Job Description
Location
Melbourne Eastern Suburbs VIC
Full job description
Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1484587
Location Profile
Melba Secondary College is a single campus school of approximately 680 students located in Croydon that provides a comprehensive education for students from Years 7 to 12. The goals set out in the Strategic Plan focus on improving the learning growth of all students with a particular focus on implementation of the Victorian Teaching and Learning Model 2.0, School-wide Positive Behaviour Supports and point of need teaching using.
The third and final stage of the school rebuild is expected to commence in 2026 which includes a new college oval, Performing Arts building upgrade, car parking and landscaping.
Melba Secondary College offers a safe, positive, learning environment, which strives to develop a sense of pride and community that is underpinned by the College values (STRIVE) of Success, Teamwork, Resilience, Integrity, Valuing Excellence and Engagement.
The College has a "whole child" focus which ensures we cater for the academic, physical, emotional and social welfare of all students. Our College Pathways approach embeds student voice and agency into their learning journey, with students having a say in their education journey throughout Year 7-12. This is underpinned by the belief that when students are provided some voice and agency in their learning journey that they will be more engaged, more invested and, therefore, more successful.
Melba Secondary College offers a broad and engaging curriculum across all Domain Areas which includes an extensive range of subjects as part of the Victorian Certificate of Education (VCE) and the VCE Vocational Major (VCE VM).
Selection Criteria
1. Highly developed counselling skills and experience in counselling adolescents presenting with a range of issues who may be self-referred, teacher or parent referred.
2. Knowledge of case management and student support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.
3. Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
4. Demonstrated ability to manage a range of complex wellbeing-related incidents and ensure that all relevant processes are followed (school-based, Department of Education and other legislative requirements).
5. Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards. Knowledge of case management and student support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.
Role
3 days per week/7.6 hours per day - Monday, Thursday and Friday (not negotiable)
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
Key Responsibilities:
Counselling of Complex Needs Students
Provide one on one counselling for high risk and/or complex needs students
Risk assessments and safety planning of students is crisis
Ensure mandatory reporting processes are followed in regard to student disclosures.
Case Management
Refer students and families to external mental health service providers
Collaborate with external mental health service providers
Develop, implement and review case management plans for complex needs students
Communicate case management plans and building partnerships with SubSchool Leaders, Assistant Principals, and other relevant stakeholders
Attend SSGs and case review meetings
Attend Year Level/SubSchool Wellbeing Meetings
Early Intervention
Plan, develop, implement and facilitate targeted group interventions to students at risk students.
Promote and facilitate proactive social activities and services, both within the school and in partnership with the wider community agencies and support services.
Contribute to the planning and promotion of school wide wellbeing initiatives and promotion days.
Administrative tasks
Collate relevant data and statistics of Wellbeing activities
Record and review case notes
Ongoing communication with parents, SubSchool Leaders, and teaching staff
Daily reporting to Wellbeing Leader and Assistant Principal
Any other duties as directed by the Principal or delegate.
Professional Development
Maintain awareness of current best practice in your area of work, DET and in secondary education
Undertake ongoing professional learning and development
Participate in professional development opportunities within areas relevant to your role
Support continuous improvement, evaluation and evidence-based innovation in school programs
College Community
Develop positive interpersonal relationships with students, staff and the wider College community
Participate in the culture and life of the College
Collaborate with and support colleagues in a fast-paced environment
Participate in specific meetings of school committees as required
Make contributions to the Daily Bulletin, College newsletters, annual magazine and other school publications as appropriate.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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:
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
Other Information
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Applications close Tuesday 5 August 2026 at 11.59pm
Posted
23 July 2026
Melbourne Eastern Suburbs VIC
Full job description
Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1484587
Location Profile
Melba Secondary College is a single campus school of approximately 680 students located in Croydon that provides a comprehensive education for students from Years 7 to 12. The goals set out in the Strategic Plan focus on improving the learning growth of all students with a particular focus on implementation of the Victorian Teaching and Learning Model 2.0, School-wide Positive Behaviour Supports and point of need teaching using.
The third and final stage of the school rebuild is expected to commence in 2026 which includes a new college oval, Performing Arts building upgrade, car parking and landscaping.
Melba Secondary College offers a safe, positive, learning environment, which strives to develop a sense of pride and community that is underpinned by the College values (STRIVE) of Success, Teamwork, Resilience, Integrity, Valuing Excellence and Engagement.
The College has a "whole child" focus which ensures we cater for the academic, physical, emotional and social welfare of all students. Our College Pathways approach embeds student voice and agency into their learning journey, with students having a say in their education journey throughout Year 7-12. This is underpinned by the belief that when students are provided some voice and agency in their learning journey that they will be more engaged, more invested and, therefore, more successful.
Melba Secondary College offers a broad and engaging curriculum across all Domain Areas which includes an extensive range of subjects as part of the Victorian Certificate of Education (VCE) and the VCE Vocational Major (VCE VM).
Selection Criteria
1. Highly developed counselling skills and experience in counselling adolescents presenting with a range of issues who may be self-referred, teacher or parent referred.
2. Knowledge of case management and student support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.
3. Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
4. Demonstrated ability to manage a range of complex wellbeing-related incidents and ensure that all relevant processes are followed (school-based, Department of Education and other legislative requirements).
5. Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards. Knowledge of case management and student support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.
Role
3 days per week/7.6 hours per day - Monday, Thursday and Friday (not negotiable)
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
Key Responsibilities:
Counselling of Complex Needs Students
Provide one on one counselling for high risk and/or complex needs students
Risk assessments and safety planning of students is crisis
Ensure mandatory reporting processes are followed in regard to student disclosures.
Case Management
Refer students and families to external mental health service providers
Collaborate with external mental health service providers
Develop, implement and review case management plans for complex needs students
Communicate case management plans and building partnerships with SubSchool Leaders, Assistant Principals, and other relevant stakeholders
Attend SSGs and case review meetings
Attend Year Level/SubSchool Wellbeing Meetings
Early Intervention
Plan, develop, implement and facilitate targeted group interventions to students at risk students.
Promote and facilitate proactive social activities and services, both within the school and in partnership with the wider community agencies and support services.
Contribute to the planning and promotion of school wide wellbeing initiatives and promotion days.
Administrative tasks
Collate relevant data and statistics of Wellbeing activities
Record and review case notes
Ongoing communication with parents, SubSchool Leaders, and teaching staff
Daily reporting to Wellbeing Leader and Assistant Principal
Any other duties as directed by the Principal or delegate.
Professional Development
Maintain awareness of current best practice in your area of work, DET and in secondary education
Undertake ongoing professional learning and development
Participate in professional development opportunities within areas relevant to your role
Support continuous improvement, evaluation and evidence-based innovation in school programs
College Community
Develop positive interpersonal relationships with students, staff and the wider College community
Participate in the culture and life of the College
Collaborate with and support colleagues in a fast-paced environment
Participate in specific meetings of school committees as required
Make contributions to the Daily Bulletin, College newsletters, annual magazine and other school publications as appropriate.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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:
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
Other Information
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Applications close Tuesday 5 August 2026 at 11.59pm
Posted
23 July 2026
💡 Quick Summary
Seeking a career-building opportunity? The Student Counsellor position is now open for candidates interested in the Education Jobs sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Education Jobs is a plus.
