T E A M W E L L B E I N G
Our wellbeing team proactively implements our wellbeing program. It consists of the following staff (click on each to be taken to further information about the role):
Year Advisors
Each year has two dedicated year advisors to support students through their secondary schooling years.
Each year has a dedicated webpage where year advisor contact, academic and wellbeing information can be found (see links below).
We strongly encourage parents/carers and students to regularly check the relevant webpage(s) and to add them to their favourites list for easy access.
Head Teacher
Wellbeing
The Head Teacher Wellbeing:
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Works closely with the Year Advisers, Student Support Officer, Chaplain, DPs and Counsellors on significant matters concerning student welfare.
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Coordinates Wellbeing Team meetings where all wellbeing referrals from staff are directed through Sentral.
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Coordinates wellbeing programs with wellbeing team.
Head Teacher
Learning and Support
TBA
Student Support Officer
Student support officers (SSOs) work in schools to enhance the wellbeing and learning outcomes of students. They come from a diversity of backgrounds. An SSO may have a diploma or higher qualification in social work, youth work or other related discipline such as community service.
They all have experience working with young people to improve their wellbeing and mental health. SSOs work closely with the school counselling service and the school’s wellbeing team.
SSOs support the implementation of the school’s whole-of-school approach to wellbeing, helping students develop social and emotional skills through targeted strengths-based programs and strategies that build resilience, coping skills and positive relationships.
They also have a pivotal role in working collaboratively with external and other government agencies in their support of students and their families.
Counsellors
School counselling staff work collaboratively with teachers, families, school executive, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community.
School counsellors support students with a range of issues related to learning, peer and family relationships, and managing emotions such as depression, anxiety, worry or isolation.
School counsellors have teaching and post-graduate qualifications in psychology, and hold or are working towards registration as a psychologist with the Psychology Board of Australia.
Girls' Supervisor
TBA
Chaplain
The National School Chaplaincy Program is a Commonwealth-funded initiative to support the emotional wellbeing of students and the broader school community through the provision of pastoral care services.
SRC Coordinator
TBA
Deputy Principals
The Deputy Principals:
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Promote and strengthen a culture of high expectations to ensure that all staff focus on the improvement of wellbeing practices.
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Strategically and collaboratively lead processes that have a sustained positive impact on student improvement.
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Support the maintenance of an inclusive, effective and safe learning environment.
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Consultatively and collegially form and maintain effective relationships with students, staff, parents and the wider community.
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Foster an understanding of and respect for Aboriginal peoples, histories, culture and languages.
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Collaborate with the executive team, specialist teachers, and non-school based personnel as well as external agencies to coordinate support and implement strategies for students and their families as appropriate.
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Develop and maintain effective communication strategies to engage parents and the wider community.
Principal
The Principal:
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Leads, develops and evaluates wellbeing in the school, within a positive culture of challenge and support.
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Establishes a positive, collaborative workplace culture in order to maintain an inclusive, effective and safe working and learning environment.
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Utilises consultative practices including with students, staff, parents and the wider community, as the senior-decision maker in the school.
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Values and develops effective partnerships that enable a positive environment where all students thrive.
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Fosters an understanding of and respect for Aboriginal peoples, histories, culture and languages.
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Leads the coordinated support and implementation of strategies for students and their families as appropriate.
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Develops and maintains effective communication strategies to engage parents and the wider community
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Develops and maintains positive partnerships with parents, other schools and the wider community.