Student Counsellor FTE 0.8 over 5 days

Department of Education Victoria; Melbourne; On-site; AUD 90,000 - 110,000; Full time

Job summary

Mentone Girls' Secondary College is seeking a part-time (FE 0.8, 30.4 hours/week) wellbeing and counselling professional to support student mental health and wellbeing. The role involves collaboration with teachers, parents, and external services to manage complex cases and deliver targeted programs.

You will provide confidential counselling, risk assessments, and advocacy, plus develop and deliver staff training on wellbeing strategies.

Qualifications

• Relevant qualification in psychology or social work, or eligibility for AASW.
• Excellent counselling/therapeutic skills with secondary students.
• Experience coordinating with schools, families and external services.

Responsibilities

• Provide input in wellbeing program development and policy.
• Coordinate with staff, families, DET and external agencies on complex cases.
• Provide counselling, risk assessments and advocacy for at risk students.
• Advocate for students and coordinate referrals to services.
• Develop and deliver wellbeing programs and training.
• Maintain confidential case notes and records.
• Work with the Student Support Services team to support students.
• Undertake additional duties as directed by senior management.

Skills

Counselling

Mental health support

Case management

Communication

Team collaboration

Education

Bachelor's degree in psychology or social work

Job description

Department of Education Victoria – Mentone VIC

2d ago , from Department of Education & Training Victoria

Mentone Girls Secondary College (MGSC) is the only government girls¿ school in the South-Eastern suburbs. Students attending the college travel from over 42 different suburbs. The school facilities include an Arts building, Technology Centre, Music and Media Centres, a Middle School Wing, Junior Learning Centre, a VCE Study Centre and a Library. The grounds include a newly upgraded oval which comprises of an all-weather running track, high jump, triple jump and long jump pits, a soccer and football playfield, basketball and netball courts and a gymnasium. In 2021 works on a dedicated STEAM Centre were completed.

The enrolment numbers are approximately 1050 students in 2024. The school has high expectations of its staff and students. The College offers specialist programs such as instrumental music and band forms. A Personal Learning Program is part of the compulsory curriculum for students in years 7-10 and has a well-being and resilience focus that complements the Health Education and Careers Programs. The College has an established Enhancement Program available from Year 7. The college also has an International Student Program comprising students from several different countries.

The College has an Instructional Model known as FIDE (Fire Up, Instruction, Do, Evaluate) which incorporates High Impact Teaching Strategies (HITS) and differentiation. Teachers routinely use data to inform curriculum design and assessment practices and actively seek student and peer feedback to inform and reflect on their teaching.

At Mentone Girls' Secondary College we value:

• The development of the whole person through the resourcing of a broad range of curricular and co-curricular programs.
• Student Leadership, Agency and Voice.
• Diversity and respect.
• Teacher collaboration.
• Personal best.
• Provision of a challenging curriculum.
• School pride and student well-being.
• The benefits that STEAM education can bring to girls¿ education.

Selection Criteria

SC1 Relevant qualification in psychology/ AASW eligible social work/ counselling,youth work or other relevant fields

SC2 - Demonstrated capacity to work effectively with a range of people including teachers, education support staff, students, parents, and the ability to liaise with external organisations.

SC3 - Excellent counselling/therapeutic skills when working 1-1 with secondary aged students with complex mental health issues, and experience in case management and safeguarding children and young people.

SC4 - Demonstrated ability to participate as a member of a team to implement policies, strategies and school wide proactive programs relating to mental health and wellbeing.

SC5 - Highly developed communication and interpersonal skills and an ability to demonstrate excellence in maintaining comprehensive and confidential case notes and records.

Role

Position is FE 0.8, 30.4 hours per week, to be worked over 5 days

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

• Provide input in the development and implementation of wellbeing programs and policy with a focus on primary prevention, early intervention and restoring wellbeing.
• Coordinate and work with teams of staff, students, parents/ carers, DET personnel and other agencies to effectively manage complex cases and critical incidents and bring about positive outcomes for student wellbeing.
• Provide counselling support, risk assessments and advocacy to individuals and groups of young people identified as being at risk.
• Advocate on behalf of students and families undertaking supported referrals to appropriate services and programs.
• Develop targeted programs, preparing submissions to funding bodies, implementing and evaluating the subsequent programs.
• Develop and deliver training sessions and information regarding wellbeing programs and successful strategies to staff, college community and beyond.
• Develop and maintain networks with relevant youth and community agencies to assist young people and their families in gaining access to services.
• Work collaboratively with the other members of the Student Support Services team.
• Maintain appropriate and accurate case notes and records.
• Required to undertake any additional duties as requested by the Principal and Business Manager at a level appropriate to salary range classification.

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 (seeWorkplace 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

Position is FTE 0.8, 30.4 hours per week, to be worked over 5 days

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