Submission from the Queensland Guidance and Counselling

Association to the Promotional Positions Classification Review

Authorised by:

Brian DayPresidentQGCAPO Box 351 Everton Park, QLD 4053http://qgca.org.au/info@qgca.org.au

August, 2017

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Submission from the Queensland Guidance and Counselling

Association to the Promotional Positions Classification Review

IntroductionThe Queensland Guidance and Counselling Association (QGCA) is the peak body representing guidance and counselling professionals in Queensland schools and other educational settings. 1 With members from State, Catholic and Independent schools, the QGCA contributes to and endorses excellence in education by promoting quality leadership in guidance and counselling, high ethical standards and by providing effective individual and professional support to members and representation to employing bodies.

We aim to contribute to and endorse excellence in education by promoting quality leadership in guidance and counselling, high ethical standards and by providing effective individual and professional support to members.

Professional Membership of the QGCA is open to persons who have:

1. teacher training and experience2. completed a course of post-graduate tertiary training which included studies in guidance

and counselling practices and is recognised by the Executive as suitable training for guidance and counselling duties

3. performed duties recognised by the Executive as quality guidance and counselling practices for a period equivalent to a minimum of twelve (12) months full time

OR4. other training of an educational nature and/or practical guidance and counselling experience

which the Executive Committee recognises as suitable for membership of the Association.

The QGCA makes this submission on behalf of its members who work as guidance officers and senior guidance officers for the Department of Education and Training. It is based on feedback received from these members through a survey conducted by the QGCA in July, 2017. Selected excerpts from these submissions are included in the submission as “Voices from the Field”.

1 QGCA represents 450 guidance officers and counsellors in Queensland schools.

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Background: Guidance Officer and Senior Guidance Officer Positions

The guidance officer (GO) position is classified in Stream 2 (Head of Program), pay points 2.1-2.3, Teaching in State Education Award – State 2016. The senior guidance officer (SGO) position is classified in Stream 2 (Head of Program), pay points 3.1-3.3, Teaching in State Education Award – State 2016. Currently, GO’s are on the same salary levels as secondary heads of department and some heads of special education services in Stream 2. While the award rates for GOs and school leaders in Stream 3, Band SL1 are the same, school leaders have a higher salary under the Certified Agreement. Currently, SGOs are on the same salary levels as some heads of special education services in Stream 2. While the award rates for SGOs and deputy school leaders and school leaders in Stream 3, Band DSL1/SL2 are the same, deputy school leaders and school leaders have higher salaries under the Certified Agreement. Award rates for GOs and SGOs are set out in Table 1; current salaries under the Certified Agreement as of 1 July 2017 are shown in Table 2 (in both cases, the sums have been rounded).

Table 1: Award Rates – GOs and SGOsGOBand - ST2-2

Award Rate Per Fortnight

Annual Salary

SGOBand - ST 2-3

Award Rate Per Fortnight

Annual Salary

Paypoint 2.1

3,614 94,286 Paypoint 3.1

3,792 98,929

Paypoint 2.2

3,783 98,695 Paypoint 3.2

3,961 103,339

Paypoint 2.3

3,970 103,573 Paypoint 3.3

4,166 108,687

Table 2: Salaries as of 1 July 2017, as per Department of Education and

Training State School Teachers' Certified Agreement 2016

GOs Per fortnight Annual SGOs Per fortnight Annual

Paypoint 2.1 4,171 108,818 Paypoint 3.1 4,371 114,047

Paypoint 2.2 4,279 111,639 Paypoint 3.2 4,484 116,987

Paypoint 2.3 4,382 114,310 Paypoint 3.3 4,602 120,073

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Voices from the Field

“The conceptualisation of “accountability” linked to role responsibilities means much more than simplistic, readily quantifiable measures such as the number of staff supervised, the number of students in a school, number of subject areas belonging to a particular department. How do we effectively measure less explicit work role responsibilities?”

While the salaries of both GOs and SGOs are determined by the Teaching in State Education Award – State and the Department of Education and Training State School Teachers' Certified Agreement, SGOs work under public service conditions. This arrangement was apparently based on a 1991 Memorandum of Understanding (MOU), which is out of date and irrelevant to current role and responsibilities of SGOs.

Guidance positions are the only positions covered by the Teachers’ Award that require an additional qualification beyond a teaching qualification. Mandatory requirements for engagement as a guidance officer are:

Current full registration or current provisional registration with eligibility for full registration, as a teacher in Queensland.

A minimum of two (2) years full-time, supervised experience working with children and young people in an education, child protection or counselling environment.

AND one of the following:o One year (minimum) full-time (or part-time equivalent) coursework Masters,

majoring in guidance and counselling, oro Full registration as a psychologist through the Australian Health Practitioner

Regulation Agency (AHPRA) Psychology Board or a fourth year qualification in psychology that will enable general registration as a psychologist through the AHPRA Psychology Board following completion of the board approved internship or accredited sequence of study, or

o Qualifications relevant to the role, which in the opinion of the Director-General of the Department are acceptable.

Note: To be a registered psychologist with the Australian Health Practitioner Regulation Agency (AHPRA), the individual is required to complete a four-year psychology program with an additional two years supervised practice by a psychologist accredited by AHPRA to provide that supervision. Currently in the Department, this role of accredited supervisor is not recognised in the senior guidance officer work value, role description or remunerated accordingly.

Guidance Officer Role2

The Guidance Officer (Generic) Role Description identifies the following features of the guidance officer role:

As the Guidance Officer you will:

provide professional expertise, leadership and support to school communities and networks in the development and implementation of plans, programs, and procedures to assist students in achieving positive educational, developmental and lifelong learning outcomes

collaboratively negotiate, develop and implement programs for students that have a focus on preventative and early intervention strategies; are responsive to identified personal,

2 The full role description for the guidance officer position is included as an appendix to this submission.

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Voices from the Field

“Even though I am specialised in both special education and guidance and counselling; I may be better off taking a job as a Head of Special Education, as the pay and banding is higher and as is my chance of gaining a permanent position.”

social, emotional and educational needs; and aim to foster resilience and personal skills development.

