Student Wellbeing/Counsellor

Merbein P-10 College is located in north-west Victoria 550 kilometers from the Melbourne Central Business District and approximately 11 kilometers from the regional city of Mildura. The college provides both primary and secondary education for students residing in Merbein and the west side of Mildura. The college commenced as a P-10 college in 2010 following the merger of three primary schools, Merbein Primary School, Merbein South Primary School and Merbein West Primary School with Merbein Secondary College. The college commenced at its present site in January 2011 and moved into new buildings in November 2012.

The college grounds include grassed and hard surface play areas. There is a large shade structure over netball and basketball courts and shaded adventure playgrounds. The primary blocks enable flexible open learning spaces. Secondary classes are housed in new facilities and within the former secondary college building. There is a library, gymnasium, two art rooms, a music room, science laboratories, specialist facilities for classes in food, metal, wood, textiles, STEM (Science, Technology, Engineering and Mathematics) and a recently completed Arts and Technology Centre. The college has a flexible learning options (FLO) program housed in renovated flexible classroom spaces. In 2022 a $5.9 million building project will see new Science, Administration, Cafeteria, Art, FLO and staff planning spaces created where the original secondary college building is currently situated.

2022 enrolments as of census day were 734 students comprising 240 primary students and 494 secondary students.

The Student Family Occupation (SFO) index is 0.5166 and the Student Family Occupation Education (SFOE) index is 0.4752 in 2022. 

The staffing profile of Merbein P-10 College includes a Principal and two Assistant Principals and 51.7 full time equivalent (FTE) teachers including one learning specialist and six leading teachers. There are 22.9 FTE Education Support (ES) staff and office administration staff.
 

The college provides an approved curriculum framework aligned to the Victorian Curriculum for Years Foundation to 10. Secondary students study core and elective subjects. Vocational Education and Training in Schools (VETiS) programs and workplace learning opportunities may be taken by Year 10 students. There is a flexible learning options (FLO) program that provides a personalised curriculum that enables students to learn in small groups with an aim to engage students in their learning and provide additional support.

The college has a wellbeing team that includes a Primary Mental Health & Wellbeing Coordinator, a Disability Inclusion & Wellbeing Coordinator, two social workers and a school nurse. The team supports students and families through early intervention and case management. There is also a Doctor in Schools program. A breakfast club operates daily and an Out of School Hours Care program, run by qualified staff, is available after school. The college provides a range of extra-curricular activities including sport, camps, performances, elective subjects and music.
 

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 and support the work of others involved in the engagement and wellbeing of children and young people.

SC5    Demonstrated ongoing commitment to developing professional understanding and expertise in the area of student wellbeing.

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.

• Work with Disability Inclusion & Wellbeing Co-ordinator to lead programs that address needs and promote student engagement and wellbeing.
• Work collaboratively with School Leadership and Wellbeing Team to address needs and establish an effective work plan based on needs within the school.
• 1:1 support or work with others to facilitate group work of students.
• Provide professional student support services, e.g. counselling services and wellbeing support.
• An understanding of trauma-informed practice, restorative justice principles and the necessary skills to engage young people with multiple and complex needs e.g. case management experience.
• Provide high quality outreach supports to disengaged young people to support re-engagement.
• Liaise with service providers, welfare agencies and relevant organisations and to facilitate student referral.
• Liaise with parents, staff and students as required.
• Develop positive relationships with students when managing them on a daily basis.
• Assist in student withdrawals and restorative conversations where necessary and support students and staff around behavioural issues.
• Seek feedback from teachers and Learning Centre Leaders in regard to student behaviour.
• Respond to major incidents after they have been contained by staff on duty (e.g. physical altercations, thefts).
• Case notes – keep accurate and current case notes e.g. records of major and minor incidents.
• Support the communication of consequences as decided by the Leadership Team to students and their families.
• Participate and conduct Student Support Group meetings (SSGs) and develop Student Support Plans (SSPs) as required.
• Participate in parent meetings in relation to student learning and wellbeing, and encourage others to build partnerships and have regular and open communication with the parent community
• Provide support for students to access course counselling and support in subject selection meetings where necessary.
• Performing duties in accordance with DET guidelines, accepted practice and College policy, respectful of confidentiality, mandatory reporting requirements and observing necessary boundaries.
• Other duties as reasonably required by the Principal or their delegate

General:

• Communicate effectively and foster positive relationships with all members of the school community.
• Assist with College events such as assemblies, open nights and celebration days.
• High level organisational and time management abilities.
• The ability to work effectively in a team environment.
• Demonstrated proficiency in the use of office systems including Microsoft Office Suite (e.g. Word, Outlook & Excel) to allow for maintenance of data, record keeping and compliance documents.
• Actively seek and participate in professional development (Subject to College P&D guidelines).
• Attend and participate in team meetings.
• Participating in the College’s performance and development processes in line with DET requirements.
• General duties as directed by the Principal within the requirements of ES1-3 dimensions of work as listed in the Victorian Government Schools Agreement 2022.

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

NOTE:  Commencement date is negotiable with successful applicant.

• 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