Wellbeing Counsellor

Who we are At Melton Secondary College, our vision is a flourishing school community where challenge, curiosity and commitment lead to excellence. Guided by our mission to rise together, proud of our community, ambitious in our goals, and committed to helping every student thrive, we are united by our motto of Pursuing Excellence in everything we do.

We believe every student can succeed when they are known, challenged and supported. By maintaining high expectations alongside high levels of care, we create a learning environment where students flourish academically, socially and emotionally. Learning and wellbeing are inseparable, and we are committed to ensuring every young person has the opportunity to thrive.

Our staff are united by a strong moral purpose and a deep commitment to our community. We come to work each day believing that education has the power to transform lives. We embrace the challenges our young people face and work collaboratively to remove barriers, inspire curiosity and build the confidence and skills students need for success beyond school.

Melton Secondary College serves more than 1,400 students and employs over 200 dedicated staff. Every student is known, noticed and valued. We recognise that strong partnerships with families and the wider community are essential to student success, and together we create the conditions for every learner to flourish. Our culture is built on trust, collaboration and continuous improvement.

We foster psychological safety through strong relationships, shared trademark behaviours and courageous conversations that keep student learning at the centre of our work. Our trademark is more than a statemen, it is reflected in the way we lead, teach, collaborate and support one another every day. How our students learn Our curriculum is intentionally designed to maximise student learning while supporting teacher expertise.

Through a whole-school approach to curriculum development, high-quality curriculum resources are collaboratively created so that teachers can spend less time planning what to teach and more time refining how they teach it to meet the needs of their students. Teaching and learning at Melton Secondary College is underpinned by evidence-informed practice.

Our instructional model, LEARN, is grounded in contemporary educational research and implemented consistently across the College to ensure every student experiences high-quality explicit instruction. We are committed to explicit teaching, purposeful practice and mastery learning, while our implementation of the Berry Street Education Model ensures we build strong relationships and connect with students before correcting, creating classrooms where every learner feels safe, challenged and supported.

How we support our staff and students Melton Secondary College is a place where educators flourish. We are committed to developing exceptional teachers and leaders through purposeful professional learning, coaching and clear pathways for growth. Our comprehensive induction program supports both beginning and experienced teachers to thrive from their first day.

We believe that when we invest in our people, everyone benefits. Staff wellbeing is supported through our innovative nine-day face-to-face fortnight, providing regular opportunities for flexible work, professional collaboration, deep thinking and renewal. By creating the conditions for staff to flourish, we enable them to deliver exceptional outcomes for students.

Student wellbeing is intentionally embedded into every school day. Each morning begins with a six-minute Morning Circle, fostering connection, belonging and readiness to learn through our Social Emotional Learning program. Students also participate in our highly valued Enrichment program, providing regular opportunities to explore interests, develop new skills and build meaningful relationships through experiences in the Arts, Sport, Communication and Service.

These programs reflect our belief that curiosity, challenge and connection are fundamental to helping young people flourish. As a growing and ambitious school, we provide diverse opportunities for staff to lead, innovate and make a lasting impact. Whether through instructional coaching, curriculum leadership, explicit teaching, student wellbeing, Performing Arts, Sport, the Rugby Academy, VCE Vocational Major or Student Leadership, our staff are empowered to contribute to a culture where we rise together and pursue excellence for every member of our community.

SC1 Demonstrated capacity and experience to provide counselling to students individually and in group settings SC2 Demonstrated experience in planning and implementing evidence-based intervention strategies for students with complex needs. SC3 Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing.

SC4 Demonstrated ability to work in a multidisciplinary team to develop and implement support for students, families/carers and staff within a school community. SC5 Demonstrated ability to provide expert consultation and training designed to build the capacity of a school community.

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal.

Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives. 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.

Provide leadership in the development and implementation of wellbeing programs and policy with a focus on primary prevention, early intervention and restoring wellbeing. Coordinate and work with teams of staff, students, parents/ carers, DET personnel and other agencies to effectively manage complex cases and critical incidents and bring about positive outcomes for student wellbeing.

Provide counselling support, risk assessments and advocacy to individuals and groups of young people identified as being at risk. Advocate on behalf of students and families undertaking supported referrals to appropriate services and programs. Develop targeted programs, preparing submissions to funding bodies, implementing and evaluating the subsequent programs.

Develop and deliver training sessions and information regarding wellbeing programs and successful strategies to staff, college community and beyond. Develop and maintain networks with relevant youth and community agencies to assist young people and their families in gaining access to services. Work collaboratively with the other members of the Student Support Services team.

Maintain appropriate and accurate case notes and records. Required to undertake any additional duties as requested by the Principal and Business Manager at a level appropriate to salary range classification.

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

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected] 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.

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

Qualifications

and Professional Requirements Relevant tertiary qualifications in social work, psychology, counselling, youth work, mental health, human services or a related discipline are desirable. Applicants from related disciplines who can demonstrate equivalent relevant qualifications, training, skills and experience will also be considered.

Where professional registration is legally required to practise in an applicant's nominated profession, applicants must hold the required registration. Where relevant to their discipline, applicants should hold, or be eligible to obtain, appropriate professional accreditation or membership with a recognised professional association.

Have demonstrated counselling experience Have a current WWC check

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 https://www2.education.vic.gov.au/pal