15 May

Student Councellor Jobs Vacancy in Bentleigh Secondary College Bentleigh

Student Councellor
Bentleigh Secondary College
Bentleigh VIC
15 May, 2018 30+ days ago

Bentleigh Secondary College Bentleigh urgently required following position for Student Councellor. Please read this job advertisement carefully before apply. There are some qualifications, experience and skills requirement that the employers require. Does your career history fit these requirements? Ensure you understand the role you are applying for and that it is suited to your skills and qualifications.

Follow the online directions, complete all the necessary fields, and provide all relevant information so your application is submitted correctly. When you click the 'Apply this Job' button (open in new window) you will be taken to the online application form. Here you will be asked to provide personal and contact details, respond to employment-related questions, and show how you meet the key selection criteria.

Student Councellor Jobs Vacancy in Bentleigh Secondary College Bentleigh Jobs Details:

Bentleigh Secondary College is a co-educational secondary school of choice.

Bentleigh Secondary College has a core belief in promoting leadership at all levels. The College is internationally recognised for innovation through sustainability.

College Vision

We strive to make a difference by recognising that young people need strategies to help them successfully deal with an ever-changing world. Our purpose is to prepare all students to be active and engaged global citizens.

College Values

We embrace a progressive culture that champions student innovation, leadership and creative thinking through student engagement and socially inclusive activities. Open communication and respect for positive change are always encouraged. The school community works together to challenge its members to exceed expectations for achievement in all areas. This is reflected in our core values:

  • Excellence – being the best you can be.
  • Responsibility – the right to learn.
  • Respect – the right to be treated with respect.
  • Inclusiveness – the right to feel safe.
Engagement and Progress

The College uses data from the student voice and feedback to personalise the educational experience of each student, thus creating positive change in the lives of students, staff and those in the community. Our students consistently achieve excellent academic results, and the majority of graduates successfully enrol in tertiary studies.

We believe that quality teaching is the main driver of successful student learning outcomes. We have well-established, rigorous review processes. Our staff are regularly recognised for excellence in their fields of work and study. It is a core aim to provide our staff with leadership opportunities.

The College is committed to providing stimulating and engaging learning. This commitment is articulated through a whole-school focus on the explicit instructional model. Students are encouraged to progress at their own rate, exploring their interests to develop their knowledge, skills and understanding. Students are provided with high-quality feedback and are encouraged to reflect on their learning progress.

In the Wider Community

On a broader scale, we share our vision of a sustainable future and our belief in the importance of mindfulness meditation and the science of positive psychology with other learning institutions, community groups and industry. Our school and staff continue to win various awards, including the Prime Minister’s Environmentalist of the Year 2011, the Premier’s Sustainability Award in the Education category 2013 and finalist in the Victorian Outstanding Curriculum Innovation Award 2014.

Student Opportunities

Student leadership is promoted at all levels through the following activities and leadership programs: Student Representative Council; School for Student Leadership; Green Machine; Respect Committee; Drama, Music and Visual Arts programs; camps; debating; chess; debutante ball; and various sports and outdoor education programs.

Our students have the opportunity to forge global connections through our Sister School agreement with Yamada Senior High School in Osaka, Japan, which results in regular student exchange visits; our student sponsorship program with Letsibogo Girls High in Soweto, South Africa; and our International Students program.

History and Facilities

Bentleigh Secondary College was opened in 1956 and is a vibrant single-site campus with a current enrolment of more than 900 students. Our campus is located on 6.5 hectares in Bentleigh East, close to public transport. The College is organised into two sub-schools: junior (Years 7 to 9) and senior (Years 10 to 12). Each sub-school has an Assistant Principal and a Head of School.

College facilities include: a double basketball stadium; a gymnasium; an administration and hospitality wing; a Performing Arts Centre for music, drama and dance with a theatre of 250 seats; a Learning Centre incorporating open-plan spaces, four science laboratories, three multimedia spaces, a library and five flexible classrooms. We are soon to undertake redevelopment of our facilities, with the announcement of funding of $9.6 million in the 2015 State budget.

What the Future Holds

This is an exciting time for Bentleigh Secondary College. We have developed an environment where leadership capacity and the voices of both staff and students are allowed to flourish. We value the strong relationships that have developed between parents, teachers, students, friends, local organisations, businesses and community groups. We are looking forward to the development and implementation of our next four-year strategic plan. We are planning for the further development and modernisation of our infrastructure. We are continually integrating new teaching and learning technologies into our learning environment. We continue to encourage a dynamic and innovative environment that allows our staff and students to shine.

Selection Criteria

KSC 1: Demonstrated competency in psychological/counselling intervention, using recognised, evidence-based approached

KSC 2: Well demonstrated communication and interpersonal skills to improve adolescence family and education outcomes

KSC 3: Previous experience that demonstrates ethical counselling practices with adolescence

KSC 4: Experience working effectively and efficiently under pressure and in crisis situations

KSC 5: Ability to work as an individual and as part of a team to deliver shared outcomes

KSC 6: Experience in supporting other professional capacity building


[Attendance requirement for this position]

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.


The responsibilities of this position will be but not limited to:

  • Provide counselling for students, families and groups where appropriate
  • Maintain case notes and student files in accordance with school guidelines
  • Provide feedback and support for families regarding individual students
  • Refer students to SSSO for any educational or cognitive assessments
  • Contribute to educational planning based on assessments conducted
Professional relationships
  • Liaise with teachers where appropriate to develop personal, social and learning strategies for students
  • Liaise with Head of Sub Schools, Wellbeing team and Leadership in matters relating to individual group needs.
  • Refer to, and liaise with, external agencies and professional as required
  • Attend Wellbeing and whole school meetings
  • Actively participate in the Wellbeing team case discussion, planning, critical incident response, development of knowledge and processed under the direction of the Head of Wellbeing/Principal
  • Promote a model of good mental health for staff, students, and families
  • Contribute to the planning and delivery of parent education seminars
  • Participate in relevant classroom programs as required (unassessed type) and/or offer specialised groups on targeted areas, e.g. Social skills, study skills
  • Participate in relevant professional development activities

Who May Apply

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

Qualifications: Masters in Counselling and/or Counselling Experience working in schools is an advantage

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

No job description available

Conditions of Employment

No job description available

Program Benefits

No job description available

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