Location Profile
Cheltenham Secondary College is well reflected in the statement: "Tradition and excellence in a caring, disciplined environment."
Founded in 1959, Cheltenham Secondary College is a single campus, Year 7 to 12 coeducational college of approximately 750 students. The College motto is 'Health and Learning'. The College is committed to providing comprehensive, relevant and challenging programs that enable all students to work towards achieving their potential and to be responsible and contributing citizens to their community, Australia and the World. We provide balanced and relevant education in an encouraging and nurturing way.
VALUES AND ENVIRONMENT
The College¿s values are Personal Best, Sense of Community, Respect and Responsibility. These values guide us in everything we do from personal growth and responsibility, inclusion and social justice, lifelong learning (to learn, to know, to be and to live together), experiential learning and eLearning.
How do we define or display these values?
- Development of personal excellence and willingness to participate is encouraged and acknowledged.
- By maintaining traditional values linked to the dress code/uniform, strong discipline and a supportive welfare structure.
- As a unified environment, we advocate honesty, loyalty, courtesy, consideration for all, tolerance and respect for one another.
- By fostering a sense of pride in self and a willingness to excel, which in turn encourages team spirit.
LOCATION AND ZONE
The College is bordered by a residential area, a light industrial zone and a large shopping complex (Westfield Southland), with both Monash University and Holmesglen TAFE Moorabbin Campus in close proximity. The College is well serviced by public transport, including bus services and the Cheltenham, Southland and Moorabbin railway stations.
Enrolments also include a cohort of overseas fee-paying students, thus adding to the multicultural nature of the College. Enrolments of boys exceed enrolments of girls at most year levels. The Student Family Occupation Index is reducing slightly.
STAFF
Cheltenham Secondary College has a dedicated staff who are committed to the best outcomes for students, who support the ethos of the College and are approachable and receptive. There is low turnover of staff.
CURRICULUM PATHWAYS
Students are grouped horizontally in year levels and from 2026 will be managed in two sub-schools: Middle (years 7, 8 and 9) and Senior (years 10, 11 and 12) Schools. The Year 12 pass rate is very high, and the vast majority of students go on to tertiary study.
The College provides a common and comprehensive program of cross and cocurricular activities to all students across all year levels. Each sub-school is led by a Director and three Coordinators.
As students move through the school, the opportunities available to sub-school curriculums are:
Middle School
Years 9:
Students are provided with the common core curriculum but are also able to choose elective subjects in their chosen areas, leading to their final choices of a Senior School program that provides them with academic, vocational and traineeship post-secondary needs.
Senior School
Year 10:
Students undertake work placement.
Some students take up apprenticeships, traineeships or transfer to a senior campus college after year 10.
Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.
Years 11 and 12:
Students have the option to continue their academic pathway through the VCE and VCE VM programs.
Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.
A significant number of students study a Language other than English (LOTE) outside normal school hours with external providers.
ADDITIONAL STUDENT OPPORTUNITIES
An extensive cocurricular activities program exists which allows students to develop their talents outside of the classroom.
The College takes a very high profile in inter-school competitions (especially sport and debating), has an extensive instrumental music program, a Year 12 Leaders program, a Student Representative Council and an invaluable peer support program.
The Avenues, a sister school interstate exchange program which expands the opportunities for students and focuses on competitive and cooperative programs in sport, culture and the arts.
CHELTENHAM SECONDARY COLLEGE COMMUNITY
Parents and Friends: The College welcomes and actively encourages parent participation in their children's schooling through the College Council and its range of subcommittees
Local Council, Sporting Groups and other key broader community groups: City of Kingston, the Local Learning and Employment Network (LLEN), various Rotary Clubs, RSL and welfare organisations.
Selection Criteria
1. Demonstrated knowledge of child and adolescent development especially around learning needs and social-emotional wellbeing of school-age children and adolescents
2. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling for a range of mental health issues.
3. Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs including providing professional learning that informs and influences the work of others
4. Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing.
5. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
Role
No attendance requirement during school holiday period
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.
Responsibilities
Child and adolescent development
- Apply evidence-based frameworks (e.g., trauma-informed practice, positive behaviour support, neurodiversity-affirming approaches) to assessment and intervention.
High-level assessment and diagnostic skills
- Administer, score, and interpret a wide range of psychological, cognitive, behavioural, and educational assessments.
- Translate assessment outcomes into meaningful recommendations for teachers, families, and students.
Individual and group interventions
- Deliver short-term psychological interventions within a school setting, including counselling, skills-building programs, and targeted group work.
- Tailor interventions to diverse learners, including students with disability, mental health needs, or complex presentations.
Work collaboratively within a multidisciplinary team
- Work effectively with wellbeing teams, leadership, teachers, parents/carers, external allied health providers, and community agencies.
- Contribute to Student Support Groups (SSGs), behaviour support planning, and development of Individual Education Plans.
- Provide professional learning and upskilling of teaching and educational support staff to support improved learning outcomes for adolescents.
Strong communication and interpersonal skills
- Communicate sensitively and professionally with students, families, and staff.
- High-level report-writing suitable for educational and clinical contexts.
- Provide consultation, coaching, and professional learning to teachers to enhance inclusive practice.
Commitment to child safety and ethical practice
- Child safety standards, mandatory reporting obligations, and ethical guidelines governing psychological practice.
- Maintain confidentiality, manage risk, and escalate concerns appropriately
Whole-school wellbeing initiatives
- Implement or contribute to whole-school programs (e.g., restorative practices, resilience programs, wellbeing data analysis).
- Use data to inform prevention and early-intervention strategies.
Cultural responsiveness and inclusive practice
- Understand how cultural background, disability, gender, identity, and socio-economic factors impact student wellbeing.
- Commitment to inclusive, strengths-based, and culturally safe psychological practice.
Organisational and case management skills
- Manage competing priorities, maintain accurate records, and coordinate supports for students with complex needs.
- Work autonomously and exercise sound professional judgment.
Qualifications, registration, and ongoing professional learning
- Full registration as a psychologist with AHPRA and adherence to CPD requirements.
- Commitment to ongoing professional learning and evidence-based practice.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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 *******@education.vic.gov.au
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.
Child Protected 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
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.