Counsellor ES 1-3 - B506

Counsellor ES 1-3 - B506

14 Jul
Victorian Government

14 Jul

Victorian Government


Melbourne VIC

Reference: 1159696

Location Profile

Cranbourne East Secondary College is situated in the Hunt Club Estate in Cranbourne East. It is a Years 7 to 12 Secondary School. The school commenced in 2011, with an intake of around 150 Year 7 students. The school currently has an enrolment of around 1300 students.


The School will offer a Curriculum Program for Years 7 to 10 students based on the Victorian Curriculum. In the Senior Years, students will have access to a wide range of VCE, VET and VCAL programs.

The Curriculum framework will be based on the principles of deep learning, high expectations of student outcomes and collaborative planning and learning.

The curriculum will provide students with opportunities to be independent, active and reflective learners who take responsibility for their learning.


Cranbourne East Secondary College has recently reviewed their values and have commenced the process of embedding them in everyday college life. It is a school community based on the following values:

Personal Growth




Classroom teachers at Cranbourne East Secondary will be flexible, collaborative team members committed to providing the best educational opportunities for their students.

Staff, volunteers and committee members of Cranbourne East Secondary College are required to observe child safe principles and expectations for appropriate behaviour towards, and in the company of, children, as set out in the College Child Safety Code of Conduct. All personnel of Cranbourne East Secondary College are responsible for supporting the safety, participation, wellbeing and empowerment of children.

Selection Criteria

SC 1 Capacity to assess, conceptualise and analyse student wellbeing issues impacting on student social emotional wellbeing and educational engagement.

SC 2 Capacity to develop and implement programs/interventions that foster resilience in young people and address their physical, social and emotional needs.

SC 3 Ability to provide and receive feedback that informs and influences the work of staff involved in the engagement, health and wellbeing of students.

SC 4 Demonstrated capacity to work as part of the College Wellbeing Team and to develop practices that support a team approach and lead to improvements in student wellbeing.

SC 5 Ability to build relationships with students of various ages but particularly with secondary aged students and their families.

SC 6 Demonstrated ability to actively promote the safety and wellbeing of all students, in line with the Child Safe Standards.


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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.


The responsibilities of this position will be:

- 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 3-4pm
- 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.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available 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.

The original job offer can be found in Kit Job:

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