Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1506822
1. Demonstrated ability to work effectively in a multidisciplinary team to support student with various academic, behavioural and wellbeing needs.
2. Demonstrated experience in implementing evidence-based interventions to evaluate and address a range of student wellbeing needs.
3. Demonstrated high-level written and verbal communication skills and high-level interpersonal skills including a capacity to develop constructive relationships with students, parents, staff and external agencies.
4. Demonstrated experience and expertise in providing counselling support to adolescents within an educational setting.
5. Demonstrated knowledge of relevant legislation, policy and frameworks relating to student wellbeing and inclusion practises.
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 Wellbeing Counsellor is a key member of the UYSC Wellbeing Team, providing student-centred support that promotes wellbeing, engagement, and mental health. The WC contributes to the development and delivery of wellbeing programs, liaises with families and external agencies, and supports the coordination of services for students requiring external supports.
The role operates within DE¿s frameworks for student wellbeing, inclusion, and disability, and requires the ability to exercise professional judgment within clearly established policies, guidelines, and supervision structures. The Wellbeing Counsellor works collaboratively with the Principal Team Member responsible for Wellbeing, Wellbeing Co-Ordinator, Sub-School Leaders, other wellbeing team members and the Mental Health Practitioner to enhance student outcomes and wellbeing across the school.
Position responsibilities:
- Provide case management for students with social, emotional, behavioural, or mental health needs, and access to community or allied health services.
- Support mediation and restorative conversations as required and contribute to the development of individual support or safety plans in collaboration with relevant staff and families.
- Plan, implement, and evaluate wellbeing and inclusion programs and workshops aligned with DE frameworks such as the Mental Health in Schools Program, Disability Inclusion, and Positive Behaviour Support.
- Collaborate with the Disability Inclusion Coordinator and other relevant school staff to ensure students receive appropriate support and adjustments, and contribute to a positive, inclusive school culture that promotes belonging and respect for diversity.
- Provide professional guidance and consultation to staff to strengthen their capacity to identify and respond to student wellbeing and inclusion needs.
- Work closely with Sub-School Leaders, Team Leaders, and other key staff to ensure coordinated interventions, effective communication, and consistent wellbeing and inclusion practices across the school.
- Maintain accurate, confidential records of student contact and wellbeing activities in line with DE and school requirements, using Compass, eduSafe, and other databases to record referrals and updates.
- Support the appropriate archiving of wellbeing files in collaboration with the Wellbeing Coordinator, Disability Inclusion Coordinator, Business Manager and Office Manager.
- Assist the Pathways and Senior Sub-School Teams with SEAS and scholarship applications.
- Demonstrated experience supporting the wellbeing, inclusion, and engagement of young people in a school or community setting.
- Knowledge of child and adolescent development, mental health, trauma-informed practice, and inclusive education principles.
- Strong ability to build positive relationships with students, families, and professionals.
- High-level organisational, interpersonal, and communication skills.
- Capacity to work collaboratively within multidisciplinary teams and contribute to whole-school improvement initiatives.
- Understanding of DE¿s Child Safe Standards, Code of Conduct, and the PROTECT Framework
- Undertake other duties consistent with the classification and as directed by the Principal or Business Manager.
- Relevant qualifications in Youth Work, Counselling, Social Work, or a related discipline are essential.
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
Context
Upper Yarra Secondary College is located in Yarra Junction in the Yarra Valley, 65 kilometres from Melbourne. Our enrolment is steadily increasing and currently is 800. Many of our students travel extensive distances to attend school from outer rural communities. The College is well regarded for supporting its students with a safe, healthy and supportive environment that nurtures self-esteem, leadership qualities, talent, curiosity and optimism for the future, providing them with a base to become responsible members of the College and the broader community. Our students come from a wide range of socio-economic backgrounds, with an SFO of 0.55.
The College leadership profile includes 9 Leading Teachers (Curriculum, Junior, Middle and Senior-Sub-School). The College staff supports our students by working in Year Level teams led by a Team Leader. The teams are responsible for overseeing curriculum, pedagogy and wellbeing and student management for students within their Year Level. We have a strong wellbeing team and run a Youth Clinic one day per week, and work on a five day timetable consisting of five 1hr periods.
We provide a range of curriculum choices including VCE, VET and VM that support pathways to a wide range of destinations including Universities, TAFE, apprenticeships and employment. Students develop close relationships with staff via daily contact in our Year Level teams approach. Student leadership is promoted within a range of opportunities within the College, SRC, College Captains, Peer Support, Duke of Ed and Sports Leadership programs.
Innovation and Future Directions
1. The College completed their review in 2022 with future directions being linked to Literacy and Numeracy, community engagement and promotion of high expectations in all areas of the College.
2. A model of Inquiry Learning developed at Upper Yarra Secondary College is now well established in Years 7 and 8. FLIP (Future Learners Inquiry Program) has elements of an Open Plan learning environment, closer attachments of fewer teaching staff for more time with students, an integrated inquiry-based approach to curriculum delivery, and enhanced processes that focus on more personalised learning for students through engagement of activities that relate to a variety of learning styles.
3. Innovations in reading and writing programs including Independent Reading, Readers and Writers Workshops have been developed and are having an impact on teaching practice and student engagement and achievement. A Sharing Classrooms program has also had an impact on improving pedagogy. Teachers engage in Professional Learning Teams and, via the focus on research outcomes, employ strategies discussed into classroom practice, in an Action Research model.