School Counsellor

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Health and allied health

Location: Melbourne - Eastern suburbs

Reference:

Selection Criteria

SC1: Qualifications and Experience

• Relevant tertiary qualifications in psychology, social work, counselling, or a related field.
• Eligibility for registration with an appropriate professional body (e.g. AHPRA for psychologists, AASW for social workers).
• Demonstrated experience providing counselling or mental health support to young people.

SC2: Student Wellbeing Knowledge and Practice

• Strong understanding of adolescent development, trauma-informed practice, and evidence-based interventions.
• Experience in conducting risk assessments and managing students with complex needs.

SC3: Communication and Collaboration

• Excellent interpersonal and communication skills, with the ability to engage effectively with young people, families, and professionals.
• Ability to work collaboratively within a multidisciplinary team and maintain effective partnerships with external agencies.

SC4: Ethical Practice and Professionalism

• Demonstrated ability to maintain confidentiality, professional boundaries, and ethical standards in line with departmental and professional codes.
• Commitment to continuous professional learning and reflective practice.

SC5: Understanding of DET and School Context

• Knowledge of relevant DET policies and frameworks, including Child Safe Standards, the Framework for Improving Student Outcomes (FISO), and the Mental Health in Primary and Secondary Schools initiatives.

Role

The School Counsellor plays a critical role in supporting student wellbeing, engagement, and academic achievement by providing counselling services, mental health support, and guidance to students. The position works collaboratively with school leadership, teaching staff, families, and external services to create a safe and supportive school environment in line with the Department of Education and Training¿s (DET) wellbeing policies and frameworks.

Responsibilities

• Provide short-term, evidence-based individual and group counselling to students experiencing emotional, social, or behavioural challenges.
• Conduct assessments to identify student needs and refer to appropriate internal or external support services when necessary.
• Support the implementation of whole-school wellbeing programs and prevention initiatives.
• Assist in the development of Individual Education Plans (IEPs), Behaviour Support Plans, and Safety Plans for students at risk.
• Collaborate with teachers, wellbeing staff, and families to support student engagement, mental health, and attendance.
• Contribute to the school¿s response to critical incidents and support post-incident recovery plans.
• Maintain accurate and confidential records in line with DET guidelines and school policies.
• Participate in Student Support Group (SSG) meetings and contribute to the Program for Students with Disabilities (PSD) and Disability Inclusion (DI) planning processes.
• Promote awareness and understanding of mental health and wellbeing among staff, students, and the school community.

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

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:

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:

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Location Profile

Lilydale High School has a long tradition of providing excellent educational programs for students Years 7 to 12 and is highly regarded in the community. Significant efforts are made to see that students consistently reach outstanding achievements in a wide variety of areas, including VCE results, sports, arts, and community service activities. Collaborative decision-making processes, resulting in clearly defined policies and programs aim to ensure that each student is challenged and extended academically, creatively, socially, and physically.

Lilydale High School offers a comprehensive curriculum for Years 7 to 12 in the following eight Key Learning Areas: English, Languages, Technology, Science, Mathematics, Humanities, Physical and Sport Education and the Arts. All Year 7 and 8 students study units from these core areas. Year 9 and 10 students select from a wide range of units offered by all areas of study within set requirements. VCE subject choice is decided by vocational or further study ambitions and is made from a comprehensive range of courses. Specific features of the curriculum include the provision of an accelerated program for academically gifted and talented students, and the study of VCE units for Year 10 students. The school also offers VET and VCAL courses. The current Charter Priorities are: Improved Student Outcomes including improved NAPLAN and VCE results; Improved Connectedness and Improved Transitions from Year 8 to 9 to 10.

Our Vision Statement underpins all the school¿s decisions and actions: Lilydale High School provides an environment that values academic excellence and maximises opportunities and pathways to enable all students to become resilient and contributing members of the community. In brief, excellence in learning, resilience in life, thriving in community. Lilydale High School is committed to providing a safe, secure, and welcoming environment for all students. We believe that each student¿s happiness, confidence, feelings of security and sense of belonging are dependent upon an environment where all members are considerate, respectful, and courteous to each other. A strength of our school is our ability to support a pastoral concern for each student from first enrolment to post-school experience.

Applications close Tuesday 23 September 2025 at 11.59pm

Posted

10 September 2025

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