Student Counsellor

Location Profile Rosebud Secondary College is located towards the southern end of Victoria¿s Mornington Peninsula.
The area has a steadily growing population within a unique seaside environment.
Most employment is in the fields of hospitality, retail, tourism and trades while a growing variety of agricultural pursuits add diversity to the many natural attractions of our region.
Within this setting, Rosebud Secondary College is a large secondary college with an enrolment of approximately 920 students across Years 7 to 12.

The College has maintained a proud tradition over an extended period of time for providing outstanding educational and co-curricular opportunities for its students which has ensured strong social cohesion, high levels of academic progress and success for the broad range of students enrolled in the College.
Student success in the VCE is high and approximately 75% of Year 12 students continue to tertiary studies.
Approximately 30% of families qualify for the CSEF.
Although there is considerable economic diversity within the community, the overwhelming majority of students are of English speaking backgrounds.
Because of its size, the College has a significant physical, financial, and human resource base.
These resources are used to support and promote the widest possible range of educational, sporting, creative and cultural activities that add value to learning and assist in individualizing education for each student.
A number of pathways including VCE and VMstudies are available for senior students.
The College is keen to include in its staff people who can contribute to the design and implementation of innovative structures and programs that will help to build upon the College¿s strengths and to enhance its capacity to meet the learning needs of all students.
Currently there is a significant focus on the reporting process and the tracking of student learning gain.
This work will be ongoing.
The College is also implementing Mindfulness into the curriculum to support student wellbeing.
Wellbeing at Rosebud Secondary College is an important priority.
At Rosebud Secondary College our purpose, motto and values are intended to ensure all our students achieve their potential.
College Purpose

To learn together in a safe and respectful community
To encourage self-awareness, resilience and personal best
To prepare each individual for their future pathway.

College Motto
Minds Conscious of Right (Mens Conscia Recti) ¿ Do the Right Thing
College Values

Respect
Personal Best
Belonging
Responsibility

The current Rosebud Secondary College Wellbeing team comprises of our Team Leader/Mental Health Practitioner, our school counsellor, our adolescent health nurse, and our associated community-based services.
This additional Student Counsellor position, as advertised, will incorporate into this team and report directly to the Wellbeing Team Leader.
This role will include:
A 1:1 Student Counselling Case Load and small group work allocations
Interested applicants are encouraged to contact the school directly for further information.
Selection Criteria SC1.
Demonstrated experience in planning and implementing evidence based intervention strategies in student wellbeing and engagement and the capacity to implement these in a school setting.

SC2.
Ability to work effectively in a multidisciplinary team to support students with complex academic, behavioural and wellbeing needs.

SC3.
Demonstrated high level communication and interpersonal skills including a capacity to develop constructive relationships with staff, students, parents and external providers
SC 4: Clear understanding of legislative requirements regarding privacy of health information.
SC 5: Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
Role 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.
Responsibilities
Provide professional student support services, e.g.
therapist and psychological and counselling services.
Provide strategic advice on specific support services and their impact on students, school curriculum and services.
Provide administrative support to external service providers as required.
Provide required level of administrative support for school events, functions and projects.

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 *******@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
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.
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

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