaison Officer is responsible for providing counselling to students and working collaboratively with families/services and the community to increase student attendance and improve mental health well-being. 

Jo works closely with Junior Sub-school to provide support with ‘at risk’ students and convene regular care team meetings with parents and service providers.

Responsibilities include but are not restricted to the following: 

• Identifying students with low attendance with particular focus on Year 7 students.
• Providing support for students and families.
• Developing plans for ‘at risk’ students.
• Co-ordinating intervention strategies.
• Supporting the work of the Student Engagement Team and working closely with the Leadership team to support ‘at risk’ students.
• Working with feeder primary schools to assist with grade 6 transition.
• Other duties as required by the Principal

Committee Membership:

• Transition team

Reports to:  Wellbeing Coordinator

Community Engagement

Role: To work collaboratively with all feeder primary schools in particular targeting grade 4 and 5 by increasing the interactions with Glenroy College.

• To be able to promote Glenroy College within the primary schools and use our media publications to update the wider community.
• To continue to visit feeder primary schools for transition and take students from year 7 to visit each primary school and talk about their experience settling into Glenroy College and what activities/subjects are at Glenroy College.  

Responsibilities include but are not restricted to the following: 

• To collaborate with staff at both Glenroy College and key stakeholders at primary schools to determine what we can provide for their students.
• To increase interactions between each feeder primary school and organize a visit to Glenroy College.
• To consult with our domains to determine what we can offer our feeder primary school students such as Art, Digitech, Foods, Sport, Media..
• To promote what Glenroy College has on offer by linking in with our media publications worker and ensuring we promote through our social media to increase our profile within the community. 
• To work with current year 7 students to attend their previous primary school and speak about their experience settling into secondary school.
• Other duties as required by the Principal

Measures of success:

• Increase contact with each feeder primary school.
• A visit of students from feeder primary schools to engage in a program/class within Glenroy College (minimum of 4 primary schools).
• Positive promotion of activities/programs run at Glenroy College advertised through social media (minimum of 3 posts).
• Positive feedback of our year 7 students attending their previous primary school to highlight their experience of settling into year 7 and promoting all the activities/subjects that are run from Glenroy College.  A survey will be developed and feedback results collated

Overall long-term Goal/s:

• To increase year 7 enrolments with students who choose to attend Glenroy College as their first choice.
• To contribute to the positive image of Glenroy College within the wider school community.
• For students who attend Glenroy College in year 7 to feel more engaged and feel more supported when they commence.  A measure of this success could be via a survey they complete by the end of week 2 of Term 1.

Reports to:  Assistant Principal - Professional Learning, Junior School Engagement

Mental Health Practitioner

Role: The Mental Health Practitioner is responsible for counselling students and developing action plans for individual cases. She can assist families to access appropriate referral to local agencies and provides advice to staff on wellbeing issues and concerns. 

Responsibilities include but are not restricted to the following: 

• Provision of direct counselling to students and other early intervention strategies
• Coordinating support for students with more complex needs
•  Developing support plans based on their learning behaviours and needs
• Supporting and assisting with the facilitation of the programs
• Providing resources to support staff with the learning needs of students
• Liaising with families and external agencies to support the learning of students'
• Other duties as required by the Principal

Reports to:  Wellbeing Coordinator

Psychologist

Role: The psychologist is responsible for counselling and support of at-risk students, administering relevant assessments, consultation with teaching staff, and liaising with families and external communities.  

Responsibilities include but are not restricted to the following: 

• Evidence-based counselling and therapeutic interventions for at-risk students 
• Supporting with behaviour management, including making behaviour support plans
• Completing relevant psychometric assessments e.g. cognitive, academic, behavioural screeners
• Supporting with school funding applications
• Developing the capacity of staff through individual supports and professional learning
• Liaising with external agencies to support students and families and make appropriate referrals as required
• Supporting the work of the Student Engagement Team
• Other duties as required by the Principal within the context of psychological competencies

Reports to:  Wellbeing Coordinator

Social Worker

Role: The social worker is responsible for supporting our students, families and community to enhance their well-being and address their needs through providing individual counselling, connecting families with external  agencies and supporting the facilitation of programs.