Guidance Officers contribute towards, and are accountable for the provision of a comprehensive student support program that is responsive to the identified and changing needs of students. The program will be negotiated with and authorised by a line manager, usually the Principal. Guidance Officers are required to provide this service in collaboration with other school based personnel and external support providers in a variety of educational contexts, including schools and alternative education programs.

Guidance Officers are required to participate in regular clinical and technical supervision with a Senior Guidance Officer, to ensure the provision of ongoing professional support and development.

Your roleYou will have responsibility for leading the following activities and delivery of the following key tasks:

Advocate, provide counselling, psychoeducational assessment and individual student support, recommendations and advice to students, teachers and parents concerning educational, behavioural, career development, mental health and family issues.

Work as part of a multidisciplinary team and facilitate effective working relationships and partnerships with parents, school personnel and external support agencies in order to provide a comprehensive support, case management and referral service that optimises students’ access and engagement in educational programs.

Provide a counselling and referral service to assist students in decision making about critical educational, personal, social, emotional and career development, and provide ongoing support during the implementation phase of their decision.

Conduct activities such as student observation and psychoeducational assessment3 in order to determine the nature of student learning difficulties, disability, developmental levels or psychological and emotional status in order to make recommendations for educational adjustments and interventions.

Assist schools in the implementation of student protection, gifted and talented education, behaviour support policies and risk management processes that may involve the development of individualised student plans, including Educational Support Plans.

Provide specific support in secondary schools that may include involvement in the process of Senior Education and Training (SET) planning, career development and future pathway options counselling.

Balance the ethical issues of privacy and confidentiality for each student with the appropriateness of sharing information with others, and maintain a comprehensive and professional record keeping system that complies with policy and legal requirements of parental and legal access to official records.

Participate in relevant professional development, and prepare and implement professional and personal skill development programs and in service activities for administrators, teachers and parents.

3 The Education Queensland Policy Statement on Assessments administered by guidance officers or psychologists is attached as an appendix to this submission.

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Provide leadership and specialised support in response to student protection issues; critical incidents and emergencies; and the transition of students into alternative education programs, and their reintegration back into mainstream schooling.

Guidance Officers (Intensive Behaviour Support) work collaboratively with other school based support personnel to assess and address the needs of students requiring the most intensive behaviour support …

Within the context of the role described above, the ideal applicant will be someone who has the following key capabilities:

1. Capacity to provide leadership that enables the effective delivery of whole-of-school educational programs and services that support the inclusion of all students.

2. Capacity for effective counselling and individual case management involving a multidisciplinary approach, within an environment of competing priorities.

3. Demonstrated strong interpersonal skills and the capacity to develop and sustain productive relationships within and beyond the school community.

4. Capacity to develop and implement student support programs and services for students with high support needs that reflect best practice and that align with Departmental policies and procedures.

5. Demonstrated capacity to effectively respond to sensitive and complex student issues within an ethical framework.

Senior Guidance Officer Role4

The Senior Guidance Officer (Generic) Role Description identifies the following features of the senior guidance officer role:

As the Senior Guidance Officer you will:

coordinate and support the provision of guidance and counselling services to schools in consultation with Principals.

develop and implement a system of clinical and technical supervision in collaboration with Principals to ensure that guidance practices are appropriate.

The Senior Guidance Officer reports to the nominated delegate of the Regional Director. When delivering a direct guidance service the Senior Guidance Officer reports to the Principal of the school in which that service is delivered.

4 The full role description for the senior guidance officer position is included as an appendix to this submission.

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Voices from the Field

“The ability to quickly develop relationships with families that are often reluctant to engage with others and who may be distrustful of people in public services positions is vital for us.”

Your roleYou will have responsibility for leading the following activities and delivery of the following key tasks:

Senior Guidance Officers may be based in a region or school. The precise balance of duties in each setting will be determined by local needs. Senior Guidance Officers generally specialise in either Primary/Developmental or Secondary/Post Compulsory areas. It is likely that regions will need to cooperate to provide supervision from appropriately skilled Senior Guidance Officers across the Prep to Year 12 range.

Coordinate and maintain the provision of professional development in relation to guidance and counselling-related skills.

Provide direct guidance services to students as determined through consultation with Principals.

Work with Principals and school based guidance officers to ensure the effective provision of guidance and counselling services directly to students.

Coordinate and support the provision of guidance and counselling services to school in consultation with Principals.

Develop and implement a system of technical and clinical supervision in collaboration with Principals to ensure the guidance services within the schools are appropriate. Psychoeducational practices, personal, career, course counselling and behaviour management interventions may be the focus of that supervision.

Participate as a member on regional Suspected Child Abuse and Neglect (SCAN) teams as required and initiate, develop, maintain and promote effective multi-agency and multi-disciplinary networks that co-ordinate a holistic response to complex educational, personal, and vocational needs of children, students, and adults in schools and the community.

Initiate, develop, maintain and promote effective multiagency and multidisciplinary networks that coordinate a holistic response to complex educational issues.

Design and implement training programs for Guidance Officers In Training and induction and supervisory programs for Guidance Officers On Probation ...

Within the context of the role described above, the ideal applicant will be someone who has the following key capabilities:

1. Supports strategic thinking

Demonstrated competency for leadership in the delivery of educational services to adolescents and children, and effective management to optimise the achievement of agreed goals.

2. Achieves results

Demonstrated competency to acquire skills in clinical and technical supervision in the areas of psycho-educational assessment and intervention, counselling and support for schools in behaviour management practices as these apply to the achievement of quality educational outcomes for all students.

3. Cultivates productive working relationships

Demonstrated competency for providing exemplary guidance and counselling services within the educational environment.

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4. Exemplifies personal drive and integrity

Demonstrated competency for being accountable for outcomes based performance in relation to the guidance and counselling programs, and associated strategies and services which support the needs of students.

5. Communicates with influence

Demonstrated competency for developing effective interpersonal relationships and establishing productive partnerships.

Professional DevelopmentDue to their specialised training, GOs and SGOs are required to provide professional development for teachers and school leadership teams in key and mandated areas, and training and personal skill development programs for parents. Additionally, SGOs provide student protection training for school staff and training for new guidance officers. In addition, the SGOs deliver training to the guidance workforce in psychometric testing and reporting. This training can only be provided by SGOs. The SGOs are required to train and lead the Guidance Officers working in a range of contexts: P-12, P-6 and 7-12. This requires the SGOs to have a significant understanding and knowledge pertaining to learning, curriculum, developmental phases and diversity of students.

