Student Wellbeing Counsellor

Overview

Work type: Full time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 4

Occupation: Health and Allied Health

Location: Southern Metropolitan

Reference: 1478297

Location Profile

McKinnon Secondary College is a Year 7 to 12 co-educational school with a student population of over 2500. The College was founded in 1954 in the south-eastern Melbourne suburb of McKinnon. The main campus on McKinnon Road caters to Years 7, 10, 11 and 12. In 2022, a second campus was opened at the nearby Virginia Park site off East Boundary Road dedicated to Years 8 and 9.

McKinnon Secondary College is an accredited school with the Council of International Schools and strives to prepare its students to thrive in a world which values interpersonal skills as much as academic excellence. McKinnon does not believe in a `one size fits all¿ education and offers a positive, caring and safe learning environment in which all students can achieve success through its comprehensive and differentiated curriculum, and an extensive extra-curricular program.

McKinnon Secondary College lives by its motto `Wisdom and Service¿ by actively promoting a culture that celebrates the achievement of excellence, that values and respects individual diversity and that encourages participation by all members of the community. Students at McKinnon are very conscious of the opportunities being offered to them and take pride in themselves and the College. Student voice is valued at the College as is student welfare. Mindfulness is factored into the daily routine with positive benefits. Student achievements are formally recognised and celebrated in College publications, at whole school assemblies, on the school¿s website and at the annual Presentation Assembly.

The College¿s positive culture, high expectations and rigorous teaching and learning program have consistently translated into excellent VCE results. These factors have maximised tertiary educational opportunities with over 95% of our students going on to study at university. In addition, VCAL provides an applied learning pathway for students. Aside from a reputation for academic excellence, McKinnon also has well-regarded art, music and sporting programs, as well as an impressive array of extra-curricular offerings. Our students regularly participate in community events and festivals, and represent the school at regional, state and national level. The richness of the College program allows students to flourish as they pursue their particular interests and goals.

McKinnon Secondary College values the unique contributions graduate teachers bring to the learning experience, whilst recognising the period of adjustment these teachers face when entering this dynamic profession. In recognition of this, McKinnon employs two Learning Specialist Coaches, dedicated to supporting the needs of graduate teachers.

These Learning Specialist Coaches support graduate teachers through scheduled coaching sessions, classroom observations and assistance through the VIT registration process. This provides a safe space for these educators to learn from, and receive targeted feedback from experienced specialist teachers, accelerating their development toward dynamic, effective and confident teaching professionals.

McKinnon has established itself as an IT leader in the education space, being recognised as Australia¿s first Google Reference School. IT has become central to the school¿s learning programs and administration. With the opening of the new campus the school is further investing in STEAM-focused technologies.

The College has always relied on the commitment of its parent body through which the school council has provided support for teaching programs and facilities. With the addition of the new East Campus and the construction of the impressive new gymnasium at the Main Campus, the College has high-quality sporting facilities, a Lecture Theatre, and attractive ground spaces for students to socialise and be active.

The McKinnon school community is determined to meet the challenges of the modern world with a continuing commitment to our core values.

Role

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]

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

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

Selection Criteria

KSC1: Essential: Tertiary level qualifications in psychology, social work, behavioral/social sciences, community services or a related discipline that provides a sound understanding and knowledge of working with adolescents in the counselling setting and assessing and supporting young people at risk. Preferred: experience working in a school setting.

KSC2: Knowledge of adolescent development and demonstrated therapeutic ability to provide brief interventions and counsel young people to achieve positive outcomes.

KSC3: Demonstrated ability to develop and implement student wellbeing programs within the school setting (i.e. mindfulness, social skills, emotional management /coaching, self care etc.)

KSC4: Demonstrated ability to provide family support and work with adolescents in a school framework

KSC5: The ability and experience to conduct risk assessments, including suicide and violence risks, and to develop action plans that mitigate these risks.

Responsibilities

• Provide counselling and brief interventions to students as required.
• Conduct safety assessments including assessment of risk of suicide, violence, abuse and neglect and to develop action plans to mitigate any risks including follow up, support plan and referral pathways.
• Liaise and provide referral to external support agencies and specialists as required.
• Contribute to the development of a whole school approach to student engagement and wellbeing and a positive and secure school environment.
• Advise and assist with the implementation of proactive and preventative wellbeing programs.
• Work collaboratively within the Wellbeing Team to provide coordinated and effective student case co-ordination.
• Provide feedback and advice to staff on the wellbeing of students whilst bearing in mind privacy constraints.
• In consultation with the relevant member of the Leadership Team, report cases of risk to relevant authorities and follow DET and child safety requirements.
• Consult with staff and parents on matters relating to student wellbeing and conduct school based meetings with students and parents.
• Maintain ethical standards of profession in regards to confidentiality and duty of care in the school setting.
• Maintain up-to-date client records and comply with data collection standards.