SC1 Demonstrated ability to deliver 1:1 counselling, utilising a range of therapeutic approaches including play therapy and providing proactive small group support as appropriate

SC2 Demonstrated ability to support children with high needs and undertake safety planning and contribute to risk assessments as required

SC3 Capacity to undertake classroom observations and provide recommendations for teachers regarding appropriate adjustments from a wellbeing perspective, particularly for students for being profiled for Disability Inclusion.

SC4 Ability to plan and organise and facilitate professional development for staff (e.g. regulation strategies for students).

SC5 Outstanding teamwork and interpersonal skills - to be able to liaise with the Wellbeing Leadership Team and communicate effectivelywith families and external agencies including child protection, as appropriate

SC6 Keep case notes, maintain external supervision and ongoing professional learning appropriate to maintain registration with the appropriate governing body (e.g. ACA)

Selection Criteria

SC1 Demonstrated ability to deliver 1:1 counselling, utilising a range of therapeutic approaches including play therapy and providing proactive small group support as appropriate

SC2 Demonstrated ability to support children with high needs and undertake safety planning and contribute to risk assessments as required

SC3 Capacity to undertake classroom observations and provide recommendations for teachers regarding appropriate adjustments from a wellbeing perspective, particularly for students for being profiled for Disability Inclusion.

SC4 Ability to plan and organise and facilitate professional development for staff (e.g. regulation strategies for students).





SC5 Outstanding teamwork and interpersonal skills - to be able to liaise with the Wellbeing Leadership Team and communicate effectivelywith families and external agencies including child protection, as appropriate

SC6 Keep case notes, maintain external supervision and ongoing professional learning appropriate to maintain registration with the appropriate governing body (e.g. ACA)

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, 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 qualified 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

- 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.

Who May Apply

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

📌 Student Counsellor/Social Worker (Melbourne)
🏢 Government schools
📍 Melbourne