Department of Education Victoria – Thornbury VIC

1d ago , from Department of Education & Training Victoria

At Thornbury High School, we are committed to fostering a dynamic and inclusive learning workplace that promotes academic excellence, personal growth, and community engagement. Our core vision is to inspire and empower students to become respectful, resilient, and innovative leaders, equipped with the skills and mindset needed to thrive in an ever-changing world.

We are dedicated to providing a holistic education through a broad range of academic and extracurricular programs that cater to the diverse needs, talents, and aspirations of our students. Our strong focus on inclusivity ensures that all students feel valued, respected, and supported in their individual learning journeys. We cultivate a culture of high expectations, fostering a safe and secure learning environment where every student can achieve their personal best.

Our school's vision is underpinned by the following core values:

- Academic Excellence: We maintain high academic standards and encourage intellectual curiosity, critical thinking, and lifelong learning.
- Respect and Inclusivity: We celebrate diversity and foster an environment where all students feel a sense of belonging and respect.
- Wellbeing and Resilience: We prioritize the mental and emotional wellbeing of our students, helping them develop resilience and confidence to face life's challenges.
- Innovation and Opportunity: We embrace innovation in teaching and learning, offering a wide range of opportunities for students to pursue their passions and achieve their goals.

Thornbury High School serves approximately 1,100 students, and we continue to lead in academic achievement and post-school pathways. Our strong performance in VCE results, highlighted by our recent recognition with `The Age Schools that Excel Award, reflects our commitment to excellence. We continue to see significant improvement in student outcomes, with 16% of our Year 12 cohort achieving an ATAR above 90.

We are proud of our diverse programs, including the free instrumental music tuition offered to Year 7 and 8 students, our expanded Sports Academy, and the Italian language immersion program. Our commitment to fostering both academic and extracurricular growth is reinforced by recent developments in our school facilities, including the $14.9 million STEAM Centre and the Performing Arts and Sports Centre, which further enhance our vibrant teaching and learning environment.

Thornbury High School values the diverse backgrounds of our students and staff, and we work to create a school culture where all feel welcome and supported. Our student-led bullying survey, along with ongoing efforts to promote wellbeing, contribute to a secure and positive learning environment where students can grow both academically and personally.

We are committed to ongoing improvement and providing a high-quality educational experience for all students. For more information, please visit our website at www.thornburyhs.vic.edu.au or connect with us through our community Facebook page.

Acknowledgement of Country
We acknowledge the traditional custodians of the land on which Thornbury High School stands, the Wurundjeri People, and pay our respects to their elders past, present, and emerging.

Selection Criteria

KSC1 Student Counselling and Wellbeing

Demonstrated experience providing counselling and wellbeing support to young people experiencing social, emotional, behavioural and/or mental health concerns.

KSC2 Assessment, Intervention and Case Management

Demonstrated ability to assess student wellbeing needs, manage a student caseload and provide appropriate interventions, safety planning, referrals and follow-up within established professional and organisational parameters.

KSC3 Professional Knowledge

Demonstrated knowledge of child and adolescent development, mental health, trauma-informed practice and contemporary approaches to supporting the wellbeing, engagement and inclusion of young people.

KSC4 Communication and Relationships

Highly developed communication and interpersonal skills, including the ability to establish effective professional relationships with students, families, school staff, external agencies and allied health professionals.

KSC5 Collaborative Practice

Demonstrated ability to work effectively within a multidisciplinary school environment and collaborate with relevant staff, families and external services to provide coordinated support for students.

KSC6 Professional Practice and Organisation

Demonstrated ability to manage competing priorities and maintain accurate and confidential records, together with an understanding of child safety, privacy, mandatory reporting, information sharing and appropriate professional boundaries.

Role

No School Holiday attendance.

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 (Brief)

- Manage the design and production of school publications and documents.
- Provide professional student support services, e.g. therapist and psychological and counselling services.
- Provide strategic advice on specific support services and their impact on students, school curriculum and services.
- Manage the use of and access to school resource and reference material.

Responsibilities

The Student Counsellor will:

- Provide individual counselling and wellbeing support to students experiencing social, emotional, behavioural and mental health concerns.
- Undertake initial assessment and triage of student wellbeing needs and determine appropriate supports, interventions and referrals within the scope of the role.
- Manage a caseload of students requiring ongoing wellbeing support and maintain appropriate follow-up and review processes.
- Identify and respond appropriately to student risk and safety concerns in accordance with Department and school policies, including escalation to appropriate staff or services where required.
- Contribute to the development, implementation and review of individual student support, wellbeing and safety plans in collaboration with relevant staff, students and families.
- Facilitate referrals to appropriate external health, allied health, community and specialist services and support communication between the school, families and external providers.
- Build positive and skilled relationships with students and provide a safe, respectful and inclusive environment in which students can seek support.
- Liaise with parents and carers regarding student wellbeing where appropriate and in accordance with privacy, consent, child safety and information-sharing requirements.
- Work collaboratively with the Wellbeing Coordinator, Mental Health Practitioners, Sub-School Leaders, Year Level Coordinators, Disability Inclusion staff and other relevant staff to coordinate student support.
- Participate in student support and case management meetings as required.
- Provide professional advice and consultation to relevant school staff regarding student wellbeing needs, appropriate supports and referral pathways within the scope of the role.
- Support mediation and restorative conversations where appropriate.
- Contribute to the planning and delivery of targeted student wellbeing programs, small-group interventions and preventative wellbeing initiatives.
- Support students experiencing barriers to engagement,



attendance or participation by contributing to coordinated school-based interventions.
- Maintain timely, accurate and confidential records of student contact, counselling, referrals, interventions and relevant wellbeing information in accordance with Department and school requirements.
- Use Compass, eduSafe and other approved Department or school systems as required for student wellbeing records and reporting.
- Support the appropriate management and archiving of student wellbeing records in collaboration with relevant school staff.
- Contribute to SEAS and scholarship applications where relevant to the student's circumstances and within the scope of the role.
- Maintain knowledge of relevant Department policies and requirements relating to student wellbeing, child safety, privacy, information sharing, mandatory reporting and professional conduct.
- Participate in relevant skilled learning, supervision and team meetings.
- Undertake other duties consistent with the classification and responsibilities of the position as directed by the Principal or Business Manager.

Qualifications

Relevant tertiary qualifications in counselling, youth work, social work, psychology or a related discipline are highly desirable.

Child Safety

Victorian government schools are child protected 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 (including Ministerial Order 1359). The school's Child Safety Code of Conduct and all relevant child safety policies are available on the school's website.

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) via*******@education.vic.gov.au

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:

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:

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

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

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📌 Student Counsellor-3) (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne