Box Hill High School is a high performing co-educational government school in the Inner East area of Melbourne.
The school was established in 1930 and has a long tradition of striving for academic excellence and establishing a strong positive learning environment for all students. We are a single campus school of 1500 students enrolled from year 7 to 12. We have 132 teaching staff and 34 ES staff as well as a team of 4 Principal class officers.
Box Hill High School is a learning community that fosters resilience, a passion for lifelong development and a commitment to impacting the world in positive ways. Our purpose is:
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To ensure an inclusive safe community where students and staff are respectful to each other
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To collaborate to set and achieve challenging learning goals to create an environment where everyone can flourish
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To equip students with the skills to be resilient and passionate life-long learners
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To respect and consider student voice in the classroom and wider school community
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To demonstrate school pride in the way we present and conduct ourselves
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To develop and nurture students who are ethical, think critically and can contribute as global citizens
Our school values of respect, creativity, resilience and growth ensures that everyone in our school community will be treated with fairness and respect. In turn, we will strive to create a school that is inclusive and safe, where curiosity and creativity is valued and all members of our community are empowered to participate and learn. The school motto `ad altiora certamus¿ (to strive for the higher things) underpins all that we do.
Student learning, engagement and wellbeing is central to our work and the school has a range of programs in place to support the learning and growth of all students. These include our well-established SEAL program (GAPP), Program for Students with Disabilities (PSD) as well as intervention programs in both Literacy and Numeracy.
Students have the opportunity to further develop their skills and talents through a variety of additional programs and extra-curricular activities including sports, music, performing arts, solar cars, robotics, debating, leadership programs and numerous clubs. There are also several opportunities for students to further their own personal development and enhance their global perspective through a range of international programs including a German Exchange Program, The World Challenge, USA Space Camp and the Victorian Young Leaders to China Program.
Student leadership, voice and agency is a priority at the school. Students have multiple opportunities to contribute to school governance as well as to shape the future direction of the school. Student leaders drive improvement in the areas of community, teaching and learning, environment and engagement and wellbeing.
We recognise the importance of our partnership with parents and carers to support our students in their wellbeing, engagement and achievement in learning.
We acknowledge the Traditional Custodians of the land we live, work and travel upon and we pay our respects to the Elders, both past and present, and we recognise, acknowledge and respect the history, culture, diversity and value of all Aboriginal and Torres Strait Islands people.
Further information can be found on our website: www.boxhillhs.vic.edu.au
KSC1. Qualifications and experience in youth counselling, student support services or social work, preferably within a secondary school context.
KSC2. Understanding of and the demonstrated ability to implement effective and evidence-based counselling techniques and approaches.
KSC3. Demonstrated knowledge of a range of interventions relevant to young people and families and an understanding of the education, health and community services sector.
KSC4. Highly developed communication and interpersonal skills and the ability to work as part of a multidisciplinary team.
KSC5. Personal qualities of integrity in working with a range of stakeholders in a diverse community and of adaptability in working in an evolving and growing school.
KSC6. Knowledge of Department of Education policies and procedures relating to student wellbeing and child safety.
[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.
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Provide high-quality counselling and student support services to high school students presenting with a range of issues which may be self-referred, teacher-referred or parent-referred.
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Provide effective support for students with Autism Spectrum Disorder, anxiety and depression, learning disabilities, disorders or difficulties, and experiences of trauma.
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Participate in Student Support Group meetings, where appropriate.
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Maintain links with Student Support Services, school networks and relevant support agencies and liaise with community service organisations, DHHS Child Protection, hospitals, specialist programs and other professionals regarding the support needs for students and schools.
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Referrals to appropriate agencies for student and family support when needed.
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Consultation with families about their child's needs and the interventions to address those needs.
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Keep thorough, extensive and confidential case notes to create transparency and accountability while following the school's communication processes.
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Provide authoritative professional advice in relation to issues involving student wellbeing, including helping to build student resilience and positive mental health.
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Assist students experiencing difficulties with well-being at school, at home, or out in the community.
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Provide feedback and advice to staff on the wellbeing of students referred within the relevant privacy laws.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
[email protected]
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.
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
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
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Must speak Mandarin Speaking
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
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Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
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A probationary period may apply during the first year of employment and induction and support programs provided.
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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 must include:
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a specific response to all of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 5 pages
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a CV with a summary of experience and qualifications
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the names and contact details including email of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
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All applicants should ensure that their personal profile on Recruitment Online is up to date and have a current Working with children check (employee) card.
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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
