Student Counsellor - 0.6

Department of Education Victoria; Warrnambool; On-site; AUD 70,000 - 90,000; Full time

Job summary

Department of Education Victoria – Warrnambool VIC seeks a qualified wellbeing counsellor to support student outcomes within a THRIVE-aligned framework. You will deliver individual counselling and targeted group interventions, coordinate supports and engage with staff, families and external services.

You will maintain confidential records, contribute to a safe, inclusive school environment and work within a professional learning community focused on evidence-informed practice.

Qualifications

• SC1: Relevant tertiary qualifications in counselling, youth work or a related field.
• SC2: Demonstrated collaboration and relationships with students, families, teachers and external professionals.
• SC3: Experience providing individual counselling and targeted small-group interventions for primary-aged students and safeguarding practices.
• SC4: Ability to plan and evaluate proactive wellbeing programs within a multidisciplinary team.
• SC5: Strong communication, documentation and professional practice for confidential records.

Responsibilities

• Manage delivery of support services to students, teachers, parents and other school clients.
• Ensure external providers deliver the required service.

Education

Relevant tertiary qualifications in counselling or youth work

Job description

Department of Education Victoria – Warrnambool VIC

12d ago , from Department of Education & Training Victoria

Warrnambool East Primary School is uniquely located behind the sand dunes in the coastal regional city of Warrnambool. We are a vibrant and inclusive school community committed to supporting every student to thrive academically, socially and emotionally. We believe student wellbeing is fundamental to learning success and work to ensure all students have the opportunity to develop the skills, knowledge and attributes needed for healthy, happy and successful lives.

Our school culture is underpinned by THRIVE, our wellbeing framework incorporating Positive Education, Nurture Principles, Zones of Regulation and the Respectful Relationships curriculum. As a School-Wide Positive Behaviour Support (SWPBS) school, we explicitly teach and reinforce positive behaviours that promote safety, respect, learning and wellbeing. Together with our core values Be Respectful, Be Safe, Be a Learner and Be Kind these approaches create a safe, inclusive and supportive environment where students, staff and families feel valued, connected and empowered to succeed.

We are committed to high-quality teaching and learning, with a strong focus on Literacy, Numeracy and the development of learner dispositions and character strengths. Staff work collaboratively within a Professional Learning Community framework, using evidence-informed practices, data and targeted teaching to support and extend every learner. We maintain high expectations while ensuring students receive the adjustments and support they need to achieve success.

Our diverse student population includes students from culturally and linguistically diverse backgrounds, Aboriginal and Torres Strait Islander students, and students with additional learning needs. Inclusion, wellbeing and strong family partnerships are central to our work, and from 2026 the school will transition to the Disability Inclusion Profile framework.

Students benefit from a rich curriculum that includes Inquiry Learning, music programs, choir and bands, sport, camps, excursions, sustainability initiatives and strong partnerships with Deakin University. These opportunities help develop confident, resilient, creative and curious learners who are prepared to contribute positively to their communities.

Warrnambool East Primary School is recognised for its innovative wellbeing and learning programs, receiving both regional and state awards for excellence. Strong partnerships with families, community groups and local organisations enrich learning opportunities and contribute to our strong sense of belonging and community pride.

We are equally proud of our positive and supportive staff culture. Collegiality, teamwork and mutual respect are highly valued, and staff are encouraged to collaborate, innovate and continually develop their professional practice. We recognise that staff wellbeing is essential to student success and are committed to fostering a workplace where people feel valued, supported and connected through a shared commitment to improving outcomes for all students

Selection Criteria

SC1 ¿ Qualifications and Professional Knowledge

Relevant tertiary qualifications in counselling, youth work or a related field, with demonstrated knowledge of child development and the social, emotional and mental health needs of primary school-aged children.

SC2 ¿ Collaboration and Professional Relationships

Demonstrated ability to build positive and effective working relationships with students, families, teachers, education support staff and school leaders, and to collaborate with external professionals and community services to support student wellbeing, engagement and inclusion.

SC3 ¿ Counselling, Therapeutic Support and Case Management

Demonstrated experience in providing individual counselling and targeted small-group interventions for primary school-aged children experiencing social, emotional, behavioural or mental health challenges. Proven ability to manage complex student needs, coordinate appropriate supports and referrals, and apply child safety and safeguarding practices.

SC4 ¿ Whole-School Wellbeing and Early Intervention

Demonstrated ability to work collaboratively within a multidisciplinary school team to plan, implement and evaluate proactive and targeted wellbeing programs that strengthen students' emotional regulation, resilience, social skills, positive relationships and engagement in school.

SC5 ¿ Communication, Documentation and Professional Practice

Highly developed communication and interpersonal skills, including the ability to communicate sensitively and professionally with children, families and staff. Demonstrated ability to maintain accurate, timely and confidential counselling records, case notes and documentation in accordance with professional, departmental and child safety requirements.

Role

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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

• Manage the delivery of support services to students, teachers, parents and other school clients.
• Ensure all external providers deliver the required service.

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

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