Other areas of professional development relate to:

Suicide continuum Building resilience and preventing radicalisation to violent extremism LGBTQI Student protection School refusal Anxiety and Self-harm Domestic violence Mental health and the DSM V.

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Voices from the Field

“Much of the critical work undertaken by both Guidance Officers and Senior Guidance Officers cannot be delegated to other staff/roles, due to the unique nature of both of these roles. Examples include administration and interpretation of restricted psychometric assessments, therapeutic counselling, supporting interventions to address student mental health concerns, involvement in student protection processes (including SGO representation on SCAN), providing the counselling component to a school response following a critical incident such as the death of a student.”

As key areas arise due to emergent issues in the Department, GOs and SGOs are often the key personnel to deliver the training and advice commensurate with the expertise they hold. The requirement for senior guidance officers to provide professional development to the guidance team is ongoing due to the constant change in the guidance workforce and maintaining currency of practice. Guidance officers and senior guidance officers are the only classified positions not resourced for induction programs. This relies on the SGOs identifying opportunities in a collaborative way to address workforce capability.

SGOs and Guidance-Related HR FunctionsThroughout the year, SGOs liaise with HR to manage staffing of developmental and secondary GOs to schools using the EOI (temporary) applicant pool. In consultation with HR, and principals, SGOs co-ordinate guidance circuits and services for schools within the region. This process ensures appropriate placement of GOs to schools and replacements for leave.

In responding to staffing needs across the region, SGOs play an integral role in the recruitment and selection of GOs in collaboration with HR. This process involves co-ordinating and chairing interviews, and assessing the training and qualifications of applicants to ensure they have the depth of knowledge required to perform the role in a competent manner.

SGOs are responsible for providing an induction program for beginning guidance officers. This involves regular supervision sessions, training, and accessing work-shadowing opportunities to develop skills appropriate to the role.

SGOs regularly liaise with principals and engage in HR consultancy activities such as Managing Unsatisfactory Performance (MUP), responding to complaints, and code of conduct issues.

SGOs work with GOs individually to facilitate Annual Performance Development Plans (APDPs). This involves assessing strengths and weaknesses, planning for opportunities to develop knowledge and skills, and assigning goals for development. This process allows SGOs to complete a skills analysis of their guidance team, to ensure that GOs are able to capitalise on their strengths within an appropriate school placement. This further informs the facilitation of training and development opportunities. SGOs are committed to maintaining a high skill level in the team of GOs through the provision of quality professional development and ongoing training.

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Voices from the Field

“SGOs also perform a lot of managerial work [in addition to the clinical and technical supervision of guidance officers mandated in the Role Statement], particularly around HR. Examples include panel work to appoint permanent guidance officers … recruitment and assessing suitability of guidance aspirants, approving leave in consultation with principals, organising contracts for relieving guidance positions, organising in consultation with HR the full guidance program (e.g. circuits etc.), approving km allowance ….”

Voices from the Field

“One feature of this job is the speed with which on any given day SGOs are required to switch from one area of expertise to another depending on the next phone call, email or request from regional personnel.”

GO/SGO Numbers, Training and DeploymentBased on information provided by QGCA members5, there has been an increase in the number of guidance officers but not of senior guidance officers in recent years. However, many of the additional guidance positions are temporary “relieving above level” (RAL) positions and the growth in guidance positions has not kept pace with the growth in student numbers and in the numbers of students identified as having complex support requirements.

For many years the number of guidance positions officially allocated by the Department was essentially frozen or increased only marginally from year to year (though some schools and regions funded additional positions). While this contributed significantly to increases in workload, it also contributed to the complexity of the work undertaken by guidance staff, as guidance officers were required to deal with a broader cross-section of students across a wider spectrum of needs.

As of 2017, many guidance positions are funded by school principals who purchase additional guidance FTE (above the centrally determined allocation) through WSS-SLR funding. These positions are filled on an RAL basis. As one respondent to the QGCA survey commented:

Generally speaking, RAL guidance officers present with nil to limited contract experience of between 0-2 years. In regional Queensland in general, RALs are new guidance officers and require significant induction, training and supervision by the SGO. For example, in the Bundaberg area there are 20 guidance officers, of which 7 RALS have 0 - 2 years contract guidance experience. In Metropolitan areas, RAL’s can be acting in the role for over a decade.

In the past, the Department of Education and Training significantly subsidised the initial training of GOs. Now, the costs of initial training are met by individuals with no guarantee that they will obtain a guidance position once the qualification is completed. There is now a wider variety of qualifications (including psychology qualifications) within the guidance workforce. A number of respondents to the QGCA survey called for re-establishment of the guidance induction program supported by DET to ensure the guidance workforce is thoroughly trained, prepared and supervised in order to respond professionally and appropriately in a timely manner. A further issue identified by respondents related to the clinical placement and supervision of guidance-officers-in-training. Currently, students undertaking guidance courses are not guaranteed that they can obtain clinical placement and supervision and, unlike practicums for teachers-in-training, supervisors receive no financial compensation to supervise clinical placement.

The increase in the proportion of inexperienced guidance officers and of guidance officers with a variety of qualifications has added complexity and stress to the role. SGOs provide support and clinical supervision, commensurate with the supervisee needs, qualifications and experience. SGOs work to build a professional workforce focussed on continuous improvement in student support services through effective leadership, professional development and clinical and technical supervision of GOS.

5 This information needs to be treated with caution as it is based on data from a limited number of regions.

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Voices from the Field

“There has been a definite increase in the number of Relieve Above Level Guidance Officers in the past 3 years.”

Evidence from multiple regions suggests that the availability of other professionally challenging opportunities and pathways for teachers (e.g. Master Teachers, Highly Accomplished Teachers, Heads of Department, Heads of Curriculum, HOSES, Leading Teacher Highly Advanced Teacher) is impacting on the number of teachers considering a career in guidance. Many of these positions do not require additional study (at the individual’s expense) on the part of the individual and recognise their professional skills and abilities in middle management roles, most of which are paid commensurate with that of a guidance officer and senior guidance officer. These school based promotional positions provide a greater number of promotional opportunities and career pathways for teachers within their current location, reducing the desire to seek promotion in locations where guidance vacancies are more likely to exist.

