SC 1 Highly developed communication and interpersonal skills and an ability to maintain comprehensive confidential data on students.
SC 2 Demonstrated ability to undertake individual support and counselling for students and families.
SC 3 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes.
SC 4 Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC 5 Demonstrated ability to work alongside a Wellbeing team to effectively implement the School Wellbeing Policy and use relevant school process and practices to support students and families.
SC 6 Demonstrated ability to develop and maintain networks that enhance the provision of effective internal and external services for students at risk.
Selection Criteria
SC 1 Highly developed communication and interpersonal skills and an ability to maintain comprehensive confidential data on students.
SC 2 Demonstrated ability to undertake individual support and counselling for students and families.
SC 3 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes.
SC 4 Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC 5 Demonstrated ability to work alongside a Wellbeing team to effectively implement the School Wellbeing Policy and use relevant school process and practices to support students and families.
SC 6 Demonstrated ability to develop and maintain networks that enhance the provision of effective internal and external services for students at risk.
Role
This position is 3 days per week from 8:00am - 4:00pm (days and start/finish times are negotiable).
This position may require attendance of up to 6 days during school vacation periods.
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
Student Wellbeing Support
* Management and support for students presenting with wellbeing concerns.
* Direct one‑on‑one counselling with students.
* Communicate with future schools of caseload students to provide necessary information (e.g., any intervention by DFFH, Orange Door and IVOs).
* Maintain up‑to‑date documentation and case notes including the situation, background, assessment, and recommendations for caseload students.
Family Support
* Direct communication with families to conduct assessments and obtain information regarding a student's presentation.
* Liaise with child and/or family legal representatives to support communication between family and school, if necessary.
* Manage IVOs and update changes to conditions in school documentation.
* Communicate with parents/guardians regarding engaging further support services.
External Services and Agency Liaison
* Communicate with external services involved with families to obtain a rich source of information regarding the family's protective factors.
* Respond to, liaise, and consult with the Child Information Sharing Scheme (CISS).
* Complete referrals to various support services as necessary (e.g., Baptcare, Orange Door, RCH MH).
* Communicate with medical professionals (e.g., psychologists, paediatricians) of caseload students, when permitted and appropriate.
* Conduct risk assessments and direct consultation with DFFH Child Protection regarding notifications and outcomes based on school assessments.
* Consult with external services regarding supports and referral pathways.
Teacher Support
* Communicate information and provide feedback to classroom teachers regarding risk associated with caseload students.
* Consult and meet with classroom teachers when supports are required for students presenting with behaviours of concern.
* Provide teachers with feedback and share information and resources that have been implemented during counselling sessions.
* Record and communicate handover notes to classroom teachers for students transitioning between years with significant wellbeing concerns.
* Attend Student Support Groups (SSG) where applicable.
Collaboration with the Wellbeing Team
* Participate in collaborative discussions with fellow school counsellors, including but not limited to the identification of supports necessary for referred students.
* When applicable, meet with the Wellbeing Leading Teacher/MHWL and fellow school counsellor to participate in mental health referral allocation.
Professional Development
* Maintain a systematic understanding of how family and connection to systems impact presentation and learning.
* Develop staff understanding of trauma informed practices.
* Support staff around school refusal and strategies.
* Maintain contact with local social workers and counsellors to connect and share resources.
* Attend MHiPS professional development when appropriate, as part of the mental health school team.
* Engage in regular communication with supervisor for professional support and learning.
The above roles and responsibilities will be undertaken under the support and guidance of the Assistant Principal for Disability and Wellbeing and the Wellbeing Leading Teacher .
Who May Apply
Required
* Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
o For Psychologists, applicants must hold full registration with AHPRA
o For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
o For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
o For Occupational Therapists applicants must hold full registration with AHPRA
o For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
* Demonstrated direct counselling experience
* A current Working With Children Check.
Desirable
* For Psychology applicants, specialisation in educational and/or developmental psychology.
* For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
* For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
* For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
* For Counselling applicants, Level 3‑4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).
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 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
* 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
Location Profile
Overview
Kororoit Creek Primary School is a Public‑Private Partnership schools in the State of Victoria which continues to grow rapidly from its foundation population of 260 students in 2011 to a population of 1157 in 2025. The YMCA and Kingswim complete the community hub and support the school with the provision of an Out of Hours School Care program, camping program from Years 3 to Year 6 and the equivalent of private swimming lessons for all students from Prep to Year 6.
Curriculum
Kororoit Creek Primary School is a fully authorized World School for the Primary Years Programme (PYP) of the International Baccalaureate Organization (IBO). The school curriculum is underpinned by the Victorian Curriculum and delivered through the PYP which provides a rich and rigorous inquiry model of learning. The curriculum contextualises student learning as well as understanding and transfer of practice, whilst building the knowledge, skills and attributes of individual students and staff as lifelong learners. We continually strive to ensure high levels of literacy and numeracy which are taught explicitly as well as through the interdisciplinary nature of the inquiry process. KCPS supports strong community values which underpin the safe and orderly learning environment which contribute directly to the school's positive standing and high reputation within the immediate and broader area. All staff at the school are provided with accredited IBO professional learning and take part in the school's coaching program which is supported by both internal coaches and external consultants.
Kororoit Creek Culture
KCPS supports strong community values which underpin the safe and orderly learning environment which contribute directly to the school's positive standing and high reputation within the immediate and broader area. We have high expectations of students, staff and families and provide quality experiences with challenging personal learning goals as well as effective feedback for our community of learners. We continually strive to ensure high levels of literacy and numeracy which are taught explicitly as well as through transdisciplinary teaching. At Kororoit Creek Primary School our student outcome data shows that our students perform well in relation to like and State standards and often higher than expected in comparison to students in other schools. NAPLAN data confirms these outcomes. Whilst our results are pleasing, the school has a strong commitment to on‑going improved student learning outcomes and associated data across the school.
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