Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Hume - Mitchell
Reference: 1530173
SC1 ¿ Ability to identify and assess issues impacting on student wellbeing and student engagement when working with students both 1-1 and in a group setting.
SC2 ¿ Demonstrated ability to understand, empathise with and advocate for students in a variety of challenging personal situations, by using a well-developed trauma informed approach and a sound understanding of adolescent development and mental health
SC3 - Experience of working in a secondary school and demonstrated ability to implement proactive wellbeing programs that address the social, emotional, behavioural and educational needs of identified students
SC4 ¿ Demonstrated ability to provide information, advice and support to teachers, families and external professionals supporting/working with vulnerable students experiencing social, emotional and behavioural problems that are impacting on their learning outcomes and engagement at school
SC5 ¿ Highly developed communication and interpersonal skills, with the proven ability to work collaboratively within a multi-disciplinary team
SC6 ¿ Demonstrate a commitment to professional learning and growth relating to your role and in line with the school¿s vision
Under the direction of the Campus Student Wellbeing Coordinator, the Wellbeing / Student counsellor position will be an active member of the school wellbeing team, providing a range of wellbeing programs for students across all year levels - which will include 1-1 support and case management, specific group interventions, organising and facilitating celebration/awareness days and running lunchtime activities.
The Wellbeing / Student counsellor will hold a caseload of referred students with a wide range of wellbeing needs and working within the college wellbeing protocols, deliver both brief counselling support and effective case management. The promotion of student¿s social, emotional and behavioural development is a core purpose of this role, as is implementing and evaluating support strategies to minimise disengagement from school and foster resilience. The Wellbeing / Student counsellor will demonstrate an ability to plan thoughtful 1-1 sessions and engage students in conversations about their wellbeing and goal setting, using a variety of strategies and techniques.
The Wellbeing / Student counsellor will demonstrate a strong ability to develop and deliver a range of dynamic and engaging group programs and lunchtime activities that support and reinforce self-esteem and confidence in students, increase engagement with their peers and build partnerships between the school and wider community agencies and support services.
As the Wellbeing/Student counsellor, the successful candidate applicant will:
Perform other duties appropriate to the classification, at the Principals discretion
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
Broadford Secondary College's vision is to give every person, every opportunity, every day.
Our college community embraces our values - Respect, Responsibility, Organisation, Persistence and Excellence.
Staff who choose to work at Broadford Secondary College will bring our vision to life through their commitment to the students and community and their professional practice.
Broadford Secondary College is a co-educational College, located in the township of Broadford, 70km north of Melbourne. The College draws students from Broadford Primary School and surrounding Primary Schools which include Kilmore Wandong, Pyalong, Tallarook and Willowmavin. In 2026 the school's enrolment is 850 students which is divided into three sub-schools: Junior, Middle and Senior.
The College is committed to ongoing school improvement, participating in Berry Street Education Model training, the implementation of the SWPB framework, is to develop school-wide systems for promoting positive behaviour to support powerful learning, a school-wide behaviour (SWPBS) matrix has been constructed by staff. The action plan aims to establish consistency of teachers¿ understanding and practice, as described in the matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.
Our school motto `aspire, strive, achieve'
Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VCEVM, VCAL, VETis, applied and accelerated pathways. VET courses offered on site include Building and Construction, Sports Coaching and Engineering, other courses are delivered at TAFE Colleges which are easily accessible by public transport.
The staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool.
Broadford Secondary College provides a child safe environment. Our school actively promotes the safety and wellbeing of all students, and all school staff are committed to protecting students in accordance with the Child Safe Standards. We promote the safety, wellbeing and inclusion of all children, including those with a disability.
The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the College. A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year. This process allows for a smooth, well-planned community-based approach.
The College also runs a Flexible Learning Option program for 15 students aged 15-18 years. This off-site alternative learning setting that is supported by BSC which enrols students in the VET courses and offers literacy and numeracy units of learning.
The College Student Family Occupation and Education (SFOE) index is: 0.4843.