Another complexity in recruitment of senior guidance officers is that they are employed under public service conditions which results in a remuneration rate that is less per hour than guidance offers they supervise. There is also a loss of school vacation periods with only a one band salary increment which places them at a lesser pay point for their first year as an SGO. All variables identified above are making recruitment difficult.

As mentioned earlier, recruitment for both guidance officer and senior guidance officer positions is becoming difficult due to the above factors as well as the requirement for the individual to complete higher tertiary level qualifications at their own expense. Master level qualifications and 6 years of psychology study funded independently are preventing a career in guidance. It is huge personal investment with no remuneration advantages.

ComplexityThe wide range of tasks that can be undertaken by guidance officers and senior guidance officers is set out in the Role Descriptions summarised above. However, it is important to note that some of these activities are high-stakes, with extremely significant implications for the lives of those involved. Guidance officers undertake some of the most sensitive and complex activities in schools dealing directly with a range of challenging areas including: suicide ideation, suicide attempts and death, self-harm, crisis family situations (e.g. family breakdown, family violence, conflict), student protection, child abuse and neglect, complex excluded students, school and community critical

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Voices from the Field

“There are a significant number of RAL Guidance Officers who have worked for many years without permanency in a job role that is needed (and often promised regionally) within all Education Queensland schools.”

Voices from the Field

“In more recent times the applicant pools for advertised guidance vacancies has decreased appreciably – even in areas of the state which are considered to be attractive locations in which to work (in particular the south east corner of Queensland). This trend in part may be due to the creation of new and enhanced promotional positions, which offer teachers seeking promotion more options than was the case a decade ago.”

incidents (e.g. terminal illness, significant injury, death, loss, natural disasters), counselling (for students, staff, principals and parents), career counselling, student homelessness, significant behaviour concerns (in the classroom, playground and home), identification of students experiencing significant developmental concerns (e.g. with disabilities, developmental delays), SLI and ID verifications (initials and reviews), psycho-education assessments and programming, students and parents experiencing mental health difficulties, managing difficult parents and providing recommendations to principals in relation to acceleration of learning. Some high-stakes areas of activity are summarised below.

While HOSES manage the resources to ensure inclusion of students with disabilities in the six verification categories, guidance officers and senior guidance officers are called upon daily to manage and support all other categories of disability as defined under the Disability Discrimination Act. They do so with no resources, relying daily on qualifications, knowledge and experience in relation to child and adolescent social, emotional and educational development.

Senior guidance officers are required to provide detailed briefings and submissions in relation to complex cases, critical events and community complaints in response to requests form the organisation (Regional Director, Assistant Regional Director, Director, Principal, and the Minister’s office). In addition, SGOs are required to lead regional complex cases referred by principals and public servants by taking immediate action to call stakeholders to a negotiation.

Student Well-Being and Protection The GO provides both direct services to individual students, and develops and manages whole school programs and interventions for general behavioural, social and emotional wellbeing.

Guidance personnel manage student protection and safety, and risk mitigation in schools. GOs are routinely delegated by the principal to lead student protection in the school and are regularly consulted by teachers and school leaders around student protection and judgements related to this. Complexities that present in schools for guidance officer management include:

mental illness drug use domestic violence under-parenting social media access and online bullying

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Voices from the Field

“As a guidance officer in a school you are required to work with some of the most difficult, challenging and at-risk students in the school. The work that is required is complex and varied and requires a high degree of skill, knowledge and sensitivity … When something really “bad” or significant happens, the school always looks towards the guidance officer for a solution or response.”

Voices from the Field

“In regional and remote areas, isolation and considerable travel impact significantly upon the delivery of appropriate Guidance services. GOs in these areas often operate in professional isolation from their Guidance colleagues.”

radicalisation and violent extremism trauma of children in care school disengagement and refusal self-harming early onset psychotic episodes in adolescence entrenched student anxiety or depression suicide attempts.

Where these issues occur in rural and remote settings there may be additional social, cultural or logistical problems. There is a need to understand research into trauma and abuse, mental illness, and the link with suicidality and to develop and implement appropriate strategies for families and students.

As well as managing support for students identified as at risk of harm and mentoring school leaders and staff on departmental practices, GOs often manage the documentation relating to these students and liaise with appropriate external agencies. Preparing and submitting such documents and reports involves a high degree of ethical judgement, knowledge of legal requirements and the ability to synthesize information from a number of sources including staff and students. Guidance files are used to review background information and previous concerns to make sure an accurate and complete picture of the child and their situation is provided. GOs make considered and ethical decisions about referrals to external agencies for support of individual students and their families, for example to – health professionals, paediatricians, occupational therapists, speech pathologist, psychologists, psychiatrists, and optometrists.

At times, Student Protection Reports will result in a recommendation to 'monitor within school' which is a highly important job delegated to GOs. Often, situations for students will deteriorate requiring further reports and GOs are the school contacts who manage this process. GOs have productive partnerships and working relationships with the appropriate external agencies and have the delegated authority to communicate with them, and know the staff who are working with our students which can improve communication and response times. This part of guidance work involves the highest level of ethical and professional judgement. Confidential case notes are managed and can be removed for use in court. There is a significant level of responsibility and risk involved.

GOs plan, write and implement social emotional programs, delivering group activities for vulnerable students and developing proactive pedagogy for supporting students’ wellbeing. GOs have knowledge of evidenced based therapeutic strategies and interventions, and make judgements about how best to support students at both the universal and targeted levels in relation to social emotional and behavioural issues. GOs provide advice and professional development to schools and help them to develop strategies about the use of social media and for dealing with the consequences of mismanagement.

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Voices from the Field

“The recent strategic shift to schools having a Learning and Wellbeing Framework have made this a compelling but complex issue involving the integration of curriculum, extra-curricular activities, school and community processes with the physical, emotional and psychosocial needs of the school.”

