Student Counsellor

Department of Education Victoria; Sydney; Sur place; AUD 18 000 - 24 000; Temps partiel

Résumé du poste

Boronia K-12 College in Victoria is seeking a part-time school counsellor to support students in Years 3–12, with a focus on wellbeing, attendance and engagement. The role includes counselling, risk assessments, and collaboration with the Wellbeing Team and families to promote a safe, inclusive learning environment.

You will contribute to the college’s wellbeing programs, work across sub-schools, and support students with a holistic approach to their development and learning outcomes.

Qualifications

• Highly developed counselling skills and experience counselling children of all ages.
• Knowledge of student support strategies with capacity to deliver wellbeing services.
• Highly developed communication and interpersonal skills for collaboration.
• Ability to manage a range of wellbeing incidents in line with procedures.
• Demonstrated commitment to child safety and wellbeing.
• Strong written and verbal communication with staff, external agencies and parents.

Responsabilités

• Provide one-on-one counselling for students of all ages.
• Conduct risk assessments and safety planning for crisis situations.
• Follow mandatory reporting processes for student disclosures.
• Work with Wellbeing Team to support student engagement and learning.
• Develop and promote school-wide wellbeing initiatives and programs.
• Collaborate with families and external services to support students.

Connaissances

Counselling skills

Student support

Communication

Crisis management

Child safety

Written communication

Description du poste

Department of Education Victoria – Sydney Eastern Suburbs NSW

24h ago , from Department of Education & Training Victoria

Thank you for considering working at Boronia K-12 College, located in the outer eastern suburbs. Choosing a school where you will feel supported by the leadership team and your colleagues; but also provided with opportunities to grow your craft through quality professional development and resources, is a pivotal decision for your career.

At Boronia K-12 College, our vision is to create a welcoming environment where everyone feels safe, valued, and respected. A school that is not only supportive and inclusive but one that engages and challenges every student and staff member to foster a love learning and be at their personal best.

Our college is a unique medium-sized school that offers students the opportunity for a continuous educational journey from 3-year-old kinder to Year 12. We combine the benefits of both large and small schools, offering excellent facilities, a broad range of subjects, and co-curricular activities such as camps, student leadership, sports, and excursions. At the same time, we provide strong pastoral care, individualised academic support, and a close-knit community where staff know students and their families well.

In the last 6 months, there have been many positive changes. This includes a new vision and direction supported by a strong narrative for improvement, operationalised by the Strategic Plan (2025 ¿ 2028). Priority areas for the college are to embed our Instructional Model, Professional Learning Communities (PLC) approach, Response to Intervention Model, School-wide Positive Behaviour Support, Respectful Relationships and the Berry Street Education Model believe that one size does not fit all in education.

Our school is divided into three sub-schools (approx. 510 students) to foster strong relationships between students, teachers, and families:

• Junior School: Includes our Early Learning Centre for three and four-year-old kinder and primary years from Foundation to Year 6. As an International Baccalaureate accredited school, we offer a world-class curriculum.
• Middle School: Covers Years 7 to 9, allowing students to personalize their learning with a wide choice of electives.
• Senior School: Encompasses Years 10 to 12, preparing students thoroughly for their chosen pathways with a range of VCE and VET subjects.

Within each sub-school, students receive personalised care from a Learning Mentor Teacher (Years 7 to 12) or a Classroom Teacher (Foundation to 6). They are also supported by our Wellbeing and Careers Teams, including a full-time Director of Wellbeing, School Counsellor, Youth Worker, Chaplain, Adolescent Health Nurse, Primary Wellbeing Leader, Doctors in Secondary Schools program, and Careers Practitioners.

We are proud of the sense of community that we have developed at our college and believe that what sets us apart is the way in which we personalise our approach to each student's education, supporting and extending them to reach their full potential.

Our College wide Instructional Model and Learning Culture, defines the approach we take to teaching and learning. This in seamless transitions for all students. Our curriculum is designed to allow all students to demonstrate their abilities and progress their learning.

Our programs aim to develop the whole child - they become inquiring, knowledgeable and caring young people who want to make a difference, locally and globally. In the Junior School, this is supported by an affiliation with the International Baccalaureate. In the secondary years, independent study skills are fostered though an increasing array of learning experiences within and beyond the college.

We are privileged to be able to offer these programs within one of the most impressive school environments in the outer-east. If you are interested to find out more, go to our website, book a tour or give us a call.

Selection Criteria

SC1.Highly developed counselling skills and experience in counselling children of all ages presenting with a range of issues who may be self-referred, teacher or parent referred.

SC2.Knowledge of student support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.

SC3.Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.

SC4.Demonstrated ability to manage a range of complex wellbeing-related incidents and ensure that all relevant processes are followed (school-based, Department of Education and other legislative requirements).

SC5.Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards.

SC6.Demonstrated high level written and verbal communication skills and high-level interpersonal skills includingthe capacity to construct positive relationships with staff, external agencies and parents as required.

Role

This is a part time role of 9 hours per week over 1.5 days per week (days negotiable).

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.

Responsibilities

The duties of a school counsellor include counselling students whose behaviour, school progress or mental or physical impairment indicate a need for assistance; consulting with parents, teachers and other school personnel to determine the cause of the problems and to implement solutions in order to maximise their wellbeing and engagement in learning. They may be required to support families with referrals to external services for medical, psychiatric and other testing that might disclose the cause of difficulties.

As well as attending to those duties required within this ES range, the role includes the following key accountabilities:

• Excellent time management and organisational skills to effectively perform all duties.
• Provide short term counselling for students dealing with emotional, social and behavioural issues/concerns.
• Advise Wellbeing Team members and teachers of strategies that will assist and support students with their learning.
• Be familiar with social service agencies in the community so that students and their families can be connected to the appropriate services.
• Manage crisis situations as they arise.

Key Responsibilities:

• Provide one on one counselling for students of all ages (children and adolescents)
• Risk assessments and safety planning of students is crisis
• Ensure mandatory reporting processes are followed regarding student disclosures.
• Working with students to support them with de-escalation and engagement.

Early Intervention

• Plan, develop, implement and facilitate targeted group interventions to students at risk students.
• Promote and facilitate proactive social activities and services, both within the school and in partnership with the wider community agencies and support services.
• Contribute to the planning and promotion of school wide wellbeing initiatives and promotion days.

Administrative tasks

• Collate relevant data and statistics of Wellbeing activities
• Record and review case notes
• Ongoing communication with parents, Sub-School Leaders, and teaching staff
• Daily reporting to Wellbeing Leader
• Any other duties as directed by the Principal or delegate.

Professional Development

• Maintain awareness of current best practice in your area of work, DET and in secondary education
• Undertake ongoing professional learning and development
• Participate in professional development opportunities within areas relevant to your role
• Support continuous improvement, evaluation and evidence-based innovation in school programs

College Community

• Develop positive interpersonal relationships with students, staff and the wider College community
• Participate in the culture and life of the College
• Collaborate with and support colleagues in a fast-paced environment
• Participate in specific meetings of school committees as required

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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*******@education.vic.gov.au

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:

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

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