Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Hume - Alpine
Reference: 1516527
Selection Criteria
KSC 1 Evidence of experience delivering counselling services to children and adolescents, including assessment, early intervention, crisis support, and therapeutic strategies aligned with school wellbeing needs.
KSC 2 Strong understanding of social and emotional development, common psychological issues in school aged students, and the application of trauma informed, culturally responsive and evidence-based counselling approaches.
KSC 3 Proven capacity to work effectively with teachers, leadership teams, wellbeing staff, families and external agencies to support individual students and contribute to whole school wellbeing initiatives.
KSC 4 Ability to conduct wellbeing assessments, prepare support or safety plans, manage referrals, maintain accurate and confidential records, and meet legislative and departmental compliance requirements.
KSC 5 Sound understanding of Mandatory Reporting, Child Safe Standards, duty of care, and relevant Department of Education policies, ensuring safe, ethical and legally compliant practice within the school setting.
Role
The school Counsellor, operating at Education Support Range 3, provides specialised wellbeing support to students through counselling, assessment, early intervention, and coordinated case management. As a member of the schools wellbeing team, the counsellor applies knowledge of child and adolescent development, mental health, and trauma informed practice to address a wide range of social, emotional, and behavioural needs. The role requires the ability to work both independently and collaboratively, using sound professional judgement within established Department of Education policies, Child Safe Standards, and legal requirements.
Key responsibilities include conducting wellbeing and risk assessments, developing tailored support and safety plans, delivering individual and group interventions, and engaging families, teachers, leadership, and external agencies to ensure a holistic approach to student wellbeing. The counsellor contributes to whole school wellbeing planning, preventative initiatives, and the development of processes that enhance student engagement and connectedness.
The position involves maintaining accurate and confidential records, preparing reports where appropriate, and supporting staff through consultation and professional guidance. The counsellor is expected to model high level interpersonal and communication skills, demonstrate initiative in complex situations, and actively participate in ongoing professional development. This role strengthens the schools capacity to create a safe, inclusive, and supportive learning environment for all students.
Responsibilities
- Deliver short term and ongoing counselling to students experiencing social, emotional, behavioural, or mental health challenges.
- Facilitate small group programs focused on wellbeing, resilience, social skills, or conflict resolution.
- Undertake wellbeing assessments, risk assessments, and safety planning where required.
- Develop and monitor individual support plans in collaboration with students, families, and staff.
- Provide immediate support during crises, such as disclosures of harm, emotional distress, or significant behavioural incidents.
- Follow school and departmental procedures for mandatory reporting and child safety.
- Consult with teaching staff to support classroom strategies and behaviour plans.
- Engage parents/carers to provide guidance and ensure wrap around support for students.
- Liaise with external agencies, psychologists, mental health services, and youth support networks.
- Document counselling sessions, wellbeing plans, and referral information in line with privacy legislation and school policies.
- Prepare reports as required for leadership or external professionals.
- Contribute to the design and delivery of wellbeing initiatives, workshops, and preventative mental health programs.
- Promote a safe, inclusive, and supportive school culture aligned with Child Safe Standards.
- Provide professional insights to inform school improvement priorities and wellbeing strategies.
- Maintain up to date knowledge of counselling approaches, child development, mental health, trauma informed practice, and relevant legislation.
- Participate in team and staff meetings, ongoing professional development, and reflective practice.
- Other duties as directed by the Principal, Business Manager and/or Wellbeing Leader.
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 [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.
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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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
Location Profile
Bright P12 College
Including - Dinner Plain Campus (winter months only)
School Profile
Purpose Statement:
We exist to provide a stimulating learning environment that enables every student to build core skills and pursue opportunities for achievement and excellence in order to best prepare them for their individual life journeys.
The College, situated within a unique natural environment and bolstered by an inclusive, supportive community, continuously strives to nurture the health and wellbeing of each student and staff member while fostering creativity, inspiring growth and building capacity and character.
College Values:
Bright P-12 College is committed to providing a culture of inspiration, wellbeing and achievement amongst students and staff in their academic, creative, social, citizenship and sporting pursuits.
The College has adopted the School Wide Positive Behaviour model, and utilises a clearly defined Decision Matrix for Behaviour Management.
Location:
The College is set in 10 hectares of landscaped grounds in the tourist township of Bright, which is situated in the picturesque Ovens Valley, 310km north east of Melbourne. The nearest major city, Wangaratta is 80km to the west and Albury/Wodonga 110km north-west. Magnificent Alpine country and river valleys offer a wide variety of year-round activities including skiing, bush walking, bike riding and a wide range of sports.
The College's population comprises approximately 240 primary and 270 secondary students enrolled from the Bright township and the neighboring towns of Porepunkah, Harrietville and Wandiligong. The College and Primary schools in these towns form the Alpine Cluster, and work cooperatively on transition, sports programs and a range of common interests. The College also operates a campus at Dinner Plain during the winter ski season that caters for students living on the mountain during this time.
The College coordinates four buses, which transport students from the Buckland Valley, Ovens, Harrietville, Wandiligong and Porepunkah. Approximately 200 students (P-12) are transported on these school buses.
Demographics:
The College began as a primary school on its present site in 1865. The original handmade brick building constructed in 1876 is still utilised. The evolution to a P-12 College in the 1990s followed a long period as a primary school and Higher Elementary school.
The major industry in Bright is tourism, replacing tobacco and timber that were the major agricultural industries. Fruit, nuts and wine grapes are now established primary industries. Due to the changes in technology and work, has enabled many families to make a tree-change to Bright and often relocating their workspace to the area.
The college caters for students funded through the Students with Disabilities Program. These students range from Level 1 to Level 4.
Other Significant Factors:
There is a strong commitment to providing a wide range of programs, including:
An Arts & Technology program incorporating music, visual arts, visual communication, wood/metal technology, food and fabric and instrumental & classroom music
Outdoor Education programs from Year 9 to Year 12.
Opportunities to represent the school in various competitive sporting events.
VCE programs are currently enhanced with VET Engineering, Hospitality, Beauty, Building & Construction, Music, Health Services and Sport & Recreation.
Careers advice and support from Year 9.
Skiing and snowboarding, including a Race Team which competes at State and National levels
Strong parent and community support is evident in classrooms, through involvement in fundraising activities and membership of College Council and its sub-committees. This support is evidenced in the primary area for the delivery of Literacy programs. The College has developed strong relationships with many community groups within the local area.
The College runs an extensive Languages program from Prep to Year 12:
Japanese immersion program in lower Primary year levels, with Japanese being studied right through Primary school
Japanese, German and Indigenous Studies in the Secondary area.
Exchange programs to Japan and Germany by students, teachers and parents.
3 month German scholarship Program
The engagement of language assistants to support delivery of programs.
An Outside School and Vacation Care Program provides a valuable service to families and is managed by TheirCare.