Voices from the Field

“I deal with school refusal/school avoidant students [who are] disengaged with learning – having tantrums in the car, at home, at the front gate, [and with] parents having emotional break-downs in the front office and having to garner support from extended family to support them and their child, parents who are stressed with absences at work due to ongoing issues with their child. I work

GOs have a high level of psychological knowledge and, in some cases are registered psychologists. There are no other staff employed by the Department in schools with the scope of knowledge of mental health and mental illness and, as such, GOs are responsible for assessing mental health and seeking appropriate health care for many young people. GOs are routinely required to identify symptoms of mood and anxiety disorders, attention deficit disorders, personality traits as well as learning disorders. GOs also have the knowledge and expertise to assess a student’s cognitive ability and must then make judgements about appropriate referrals and educational adjustments as well as family support and information for families. DET’s Supporting Students Mental Health and Wellbeing procedure clearly articulates that students who are experiencing mental health difficulties need an appointed case manager and specifically refers to the guidance officer.6

For individual students at risk, GOs conduct risk assessments – which may include but are not limited to psychological assessment. With this knowledge GOs advise on and write individual plans to include strategies for inclusion, reasonable adjustments according to legislative obligation, flexible arrangements, special provisions and alternative programming. Teachers, deputy principals and principals rely on recommendations made by GOs to fulfil their obligations in relation to inclusive practices. This requires considered judgement based on evidence. The legal responsibilities resulting from these assessments and interventions can be significant. SGOs and GOs can also lead general school safety and risk assessments, developing strategies to keep students safe. They lead and manage wellbeing across the school to ensure goals and intentions are realised for all stakeholders in managing risk.

Guidance personnel embed effective decision-making processes in school communities and build a cohesive student support team to record, analyse and share information and to monitor progress towards shared goals. They create an ethos of respect and ethical behaviour by recognising the importance of and working with community agencies, recognising diversity and multicultural challenges, for example, in relation to Aboriginal and Torres Strait Islander death.

6 Department of Education and Training (2016) Supporting Students' Mental Health and Wellbeing. Retrieved from: http://ppr.det.qld.gov.au/education/learning/Pages/Supporting-Students'-Mental-Health-and-Wellbeing.aspx.

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Voices from the Field

“I deal with school refusal/school avoidant students [who are] disengaged with learning – having tantrums in the car, at home, at the front gate, [and with] parents having emotional break-downs in the front office and having to garner support from extended family to support them and their child, parents who are stressed with absences at work due to ongoing issues with their child. I work

Voices from the Field

“Children in out of home care are a primary focus of guidance officers and overseeing the provision of Education Support Plans and liaising with external stakeholders is part of the overall management process. The process is made more complex because of the frequent changes of Child Safety Officers and foster care placements.”

.

SGOs are the DET reps for Suspected Child Abuse and Neglect (SCAN) Teams. This is the highest level of decision making concerning students who are referred to SCAN through student protection procedures. The purpose of the SCAN team is to enable a coordinated, multi-agency response to children where statutory intervention is required to assess and meet their protection needs. Core membership of SCAN teams includes representatives from Child Safety, Queensland Police Service, Queensland Health, and the Department of Education and Training.

Critical IncidentsA critical incident is a traumatic event, or the threat of such, which causes extreme stress, fear or injury. Guidance personnel exercise a high level of responsibility and expertise in evaluating, planning the response and responding to critical incidents (such as suicide, death, missing persons, serious accidents, or natural disaster) and may play a leadership role in this regard. This requires high level knowledge and understanding of human behaviour, evidence based practice and the exercise of refined judgement. Responsibilities may include complex risk assessment; implementation of risk minimisation strategies; planning, documenting and carrying out a whole of school response, including managing multiple demands, liaising with families, consulting with external agencies, collaborating with school leaders, debriefing and counselling students, staff and parents, and the provision of advice on reporting obligations and information sharing protocols. In rural/isolated areas, responsibilities may include specific efforts to ensure that those who have been trauma affected have access to professional support. This may involve linking in with online agencies.

Students with DisabilitiesPrincipals routinely rely on their GOs judgments, planning and knowledge to coordinate the support for students with a range of disabilities. GOs conduct activities that lead to education adjustment, intervention and support provisions for these students. These may include conducting psychometric assessments, checklists, observations and interviews to determine the type of learning difficulties, disability, developmental levels, or physiological, behavioural and emotional status and determine appropriate educational programs for students. GOs make recommendations and referrals and lead

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Voices from the Field

“[There has been a] significant increase in student mental health concerns, especially suicide ideation that resulted in at least 3-4 incidents that resulted in transport to hospital and at times with the assistance of police. I have also travelled in the ambulance to the hospital as parents haven’t been responsive.”

Voices from the Field

“The levels of trauma, abuse and domestic violence are on the rise. These issues require sometimes immediate, but always professional and informed judgements and supports to be put in place. The Guidance Officer leads responses …”

Voices from the Field

“[We need] advanced interpersonal skills and the ability to work with parents through denial and grief and loss issues.”

or assist in the development of individual support plans. GOs often lead school-based EAP (educational adjustment program) processes for students with disabilities, or work in partnership with other specialist staff.

GOs are important in identifying and instigating initial intervention for students presenting with a suspected disabilities and other complex biopsychosocial issues. These children may show characteristics related to such diagnoses as Autism spectrum disorder (ASD), Attention deficit hyperactivity disorder (ADHD), Foetal alcohol spectrum disorder (FASD), Generalized anxiety disorder (GAD), Dyslexia, Epilepsy, Diabetes, Cerebral Palsy, or other conditions. After observing the child and the issues raised, GOs liaise with the parent/s or guardian/s and the school team to discuss the displayed characteristics. The case is conceptualised and interventions are identified. Clinicial reasoning is used to determine actions and external interventions. This may include requesting a clinical appointment with the paediatrician to make a determination that will assist the school develop an intervention plan commensurate with student needs.

Guidance officers lead and promote awareness, knowledge for school leaders and staff, and compliance in schools in relation to the Disability Discrimination Act 1992 and Disability Standards for Education 2006. They advocate for and provide teachers with educational adjustments for students with disabilities. In remote areas, GOs facilitate electronic communication between schools and regional service centres or Brisbane-based centres if necessary (e.g. government and non-government agencies such as Lady Cilento Hospital School, paediatric teams, Autism Queensland, AEIOU Foundation, and Disability Service Queensland).

GOs work closely with HOSES (and other special education staff) to support the needs of students with disabilities. Through these interactions a holistic approach to supporting the complex individual needs of an increasing number of students with disabilities can be progressed.

