Student Counsellor/Wellbeing

Oberon High School is located in the Geelong growth corridor of Armstrong Creek, after being relocated from Belmont for the beginning of the 2021 school year.  Oberon High School is a co-educational secondary school with an enrolment of 1080 students, however there is expected to be significant increase in student enrolments for the foreseeable future.

The SFOE of the school is 0.37 rating the school as medium in terms of the socio-economic background of our students and families. 

The Oberon High School student population is from the southern suburbs of Geelong, the Surf Coast areas and rural locations.  All students are encouraged to build on their talents, expand their horizons and develop a culture of learning through participation in a variety of academic, applied learning, sporting, artistic and social programs.  This is reflected in the school mantra of `Shape Your Future¿.Go One Better¿.

Oberon High School provides a learning environment in which students strive for and respect high achievement, and they develop social skills based on the principles of tolerance and understanding. 

The school has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability.  This philosophy is also reflected in the school mantra.  

To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework `The Oberon Good Lesson¿.  This  framework is based on the Professor David Hopkins `Powerful Learning Framework¿ and incorporates elements of John Hattie¿s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.  

Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews.  To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called `Target 3¿.  This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.

This approach to learning has resulted in above average growth in NAPLAN from Years 7-9 and very good results/outcomes in VCE (well above the state and regional results).  The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school.  

Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority.  

The school has a very positive culture which exists between staff, students and parents.  This is reflected in the student attitude to school results, parent opinion and the staff opinion survey.  All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.

SC1 Demonstrated experience in addressing a range of student wellbeing needs, both through individual counselling and facilitation of small group therapeutic programs.

SC2 Demonstrated experience in working in effective teams and demonstrated experience in developing new initiatives.

SC3 Demonstrated experience in keeping confidential, professional records and case notes.

SC4 Highly developed communication and  interpersonal skills, including the demonstrated ability to network with a wide range of people. 

SC5 Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people. 

SC6 Demonstrated ongoing commitment to developing professional understanding and expertise in the area of student wellbeing. 

[Attendance requirement for this position]

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.

• Develop and maintain healthy and positive working relationships with students, staff, care givers and student support service providers and networks
• Assist students on an individual or group basis with wellbeing needs
• Facilitate or organise small groups and activities for students around aspects of behavioural change
• Liaise with Department of Education services, external agencies and professionals as needed to support student wellbeing needs
• Plan and implement evidence based intervention strategies for students as needed
• Develop meaningful case plans and goal setting with students
• Keep relevant, professional and up-to-date case notes on identified students in order to monitor progress and develop support plans
• Support Leadership Team in responding to critical incidents
• Alongside the Wellbeing team, provide professional learning to staff to build capacity
• Liaise with families and carers regarding student wellbeing needs, including development of Safety Plans, Re-engagement plans and being a part of SSGs where required, alongside Year Level Managers or Assistant Principals
• Provide information about services and resources for students and carers
• Contribute to the development of wellbeing policies, processes, programs and strategies
• Liaise with the Wellbeing Team to ensure a consistent and agreed approach to wellbeing at the school
• Other duties as requested by the Principal

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

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

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 http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

• 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