AddressAuburn High School¿s vision is underpinned by the motto `Thinking Beyond¿ with the vital aim of aspirational and achieving high-quality student outcomes. Our values - DARE - are represented by Diversity, Aspiration, Respect, and Excellence and are lived, seen and heard each day as students and staff interact and collaborate proactively. These values are also rewarded and acknowledged in assemblies, house events, extra-curricular offerings. There is a burgeoning House system in place, and our embedded student voice and agency program enriches classroom practice. Surveys, teach the teacher sessions, and student forums provide feedback on classroom learning to teachers who then enrich their practice to maximise student outcomes. Auburn High School focuses on excellence across all areas, including a broad range of Arts, Technology, STEM, HPE and Instrumental music. A wide range of sports and extracurricular activities are offered, providing leadership opportunities for students awarding recognition.
Auburn High School offers a unique academic and extra-curricular program that caters for a culturally and linguistically diverse student population. The school has an excellent reputation in the community as a welcoming and high-performing government school. The school has an SFO of 0.19 and an SFOE of 0.14, considered a very high socio-economic demographic. The current student population is around 720, with enrolments projected to reach 900 in the next five years.
The unique school program is structured around several specialised programs that complement the Victorian Curriculum. Year 7 ¿ 9 students have access to SEAL, French Bi-National or French Language Immersion programs. Year 10 ¿ 12 students may select from VCE, VM, and the International Baccalaureate Diploma Program. Not only are their individual pathways for students, but these programs also provide opportunities for staff professional development.
Auburn High School is the only Victorian government secondary school offering a bi-national French program. The French program is internationally recognised and offers students a creative, dynamic, and modern approach to language learning. The program has been designed to meet the requirements of both the Victorian and French governments (i.e., it meets the Victorian Curriculum requirements) and the French instruction officielles (aefe). The depth of our school culture is also added to by our international student program. Over 60 students choose our school and play a significant role in broadening local students¿ perspectives.
The teaching teams at Auburn High School operate in a collaborative team environment where high expectations exist. Each year level has an Auburn Learner Quality (ALQ) that guides teachers and students in their work. Combined these ALQ¿s prepare the students for their senior years of learning and provide themes for all activities in the broad curricular and extracurricular offering.
Each lesson is purposefully designed using Marzano¿s instructional model (GANAG), underpinned by high-yield teaching strategies to improve learning. All staff work collaboratively in teams to develop and review the curriculum, develop assessment tasks, collect data, and measure student progress. Staff observations form part of our professional learning and share practices in staff forums. Staff collaboration and the development of Teacher Collective efficacy are integral to building an inclusive culture at the school.
Auburn High School is well-connected to its school community and is a school of choice for families and staff. Teaching and support staff who align with our values, are passionate about education and who are committed to high expectations are welcome to join our team. As a collective we are entering an exciting phase of the school¿s history with a new strategic plan (2024-2027) to guide further enhancement of our current programs. Student outcomes, staff development, and student and staff school experience drive our strategy, and we encourage our whole community to be part of Auburn High¿s success.
Please address the Selection Criteria below in your application:
1. 1.Experience in Individual Case Management: Provide examples of your experience managing individual caseloads of students requiring counselling support for a range of mental health issues. Describe how you collaborate with teaching staff to address individual student needs within the classroom setting and how you liaise with external service providers to coordinate additional support when required.
2. 2.Facilitation of Small Group Sessions: Detail your experience in facilitating small group sessions addressing specific wellbeing topics. Explain how you provide guidance to student leadership in organizing celebration and awareness days focusing on mental Health and inclusivity.
3. 3.Wellbeing Promotion and Student Engagement: Describe your involvement in planning and executing wellbeing promotion initiatives such as RUOK Day, IDAHOBIT, and International Men's and International Women's Day. Provide examples of how you engage actively with students through delivering wellbeing programs during homework centre sessions and participation in lunchtime clubs.
4. 4.Qualifications and Experience: Outline your qualifications in Counselling, Psychology, Social Work, or a related field. Provide details of your relevant experience in providing counselling or mental health support within an educational for students, parents and staff.
5. 5.Interpersonal and Collaborative Skills: Demonstrate your strong interpersonal skills and ability to communicate effectively and sensitively with students, families, and external agencies. Provide examples of how you work collaboratively within a multidisciplinary team environment to support the holistic wellbeing and mental health of students.
3 days per week 8.00-4.06 (negotiable)
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.
Job Description: Counsellor - Student Health and Wellbeing (Education Support (ES) Staff)
Position Overview:
The School Counsellor, as a key member of the school's wellbeing team, will be responsible for providing comprehensive support across a three-tiered approach to school wellbeing. This role involves managing individual caseloads, facilitating small group sessions, and actively engaging in wellbeing promotion aligned with the school's DARE values of Diversity, Aspiration, Respect, and Excellence. This is a part-time position with a .6-time fraction, 3 days per week, at ES Level 1 Range 3.
Key Responsibilities:
Tier 1 - Individual Case Management:
· Manage an individual caseload of students requiring counselling support.
· Advise and collaborate with teaching staff on individual student needs and strategies for student support within the classroom setting.
· Liaise with external service providers and agencies to coordinate additional support for students when required.
· Maintain regular communication with families, ensuring they are informed and engaged in their child's wellbeing journey.
· Actively advocate for students' wellbeing needs within the school community.
Tier 2 - Small Group Work:
· Facilitate and lead small group sessions addressing specific wellbeing topics.
· Provide guidance and advice to student leadership regarding the organization of celebration and awareness days focusing on mental Health and inclusivity.
Tier 3 - Wellbeing Promotion and Active Student Engagement:
· Actively participate in the planning and execution of wellbeing promotion initiatives such as RUOK Day, IDAHOBIT, International Men's and International Women's Day, etc.
· Engage actively with students by delivering wellbeing programs during junior students' homework centre sessions and participation in lunchtime clubs.
· Contribute to the planning and implementation of senior school study days and Year 7 Orientation programs to foster a supportive school transition.
Key Requirements/favourable:
· Qualifications in Counselling, Psychology, Social Work, or related field.
· Relevant experience in providing counselling or mental health support within an educational or youth-focused setting
· Strong interpersonal skills with the ability to communicate effectively and sensitively with students, families, and external agencies.
· Ability to work collaboratively within a multidisciplinary team environment.
This role offers a unique opportunity to contribute significantly to the holistic wellbeing and mental health support for students within our school community. If you're passionate about making a difference in students' lives and promoting a positive school culture, we encourage you to apply.
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 *******@education.vic.gov.au
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
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