SGOs have a mandated and essential role in the verification processes for students with Intellectual Disability and Speech and Language Impairment. They are the only officers able to provide quality assurance for verification proposals in both these areas with the Senior Advisor for speech language therapy in each region also providing quality assurance for the work of their Speech and Language Pathologists. This is a high risk area for the Department and requires advanced knowledge and expertise in 2016 there were 2587 ID verifications and 725 SLI verifications processed state-wide. Quality assurance of these proposals requires high level statistical and clinical interpretation of data collection from a range of instruments and sources. Many of these cases are complex and require effective communication and collaboration between a number of professionals. The Quality Assurance process is a key factor in ensuring appropriate allocation and accountability in the use of resources provided to students with disabilities in Queensland.

Special School Enrolment SGOs also have a key role and lead the Quality Assurance process for enrolment of students with disabilities into special schools. DET requires that specific eligibility criteria must be met for enrolment to occur. SGOs are required to work with principals, schools and families to ensure

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Voices from the Field

“Sometimes we have to advocate for students when we see that a school is not providing for a student appropriately. They may not be meeting their obligations under Education QLD policy and procedures (e.g. children who are being discriminated against, schools who do not complete Student Protection reports and for children whose programs are not adequately in place).”

appropriate program needs and criteria are met and to review the material presented in the documentation. In order to perform this role SGOs require significant knowledge, expertise and experience in relation Intellectual Disability and other disability categories. They need to have extensive experience administering and interpreting psychometric assessments for the purpose of verification of Intellectual Disability. The role that GOs and SGOs play in this process result in life changing decisions for the families of some of our most vulnerable students. We operate from a less powerful position in order to advocate for the most vulnerable.

Temporary enrolment in a special school is possible for students suspected of having an Intellectual Disability, who are not yet verified. GOs and SGOs lead this process in gathering information in relation to students of prep eligible age or students who present from outside the state system, interstate or overseas. Specific expertise is required to ensure that there is a strong suspicion of an Intellectual Disability and the specific criteria for enrolment in a special school are met.

Early ChildhoodDevelopmental GOs work with students and their families who present with complex and significant disability in early childhood settings (prior to entry to Prep). They provide outreach support as well as centre-based (EDCP) support with ongoing review of their needs each semester. GOs and SGOs support Department processes relating to accessing ECDP programs, and transitioning into prep, for students with disabilities. GOs and SGOs rely on their knowledge and expertise in relation to early childhood development, disability and assessment to inform and guide parents, teachers and school administration through the differential decision-making process, enrolling and establishing an agreed upon entry program for a young child with a disability. To do this they rely on their empathy, knowledge of life span development and human behaviour and their ability to assess the needs of both the parents and the children. They use their skills to guide this decision making, travelling at the right pace for the student, parents and school.

Excluded StudentsSGOs perform a vital role in case managing excluded students. The regional case management (RCM) role has not been identified in the SGO role description nor was it negotiated with the workforce. The role and expectations vary from one region to another. In the North Coast Region, for example, this role involves:

Having discussions with school principals and GOs about the emotional and educational support needs for these students;

Using information gathered to have skilful conversations in a sensitive manner with parents and students regarding their rights and obligations and future educational program options;

Assisting families with the process of providing additional information to the school, lodging an appeal and providing support and referrals if necessary.

SGOs use their expertise and knowledge to help students and families make informed decisions with regards to future appropriate educational/vocational opportunities with the aim to ensure success. These decisions rely on the SGOs expertise and knowledge of all educational and vocational pathways available and may include alternative schools, mainstream, post school options, traineeships and apprenticeships.

SGOs assist families with facilitating enrolments for excluded students with the receiving school after both principals have negotiated a placement.

RCMs monitor these students by completing one month and six month reports to ensure that students are successfully enrolled in a learning program or a vocational pathway.

SGOs working with secondary schools have a high case load of exclusions. This involves a high level of case management skills, negotiation, and assessment of students’ needs to ensure an appropriate

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placement that engages the student and meets their complex biopsychosocial needs. SGOs have an in-depth knowledge of local support services and often link families with additional support services if required. The case management of excluded students is time consuming, requires skilful negotiation, the capacity to be an advocate for families and students, and an understanding of the student’s educational and support needs. The high exclusion rate amongst secondary schools is currently having a major impact on the SGO workload and competing priorities. By case managing students, RCMs mitigate the level of risk for the Department of Education and Training and for parents to fulfil their legal obligations with regards to compulsory/post compulsory schooling participation for their children. Although the process is proving to be highly successful, the role of RCM requires strong leadership skills, skilful communication, understanding of the students’ needs, a depth of knowledge and expertise regarding schooling, vocational and tertiary options as well as a knowledge of local support services. It must be noted that the number of excluded students is continuing to increase each year.

Post-School PathwaysSecondary GOs provide detailed advice on careers, career pathways and all forms of post school options to students. They track and manage data for all senior students which includes counselling, parent interviews, curriculum advice, and post-school options. Guidance officers play a key role in assisting students to develop a Senior Education and Training (SET) Plan and, subsequently, in monitoring and adjusting the plans. SET plans outline how students intend to structure their learning in Years 11 and 12 in relation to their abilities, interests and ambitions, what their education, training and career plans are, and how they intend to their achieve their learning goals and post-school plans.

GOs also provide professional development for school staff and information sessions for parents in relation to post-school options, including tertiary entry processes and requirements.

