• JOB ID: 1476673

About our College

Sunbury College is a vibrant, cohesive and inclusive school located 35km (about 30 minutes drive) from the CBD in Melbournes north-west growth corridor. The college holds the values of respect, responsibility, resilience and endeavour as guiding principles. It has a focus on the academic growth, personal development and general wellbeing of each student. It is greatly valued by its local community of Sunbury and surrounds.

The student enrolment is currently 1050. The staff are in the main a mixture of mature, experienced teachers in the expert range along with a number of graduates providing the school with an energetic mix. Our staff are committed, professional and collaborative. They value continuous improvement and development.

A comprehensive curriculum is offered from years 7-12, including VET options, and the college is organised around three sub-schools (Years 7-8, 9-10, 11-12) and four houses. The college has well established co-curricular programs with high interest and success in sport, the performing arts, student leadership and student engagement activities.

Sunbury College is set on eight hectares and has well-established facilities in the final stages of being modernised. Our new classrooms and science building are now fully established.

Our strategic directions going forward have a strong emphasis on pedagogical development and on student agency and voice in their learning. In the area of student pathways and transition the college aims to provide a post compulsory program, counselling and advice that maximises the further education, training and employment options for all students. As part of its focus on student engagement and wellbeing, the college has undertaken to provide a supportive and productive learning environment supported by positive student and teacher relationships that promotes overall wellbeing and engaged, motivated learners with a strong sense of connection to the school community.

Selection Criteria

• SC1 Experience in the development and implementation of programs, procedures and processes that foster resilience in young people to address their social, emotional, and educational needs.
• SC2 Demonstrated capacity and experience in working as part of a collaborative team and contributing expert knowledge and advice to meet the needs and achievements of the team.
• SC3 Demonstrated highly developed communication and interpersonal skills to improve the learning and wellbeing outcomes of young people.
• SC4 Well developed and demonstrated knowledge of mental health interventions, risk assessment skills and counselling skills to meet the wellbeing needs of the school community.
• SC5 Formal qualifications in the area of counselling, social work or psychology and the ability to qualify for membership to the ACA, PACFA, ASWA or APS.

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, Duties and essential job functions of the Student Wellbeing (Programs and Counselling)

Specific duties:

• Provide direct support and services to students and their families to address their social and emotional needs. This can include, but not limited to such things as critical incident response, advocacy, support for students and their families and liaison with year level teams and external community service providers.
• Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.
• Provide support to staff in regard to addressing significant mental health concerns in young people and providing a case management approach while also performing short and mid-term interventions.
• Deliver professional support services in the school, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.
• Collaborate with the Inclusion and Wellbeing team to create, develop, implement and evaluate programmes that meet the needs of the whole school community.
• Support the schools identification, development, implementation and evaluation of educational, social and emotional programs providing prevention, intervention and postvention stages, particularly in respect to students who are vulnerable or have additional needs.
• Support the Inclusion and Wellbeing team to address and achieve school priorities for students wellbeing and engagement outcomes.
• Contribute to the development of strategic interventions that support capacity-building related to student learning, engagement and wellbeing consistent with the priorities of the school and Department of Education
• Supervision of students is a required and integral part of this position including supervision of groups.
• Directly provide wellbeing support to a case load of students.
• Other duties as may be directed by the Principal, Assistant Principal, Business Manager or Leading Teacher (Inclusion and Wellbeing)

QUALIFICATIONS

Formal qualifications in the area of counselling, social work or psychology and the ability to qualify for membership to the ACA, PACFA, ASWA or APS.

Other skills and attributes

• Discretion and confidentiality are essential attributes to this position
• Demonstrated proficiency in core psychological interpretation and report writing
• Initiative and confidence to make contributions and suggestions
• Highly effective verbal and communicating skills, using tact and diplomacy
• Critical thinking when problem solving
• Time management skills - able to work to deadlines and capable or directing others when necessary
• Ability to remain calm under pressure
• Overall good interpersonal skills when working in a team environment

Other DUTIES

• Attend parent information evenings
• Assist with the critical incident response where necessary
• Participate in relevant professional development activities

Other INFORMATION

The Student Wellbeing (Programs and Counselling) member will work as part of a wellbeing team delivering positive wellbeing outcomes for students. The Wellbeing team includes -

• Wellbeing Coordinator
• Two Youth Workers
• Mental Health Practitioner
• Student Counsellor
• Adolescent Health Nurse

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

For any questions regarding the position, please contact the Principal, Mr Craig O'Bree 0428 634 371