Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1502919
The original Coburg High School was one of the first high schools in Melbourne and we have a long and proud history. Between 2007 and 2014 the school was known as Coburg Senior High School with an enrolment of students in Years 10-12. In 2015 Coburg High School was re-established as a Years 7 to 12 school with the inaugural group of Year 7 students. In 2023 there are over 1250 students enrolled at CHS and in 2024 we expect this to grow to around 1300 students. Attendance rates are above state average and student connection to the school is strong. The SFOE is 0.22 in 2023, indicating low levels of disadvantage overall.
Through the involvement of staff and students, in recent years a set of four core values have been established¿Excellence, Integrity, Curiosity and Community¿and these values underpin expected behaviours, policies, practices, communication and decision-making at the school.
Coburg High School is structured around year level teams with the Student Support Team responsible for the engagement and wellbeing of all students. The dedicated Wellbeing team has two counsellors, a Mental Health Practitioner, School Nurse and Youth Worker. Coburg High School is a School¿Wide Positive Behaviours School, Respectful Relationships lead school and adheres to the tenets of restorative justice. The school has undertaken significant work in establishing an online curriculum management system called Coburg Online Google Sites (COGS). Alongside the development of the COGS to establish a guaranteed and viable curriculum, the school has adopted an instructional model with the acronym GANAG. This model has the key components of goal setting (G), accessing prior knowledge (A), introducing new information (N), applying the new information (A) and finally reviewing the goal (G). Our challenge is to continue to embed the application of High-Impact Teaching Strategies (HITS) within the instructional model paradigm, underpinned by a comprehensive program of professional learning to ensure that strategies are implemented with rigour and fidelity.
As outlined in the School Strategic Plan, the school¿s central purpose is to foster voice and agency and equip students them with skills for lifelong learning. We empower students to thrive in a complex and changing global society. To this end, Coburg High School offers a broad range of subjects, courses and programs for the Victorian Curriculum and the VCE. We are currently running 28 different VCE subjects and are offering the VCE Vocational Major for the first time in 2023.
We offer students a wide range of co-curricular programs including inter-school sport, music, drama, dance, student leadership, debating and public-speaking, science talent searches and fairs, mathematics competitions, art exhibitions, community service, camps, tours and a range of interest-based clubs.
Coburg High School aims to be an interconnected community hub that serves the diverse needs of our students. The school is situated on expansive grounds with an oval and four recently upgraded netball/basketball courts. The four main buildings incorporate generously sized classrooms and specialist spaces (including a theatrette, performing arts space, gymnasium as well as art studios and laboratories). There are a number of sustainability features including a 99.9kW solar array, several large water storage tanks and a thriving greenhouse for horticulture. The school is located in proximity to Merri Creek, Coburg Olympic Pool and Coburg Athletics Track. As part of the 2023 State Budget, the school received $17.8m for a new Technology Building and the school is currently in the planning stages for this exciting new facility, which will encompass Materials, Design and Food Technology subjects and is projected to be the base for Year 8 students from 2027.
Key selection criteria
KSC1. Qualifications and experience in youth counselling, community services/School Wellbeing and or Allied Health or social work, preferably within a secondary school context.
KSC2. Understanding of and the demonstrated ability to implement effective and evidence-based counselling techniques and approaches.
KSC3. Demonstrated knowledge of a range of interventions relevant to young people and families and an understanding of the education, health and community services sector.
KSC4. Highly developed communication and interpersonal skills and the ability to work as part of a multidisciplinary team.
KSC5. Personal qualities of integrity in working with a range of stakeholders in a diverse community and of adaptability in working in an evolving and growing school.
KSC6. Knowledge of Department of Education policies and procedures relating to student wellbeing and child safety.
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.
Role
Provide high quality counselling and student support services to high school students presenting with a range of issues who may be self-referred, teacher-referred or parent-referred.
Provide effective support for students with neurodiversities, mental health issues, psychosocial issues, and experiences of trauma.
Participating in Student Support Group meetings, where appropriate.
Maintaining links with Student Support Services, school networks and relevant support agencies and liaise with community service organisations, DHHS Child Protection, hospitals, specialist programs and other professionals regarding the support needs for students and schools.
Referrals to appropriate agencies for student and family to support personnel when needed.
Consultation with families about their child¿s needs and the interventions to address those needs.
Keep thorough, extensive and confidential case notes to create transparency and accountability while following the college¿s communication processes
Provide authoritative professional advice in relation to issues involving student wellbeing, including helping to build student resilience and positive mental health.
Assist students experiencing wellbeing difficulties at school, home or out in the community.
Assist families to access appropriate relief agencies e.g. State School Relief, Smith Family.
Provide feedback and advice to staff on the wellbeing of students referred within the relevant privacy laws.
Support the development of social and emotional educational programs, such as Resilience, Rights and Respectful Relationships, SafeMinds
Respond effectively to critical incident through the implementation of DET and school policies and procedures, e.g. Mandatory Reporting, Four Critical Actions for Schools, and Child Safe Standards.
Collaborate with the student wellbeing and engagement team to promote the whole-school approach to wellbeing and a secure and safe learning environment.
Promote cooperative working relationships within a team environment.
Support and assist with programs that are aimed at increasing student engagement and attendance.
Responsibilities may include:
Support the wellbeing and year level coordination team with administrative services
Maintain consistent and professional communication with families and staff
Triage student wellbeing needs during the school day
Support Wellbeing Team and Coordinators in arranging Student Support Meetings
Support the development of student support plans
Support student wellbeing in the classroom, providing strategies for both students and staff
Working with small groups of students to support social, emotional and academic challenges
Working with the Wellbeing Team in responding to cohort and developing interventions
Maintain comprehensive records of student contact and referrals as well as enter information on Compass
Undertake administrative procedures as required
Support the transition of students from primary school to Year 7 at the school.
Respond to wellbeing needs in accordance with the wellbeing processes and policies of the school
Provision of follow-up service for students
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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.
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
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