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Psychometric TestingGuidance officers and SGOs are the only DET employees who require additional qualifications and accreditation in order to administer, interpret and report psychometric assessment. (R2: restricted assessments). R2 psychometric assessments are tests that require those who use these tests to undergo specific training in administration and interpretation, as well as additional tertiary studies in psychoeducational assessment, and also ongoing supervision from a senior guidance officer with appropriate qualifications, training and experience in the use of the tests. This is to satisfy the Department’s legal requirements for administering restricted psychoeducational tests. Publishers restrict purchase of these tests to individuals with specified qualifications. The Department will endorse the use of an R2 test only after the guidance officer has completed a specified training program under the supervision of an SGO, and achieved the required level of competency.Senior guidance officers who are registered psychologists are required to authorise the purchase of restricted R2 tests such as the Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI –IV). The Department relies on senior guidance officers who are registered psychologists to do this. Without registered

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Voices from the Field

“GOs working within the developmental areas are working with very young children whose needs have not yet been identified, addressed, or diagnosed. Staff cuts in the NQ region over the past 5 years have meant that AVT-ECE support is no longer there for children accessing Day Care Centres, and therefore the work that was once done by them has now needed to be consumed by someone. GOs see the need and pick up the extra work.”

psychologists on the SGO team the Department would not be able to purchase and use the restricted tests. The Department does not contribute to the additional costs incurred by the officers who are psychologists – these costs include not only the initial training (4 years of study at a tertiary level plus 2 years under supervision) but also ongoing costs of maintaining registration with the Australian Health Practitioner Regulation Agency (AHPRA), professional membership of the Australian Psychological Society (APS) and professional development that meets the stringent requirements of both bodies.

Legal and Policy AdviceGOs and SGOs provide legal and policy advice to principals, deputies and HOSES at short notice. They are regularly called upon by schools to provide advice in relation to departmental policy and procedures, and legislative requirements. This is important in highly sensitive or problematic situations, where it is vital that schools can rely on accurate and knowledgeable advice in order to act appropriately.

Changes over timeA review of guidance services in 2001 by Education Queensland7 observed:

Guidance work in schools has been significantly affected by accelerating societal change. Families are experiencing more complex issues due to the negative effects of long-term unemployment, mobility and fragmentation of family structure, reduced social cohesion and support, poverty, drug use, and domestic violence. For students, these social problems:

contribute to mental health issues such as anxiety, depression, suicide and self-harming behaviours

exacerbate learning difficulties and inappropriate behaviours reduce academic motivation.

Thus the number and proportion of ‘top of the triangle’ students who are disturbed and/or disruptive has increased, and so too have schools’ and families’ needs for support with these issues. (Education Queensland, 2001, p. 4)

Since 2001, these trends have accelerated. Research published by Mission Australia and the Black Dog Institute in 2017 states that more ‘young Australians are in psychological distress than 5 years ago’.8

7 Education Queensland (2001) Report of the Review of Guidance Officer Staffing, 2000–2001. Retrieved from: http://education.qld.gov.au/publication/production/reports/pdfs/guidancereview-05.pdf. 8 Mission Australia and Black Dog Institute (2017) Youth Mental Health Report: Youth Survey 2012-16. Retrieved from: https://blackdoginstitute.org.au/docs/default-source/research/evidence-and-policy-section/2017-youth-mental-health-report_mission-australia-and-black-dog-institute.pdf?sfvrsn=6.

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Voices from the Field

“Each year the role appears to absorb more responsibility in an increasingly broad range of areas.”

Voices from the Field

“With studies showing that mental illness is on the rise in adolescents and the increase in community expectations … of schools to adjust and differentiate for this, there needs to be an in-school specialist who can work to enhance available school resources and balance this with student and parental expectations. GOs are in the unique position of having a working knowledge of the resources available … to students and families and how to best use these.”

Increased social diversity and complexity has impacted the work of guidance officers. Respondents to the QGCA survey specifically noted differing expectations and parenting styles arising from diverse social and cultural factors. The changing nature of work and the labour market are also factors that have made the guidance role more complex. Another noteworthy contributor to increased job complexity was increased requirements arising from legislation and policy (e.g. the requirements of the Disability Standards of Education under the Disability Discrimination Act). These relate not only to the provision of the service itself but to the need to document and record evidence of the educational programs, support and adjustments provided.

There has been sustained growth in the numbers of students identified as having a disability: ‘between 2011 and 2016, the number of students with an EAP-recognised disability in the Queensland state schooling sector grew by 6.0% per annum, while growth in all students was approximately 1.6% per annum’ (Deloitte Access Economics, 2017, p. 8).9 In relation to students with autism, for example, the Australian Institute of Health and Welfare (2017) has noted that:

Autism was most prevalent among children aged 5 to 14 in 2009, 2012 and 2015, reflecting the general increase in diagnosis for school age children ... This group has also experienced the greatest increase over time, though prevalence has increased across all age groups between 2009 and 2015.10

Further, as reported in a recent review undertaken on behalf of Education Queensland: The expectation that students with disability will be afforded the same educational opportunities as their peers, and that education systems have a legal and social responsibility to ensure this expectation is met is a global imperative that has become increasingly unequivocal as legislative foundations have been progressively strengthened. (Deloitte Access Economics, 2017, p. 1)

9 Deloitte Access Economics (2017) Review of education for students with disability in Queensland state schools. Retrieved from: http://education.qld.gov.au/schools/disability/docs/disability-review-report.pdf. 10 Australian Institute of Health and Welfare (2017) Autism in Australia. Retrieved from: http://www.aihw.gov.au/disability/autism-in-australia/.

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Voices from the Field

“The guidance officer role 25 years ago was vastly different. Guidance officers were seen as ‘experts’ who came into a school to conduct various assessments, predominately cognitive assessments … The guidance officer would come in to a school, assess a student then leave. They were based in a district office, and were seen as being regional office representatives ... Guidance officers are now … based in schools and are seen as being an integral part of the leadership team. Guidance officers take responsibility for student welfare, are members of the Positive Behaviour for Learning (PBL team), liaise with external service providers (CYMHS, Child Safety, Youth Justice, Headspace, paediatricians, psychologists etc.), lead complex case management processes in schools, oversee provision of funding for children in out-of-home care, as well as provide general counselling support to students, and advice to teachers, parents and the wider community.”

The pressures that schools face in coping with the demands from these developments have seen the GO position established in many schools as part of the leadership team. Guidance officers in secondary schools often manage student support services with some having established “student services Departments” (up to 8 staff) that are line managed by the GO.

Schools have become far more inclusive of students with a diverse range of backgrounds and needs. Many schools rely on the GO to provide advice and mentoring to teachers on their responsibilities in relation to inclusive education, student protection, mental health and wellbeing, disability and student safety. Guidance officers consult with internal and external stakeholders to develop individualised programs and plans commensurate with student need.

