Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1518731
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.
Provide high quality counselling and student support services to senior 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.
Maintain comprehensive records of student contact and referrals as well as enter information on Compass
Undertake administrative procedures as required
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
Swinburne Senior Secondary College is a senior-only government secondary school located in Hawthorn, providing a unique and inclusive learning environment for students across metropolitan Melbourne. Within walking distance of Glenferrie Station and Glenferrie Road, the college is highly accessible by public transport and closely connected to the local community.
We are committed to ensuring student wellbeing, engagement, and learning outcomes sit at the centre of everything we do, enabling every young person to feel safe, supported, and empowered to succeed.
Our college offers a comprehensive senior curriculum, including VCE, VCE Vocational Major (VM), and VET programs, with strong pathways across the Arts, Humanities, and Sciences. Learning programs are designed to be challenging, purposeful, and responsive to student needs, supporting both academic and applied pathways that lead to further education, training, or employment.
Student wellbeing is foundational to learning at Swinburne Senior Secondary College. We foster a kind, respectful, and inclusive culture where positive relationships, student voice, and high expectations promote confidence, motivation, and achievement. Strong teacher¿student relationships and targeted wellbeing supports enable students to take ownership of their learning and achieve their personal best.
We are proud to provide students with access to exceptional resources that support deep and authentic learning. Our close proximity to Swinburne University of Technology enhances educational opportunities and strengthens pathways to tertiary study, industry, and the wider community.
As a senior secondary college, we offer a learning environment tailored specifically to young adults, characterised by high expectations, personalised support, and a focus on continuous improvement in learning outcomes. Students from across Melbourne choose Swinburne Senior Secondary College for its supportive culture, accessibility, and breadth of opportunity.
Guided by our core values of Respect, Responsibility, and Commitment, Swinburne Senior Secondary College provides an aspirational learning environment where students are supported to grow academically, socially, and personally, and to make a positive contribution to their communities.