Responsibilities include but are not restricted to the following:

• Providing individual interventions and counselling to at risk students.
• Providing support for students and families to improve student engagement and connectedness
• Conducting activities with small groups of students to promote a safe and inclusive learning environment
• Assisting with the facilitation of wellbeing programs and activities including Breakfast club and lunchtime activities
• Facilitating the Student Leadership Program
• Working collaboratively with school leaders and wellbeing staff
• Supporting the work of the SWPBS team to ensure a safe and inclusive learning environment
• Supporting the work of the Student Engagement and Wellbeing Team

Reports to:  Wellbeing Coordinator

Chaplain

Role: School Chaplains support the unique mental, social, spiritual and emotional needs of the school community; they provide holistic care. They help build school communities that are connected, supported and whole.

Responsibilities include but are not restricted to the following: 

• Providing pastoral care for students to improve student engagement and connectedness
• Conducting activities with small groups of students to promote a safe and inclusive learning environment
• Assisting with the facilitation of wellbeing programs and activities
• Coordinating Breakfast club and lunchtime activities
• Facilitating the Student Leadership Program
• Working collaboratively with school leaders and wellbeing staff 
• Liaising with families and external agencies to support student learning and individual needs
• Building community partnerships
• Supporting the work of the Student Engagement and Wellbeing Team

Reports to:  Wellbeing Coordinator

Adolescent Health Nurse

Role: The Secondary School Nursing Program aims to support the health and wellbeing of secondary school students with a focus on health promotion and primary prevention to improve student health, wellbeing and learning outcomes. The SSN works collaboratively with students, teachers, wellbeing staff, school leadership and school communities to build capability and improve health outcomes.’ 

• make primary health care more accessible to students
• assist young people to identify and address any health problems early

Responsibilities include but are not restricted to the following: 

• Providing medical advice and primary health care for students and providing individual support as required
• Referring students and families to external agencies 
• Working collaboratively with the wellbeing team and staff to support promotion of the service and enhance student participation
• Supporting students through classroom  and small group educational sessions 
• Liaising with families and Health professionals to promote health education
• Supporting the work of the Student Engagement Team 
• Capacity Building  of staff through provision of education and resources
• Other duties as required by the Principal within the context of the AHN role

Doctor - Doctors in Schools Program

Role: This initiative funds general practitioners (GPs) to attend government secondary schools up to one day a week. The GPs provide medical advice and health care to those students most in need.

The objectives of the program are to:

• make primary health care more accessible to students
• assist young people to identify and address any health problems early
• reduce the pressure on working parents.

Responsibilities include but are not restricted to the following: 

• Providing medical advice and primary health care for students 
• Working collaboratively with the wellbeing team and staff to support promotion of the service and enhance student participation 
• Other duties as required by the Principal

Reports to:  Wellbeing Coordinator

Headspace Liaison

Role: The Headspace Liaison will plan a whole school approach focusing on positive mental health promotion, prevention of poor mental health and early intervention for students experiencing difficulties.  They can support schools to: 

• prepare your school community to be ready should a death by suicide occur 
• guide your school on how to support a young person at risk of suicide 
• guide your school response to a death by suicide and the subsequent recovery for the community. 

Responsibilities include but are not restricted to the following: 

• Providing mental health support for students
• Link students and families with further supports provided at headspace (Groups, Vocational Support, Family Support, AOD support, GP + Nurse)
• Working collaboratively with the wellbeing team and staff to support promotion of the service and enhance student wellbeing

Reports to:  Wellbeing Coordinator

Youth Participation Officer

Role: The Youth Participation Office is responsible for fostering connections between the college and the community by utilising the support and resources provided by the Merri-bek Council. 

Responsibilities include but are not restricted to the following: 

• Support the planning, development and implementation of lunch time and recess activities
• Consult and engage students in the planning and delivery of school wide social awareness activities and programs.
• Facilitating school and student connection to wider community-based support services, spaces and programs and relevant youth events, and activities.
• Promoting and developing social awareness
• Supporting the work of the SEWBT
• Other duties as required by the Principal

Reports to:  Wellbeing Coordinator