The activities relating to student safety and support are noted above. Guidance officers report that work in this area has expanded and case management has become more complex due to:

Enrolment growth; Increased awareness and reporting of health and safety issues; Increased identification of students with specific support needs, including an increasingly

significant proportion of school-aged children and young people experiencing social, emotional, behavioural and mental health issues;

Increased community expectations that schools will deal with these issues; New legislative and policy requirements relating to these issues. Community awareness in relation to disability and discrimination issues.

It is important to note that the results of this are not just increase to workloads, but to considerably broaden the scope of activities that guidance personnel undertake. The recording of inclusion strategies, special consideration and educational adjustments carry a significant level of responsibility in defence of the requirements of the DDA.

GOs report Increasing numbers of students who have disengaged from school and the resulting requirements from the GO and SGO to source alternative programmes to meet the Departmental requirements of compulsory participation in education. This requires the GO to be able to understand the situation, know the individual, and make a sound and ethical judgement.

In recent years’ schools have been given increased responsibilities relating to securing and tracking post school pathways for students. GOs have undertaken much of the work in this area. Further, the Increasing complexity of senior pathways has impacted the GO role.

Summary Issues1. There has been significant expansion of the role of GOs and SGOs in recent times. Both are

working in a considerably more complex and at times high risk environments, with expanded responsibilities.

2. Significant challenges, which have intensified in recent times, have arisen in relation to attracting and retaining suitable applicants to work in the GO and SGO roles.

3. Work value assessments carried out using the Job Evaluation Management System (JEMS) give disproportionate weight to personnel and financial management, and insufficient weight to qualifications, expertise, and inter-personal skills, or to the complexity, sensitivity and criticality of the circumstances in the work place.

4. The mandatory higher qualification requirements to assume a guidance role are not reflected in remuneration levels.

5. The demand for school-based guidance services has continued to grow but this has been addressed largely through WSS-SLR funding, which means that a growing proportion of guidance officers are working on a temporary RAL basis. This funding source and the fluctuations from year to year in funding create uncertainty amongst the workforce –

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uncertainty in relation to continuation as a GO and uncertainty in relation to securing a permanent position.

6. The overlap of salaries for guidance officers and senior guidance officer means that it is possible for a senior guidance officer to be providing clinical and technical supervision to a guidance officer who is on a higher salary level than the senior guidance officer, both in terms of real salary and per hourly rate.

7. In practice, senior guidance officers provide managerial supervision that extends beyond the bounds of “clinical and technical” supervision. This has not been recognised.

8. While SGOs provide clinical supervision for GOs, there is no provision for clinical supervision for SGOs. Often their work is supervised by personnel with limited understanding of the professional requirements and role of SGOs.

9. The loss of teaching conditions is a disincentive to apply for a SGO position and has not been adequately compensated through the current salary and classification system.

10. SGOs are required to work under two awards and as such under public services conditions are not replaced when they take recreation leave. This places a greater burden on the remaining SGO team for sometimes extended periods of time.

11. A number of the activities identified in the guidance officer role description are not adequately supported or resourced. Examples would include professional development, psychometric testing, liaison with external agencies.

12. Facilities provided for guidance personnel may vary from work location to work location with provision at some sites being inadequate (e.g. no office space provided for confidential interviews).

13. The cessation of a centralised and departmentally subsidised and controlled guidance officer training program has resulted in a wider variety of qualifications (including psychology qualifications) amongst GOs, and therefore, greater diversity and knowledge is required from SGO’s.

14. Currently the costs of initial training are met by the individuals undertaking guidance and/or psychology studies.

15. Guidance officers providing supervision to students undertaking placement receive no financial compensation for this supervision.

16. No incentive is given to SGOs who are registered psychologists and accredited supervisors with AHPRA, to provide the additional supervision to GO’s who are provisionally registered psychologists, to achieve full registration.

17. The increase in the proportion of inexperienced guidance officers and guidance officers with a variety of qualifications has added to the complexity of the SGO role. The SGO does provide support and clinical supervision to ensure ethical, evidence based practice and legal imperatives are executed in the GO role.

18. The ratio between the numbers of GOs to SGOs across the state has been progressively widening in recent years due to the growth of GO numbers that has not been matched by an increase in SGO positions state wide.

Recommendations:1. Remuneration and classification should reflect the work value of GOs and SGOs (taking into

account their qualifications, expertise, and the complexity, sensitivity and criticality of the circumstances in which they work).

2. Remuneration and classification should be such that they attract high quality, suitable teachers into the guidance profession.

3. SGOs should be reclassified as school leaders, commensurate with a secondary Deputy Principal and in recognition of the complexity of the role at both a school and regional level. The risk mitigation, legislative obligations, leadership on severe and challenging cases and

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regional management of the guidance workforce to ensure DETs obligations are met, requires appropriate remuneration.

4. Remuneration and classification should reflect the mandatory qualification requirements of both the guidance and senior guidance officer positions, and take into account those who have additional psychology qualifications that allows the Department to use restricted psychometric assessment instruments and provide critical mental health and wellbeing advice.

5. Salary and conditions for SGOs should be captured under one award, otherwise, the MOU should be re-negotiated and updated.

6. Salary and classification structure should provide an appropriate and appealing pathway for promotion.

7. The staffing model for GOs needs to be significantly reformed to address the growing demand for GOs while reducing the proportion of GOs working in temporary RAL positions.

8. A guidance training program supported by DET should be re-established to ensure the guidance workforce is thoroughly and consistently trained, prepared and supervised to ensure the workforce can respond in a timely manner to the varied and complex challenges that are referred to it by schools.

9. Specific policy and procedures should be developed to support practicum requirements and supervision of guidance-officers-in-training, including establishment of incentives for experienced guidance officers to provide clinical supervision.

10. The report of the 2016 – 2017 State-Wide Guidance Review should be released and implementation of its recommendations considered (especially in relation to DET support in relation to the training requirements for GOs and SGOs).

11. The Department of Education and Training Education should explicitly reject as inappropriate and harmful, models of school counselling based on "cheaper" alternatives to guidance officers.

AppendicesAppendix 1: Guidance Officer (Generic) Role DescriptionAppendix 2: Senior Guidance Officer (Generic) Role DescriptionAppendix 3: Education Queensland Policy Statement: Assessments administered by Guidance Officers or psychologistsAppendix 4: Example response for QGCA submission to the PPCR

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