Full job description
Overview
Work type: Full time
Salary: Salary not specified
Grade: Ed Support Level 1-Range 4
Occupation: Health and Allied Health
Location: Seymour
Reference: 147+257
Location Profile
https://www.goseymour.com.au/
Seymour College is a vibrant school located one hour from Melbourne that is dedicated to creating an inclusive environment across the three sectors of education, primary, secondary and special education. With access to modern facilities, we offer teachers the space and opportunity to create exciting teaching and learning experiences for their students. All of our teachers, from early career graduates through to Leading Teachers, are provided with support and opportunities, with all having access to leadership opportunities, induction, mentoring and coaching.
The College encourages collaboration with the students, as well as their parents and carers throughout their learning. As part of our commitment to life-long learning, we are implementing the new Vocational Major and Vocational Pathway Certificate from 2023, have a Trade Training centre located on-site, and offer comprehensive careers and pathways planning for all students. Our commitment to student success is reflected in our NAPLAN data, which shows significant student learning growth from Years 3 to Year +. This carries on into VCE, with our VCE outcomes sitting above many schools in our area.
The College prides itself on being a hub for the Seymour community in our education and wellbeing services from birth through to graduation. This includes a co-located Family and Children¿s Centre with kindergarten and maternal and child health services on site. The college is also involved in a ten-year partnership with the Colman Education Foundation, Kids First Australia, Mitchell Shire Council, Department of Family, Fairness and Housing to implement the `Our Place¿ approach.
Selection Criteria
KSC 1 ¿ Substantial experience in the development and implementation of programs, procedures and policies that foster resilience in children and young people and address their social, emotional and educational needs.
KSC 2 ¿ Demonstrated capacity to work as part of a collaborative multidisciplinary professional team and contribute significantly to the achievements of the team.
KSC 3 ¿ Demonstrated ability to design, deliver or broker professional learning preferably for teachers and other relevant professionals in student engagement and wellbeing.
KSC 4 ¿ Demonstrated ability to deliver a comprehensive service to schools including undertaking assessments, counselling and referral for students and families.
KSC 5 ¿ Highly developed communication, networking, and interpersonal skills including the ability to liaise effectively with a wide range of people within the education community beyond.
KSC 6 ¿ Demonstrated commitment to establishing and maintaining a safe and supportive learning environment through positive teaching and modelling of the school values and School Wide Positive Behaviours Support Program.
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.
Responsibilities
PRIMARY PURPOSE AND OBJECTIVE OF THE POSITION
The Student Wellbeing Counsellor Officer is an integral part of the College¿s welfare team and provides a wide range of support to students, staff and families. The student counsellor liaises with Departmental, community and internal groups and agencies to provide support and advice to students, staff and families
The Student Wellbeing Counsellor Officer position requires a demonstrated understanding of confidentiality, tact and counselling and communication skills. The student counsellor must be able to relate to, and interact with a wide range of clients, service providers and Departmental staff while maintaining client confidentially with the welfare of the students as the prime focus of the position.
ORGANISATIONAL RELATIONSHIPS AND IMPACT
The Student Wellbeing Counsellor Officer position has a broader organisation responsibility, particularly in the areas of welfare counselling. Guidelines are broad and day to day direction minimal. For critical student management cases however, direction will need to be sought from senior management. Responsibilities extend to ensuring appropriate support levels are maintained across the school. Generally the position provides key support and advice to the Principal, Assistant Principals and unit and area co-ordinators. This role undertakes effective liaison with the general school community, the Department and other government agencies and community service providers.
As a provider of professional services within a particular field there will be a high level of independence and accountability for the delivery of and achievement of objectives at this level.
The position is required to work cooperatively and consistently with both internal and external clients and involves close interaction with a range of staff and visitors to the college.
REPORTS TO
The Student Wellbeing Counsellor Officer is part of the Wellbeing team whose responsibility is to work cooperatively as part of a team, ensuring a productive and efficient work place, and working towards the objectives of the Seymour College Strategic Plan.
This position works closely with the Principal, Assistant Principals and unit and area co-ordinators and has line management to the Principal.
CLASSIFICATION CONTEXT AND TASK LEVEL
The minimum range for positions that carry a mandatory tertiary qualification (minimum 4 years)
Provide standard professional services independently within defined organisational parameters
Provide operational leadership and strategic planning with respect to professional service delivery
Influence management and other professional colleagues with respect to strategies
Provide complex professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others
Conduct training and instruction to school colleagues within the professional field
Provide standard clinical professional services to students within the parameters of school policy and guidelines
Explain professional concepts and approaches to clients, stakeholders, colleagues and staff
Facilitate individual or group programs for clients
Apply sound theoretical knowledge and practical expertise
Undertake peer/professional supervision in line with best practice
TYPICAL FUNCTIONS
Typical Tasks:
Work alongside the Wellbeing Team in an effective, professional manner
Working with disengaged students
Mediating between teaching staff and students
Assisting teachers build relationships with students
Planning, organising and running programs to assist students in building positive skills
Provide Parent Support (including communication with parents/carers where relevant)
Keep accurate thorough written records of activities and client contact while maintaining security and confidentiality.
Provide welfare and counselling to students and adults across a wide range of issues.
Work as part of a multi-disciplinary team to provide the best outcomes for students and families
Provide an understanding of the needs of young people and their families across a wide range of issues
Provide an understanding of welfare agencies and support providers across a wide range of needs.
Ability to communicate with a wide range of people and agencies.
Determine work priorities, schedule and approach within the overall school and strategic planning
Communication with relevant staff and senior management when needed.
Liaising with senior management with respect to all critical cases of student/staff wellbeing.
Jointly develop well-being processes and policies to be consistently implemented by the Wellbeing Team
Administration
Liaise with Leadership to undertake relevant staff professional development and training.
Undertake other duties relevant to the field of responsibility as requested by the Business Manager or Principal
Comply with the College¿s policies and procedures
Demonstrate the College¿s organisational values on a daily basis
Commit to access and equity principles in carrying out work functions
Maintain a healthy and safe working environment.
This position description describes in general terms the normal duties which the Student Wellbeing Counsellor Officer is expected to undertake. However, the duties described may vary or be amended from time to time without changing the level of responsibility associated with the position.
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 marrung@education.vic.gov.au
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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Applications close Monday 23 June 2025 at 11.5+PM
Posted 10 June 2025
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