Occupation:
Education and training
Reference:
*******
Location Profile
Cranbourne East Secondary College (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in ****. The College is in Cranbourne East, approximately 55 kilometers south-east from Melbourne CBD.
The Cranbourne East community and cohort is very multicultural, with a significant number of students born overseas and coming from language backgrounds other than English. Students from refugee backgrounds make up approximately 5.4% of the entire cohort, EAL students 7.6%, and >1% of students are indigenous.The **** SFOE index is ******.
As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding **** students, and expected incremental growth over the next few years.
Cranbourne East Secondary College continues to develop a strong sense of community through areas of focus including house culture, student voice and agency, attendance and connectedness, transitions, SWPBS, and wellbeing.
At Cranbourne East Secondary College, we stand by our purpose and motto:
¿Giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success.¿
We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our College values of Respect, Growth, Achievement, and Responsibility.
It is these values that form the basis of our positive school-wide behaviour recognition which also encompasses extra-curricular engagement, leadership, and community service.
Strategic focus areas to improve NAPLAN (Reading, Writing, and Numeracy) alongside student experiences, linked to Attitudes to School Survey, are on an upwards trend. There have been marked improvements in AtoSS in **** and **** alongside an increase to Year 9 students performing in the Robust and Exceeding bands in NAPLAN.
The College is organised into year level teams for both students and teachers. Year Levels are led by teams of teaching and ES staff, overseen by a Sub-School Assistant Principal. Teams include leadership in the space of connectedness, engagement, transition, and voice and agency.
English, Maths, Science, Humanities, and Health and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages compulsory in years 7 to 9 and offered as electives in year 10.
Enrichment and support interventions are numerus at the College, including Connect 4 Success, Effective Reading Program, English and Mathematics enrichment classes, Applied Learning Programs, and Hands on Learning.Equal are the extra-curricular opportunities like Inter-School Sport, instrumental music program, and annual College Production.
As students move into Senior School, broad and robust Victorian Certificate of Education (VCE) opportunities exist, with or without the Vocational Major (VM). Ongoing growth in our VCE results has led to a consolidation of median student study score of 30 in ****. Students have an immense breadth of subjects to choose from, with high enrolment and participation in Vocational Educational Training (VET) on-site and with community providers.
Ourhighly resourced careers team ensures each of our students are provided quality individual counselling towards their chosen career pathway, whilst supporting careers education from year 7 in our Pastoral Program.
Our college wide, Instructional Model & Professional Learning Teams drive our teaching and learning practices. This approach to teaching and learning promotes consistency between learning areas and year levels, and supports targeted pedagogical approaches, using data, to meet students at their point of need to promote growth and achievement for every child.
We recognise and value the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. This team works closely with sub-school leaders and work extends into the classroom with a collective focus on trauma-informed practices, SWPBS, and tiered supports.
Selection Criteria
Highly developed counselling skills and experience in counselling adolescents presenting with a range of issues who may be self-referred, teacher or parent referred.
Knowledge of case management and student support strategies,



with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.
Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
Demonstrated ability to manage a range of complex wellbeing-related incidents and ensure that all relevant processes are followed (school-based, Department of Education and other legislative requirements).
Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards.
Role
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 **** (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
Key Responsibilities:
Counselling of Complex Needs Students
Provide one on one counselling for high risk and/or complex needs students
Risk assessments on student is crisis
Assessing and implementing approach to crisis management of students
Case Management
Refer students and families to external mental health service providers
Collaborate with external mental health service providers
Develop, implement and review case management plans for complex needs students
Communicate case management plans and building partnerships with Sub-School Leaders, Assistant Principals, and other relevant stakeholders
Attend SSGs and case review meetings
Collate relevant data and statistics of Wellbeing activities
Record and review case notes
Ongoing communication with parents, Sub-School Leaders, and teaching staff
Daily reporting to Wellbeing Leader and Assistant Principal
Any other duties as directed by the Principal or delegate.
Professional Development
Maintain awareness of current best practice in your area of work, DET and in secondary education
Undertake ongoing professional learning and development




Participate in professional development opportunitieswithin areas relevant to your role
Support continuous improvement, evaluation and evidence-basedinnovation in school programs
College Community
Develop positive interpersonal relationships with students, staff and the wider College community
Participate in the culture and life of the College
Support colleagues in their work
Participate in specific meetings of school committees as required
Make contributions to the Daily Bulletin, College newsletters, annual magazine and other school publications as appropriate
General
Knowledge of mental health issues including depression, anxiety, self-harm, substance use
An understanding of the effects of extreme trauma on children and young people as a barrier to personal development at age-appropriate rates
Provide support, advocacy and counselling individuals and groups of at-risk young people
Have knowledge and experience in case management of at-risk students
Assist to develop and implement whole school preventative programs, including outside school hours
Promote and facilitate proactive social activities and services, both within the school and in partnership with the wider community agencies and support services
Experience with a wide repertoire of student engagement strategies at the ready
Assist and develop community links and referral pathways to local agencies
Develop, implement and facilitate targeted group interventions to students at risk
Small group and classroom work e.g. restorative, strategies, mediation
A desire to work as part of the student wellbeing team, as well as with school staff and the leadership team to address wellbeing needs across the school community
Liaise with the many multi-cultural youth programs and agencies to support students engage positively at school and beyond
Ability to work independently and creatively to complete tasks and find solutions
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 (seeWorkplace 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)
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:
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:
Please note that the selection panel may seek additional referees beyond those you name.
Conditions of Employment
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
Applications close Sunday 4 October
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📌 Education Support - Wellbeing Counsellor Es1-3 (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne