School Counsellor-Aug 2026

Taaleem is committed to safeguarding and promoting the welfare of children. At Taaleem, we hold ourselves to a high standard of effective practices in relation to child protection, and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment. Successful applicants will be subject to various background checks including receipt of high-quality references, proof of relevant qualifications, identification and police checks, including overseas checks.

Job Purpose:

The School Counsellor supports and empowers the social, emotional, personal and academic growth of all students. The School Counsellor is an advocate for students and operates in a proactive manner, working in partnership with teachers, parents, colleagues and the local and international community, she/he supports students with the resources to access the school curriculum and to achieve academic success and personal wellbeing.

Key Relationships (Internal and External):

Senior Leadership Team, Whole School Counsellor, School Staff, Parents and Students, External Agencies and Service Providers.

Key Accountabilities:

Communicate, build relationships and inspire confidence in all stakeholders

The Counsellor achieves this through:

• Ensuring that all staff receive the necessary level of training and support with regards to common student wellbeing issues

• Providing a clear channel for parent queries and concerns and supporting parents with advice and introductions to external providers where appropriate

• Contributing to regular discussion forums on topics of interest to parents

• Playing a full part in all Taaleem Job-a-Like meetings

• Providing appropriate reports on student issues to Year Leaders and the Secondary Leadership Team

• Building trusting relationships with external service providers

Delivery: Individual Student Planning

In collaboration with teachers and parents, support students in setting meaningful goals and developing effective strategies and skills to achieve them

• Identify specific goals and develop strategies towards achieving these goals.

• Guide teachers and parents in interpreting assessment outcomes and in developing Individual Learning Plans (ILPs).

• Use assessment data to identify specific student needs and inform goal-setting and targeted interventions.

• Demonstrate accurate interpretation of assessment data and present this information in a clear and concise manner to parents and the Inclusion Team.

• Conduct formal observations to further inform student support planning.

• Explain and interpret the statistical concepts used in assessment batteries

• Ensure assessment data is used appropriately, guarding against over-interpretation, and maintain strict confidentiality at all times.

• Make recommendations based upon evaluation findings

Responsive Services

Provide counselling to individual students and small groups in line with identified needs

• Work within the context of the multi-disciplinary team to identify and address counselling needs.

• Provide counselling, as needed (e.g. anxiety, grief, trauma, family break-up).

• Support students in developing clear, practical behaviour plans focused on resolving identified concerns.

• Act as an advocate for students, promoting their wellbeing and ensuring their voices are heard.

• Consult effectively with students, parents, colleagues and other professionals.

• Prior to consultation, gather and prepare the necessary information.

• During consultation, interpret information and communicate ideas effectively.

• Suggest a variety of strategies and interventions.

• Appreciate alternative opinions and promote a spirit of cooperation.

• Coordinate the development and implementation of action plans

• Encourage feedback and input from relevant stakeholders.

Implement an effective referral process within the framework of the Inclusion Team

• Determine the need for and make appropriate referrals.

• Maintain a current list of referral resources in the local community.

• Assist students and parents throughout the referral process.

• Collaborate with professional external agencies and assist with implementing their recommendations.

Accountability

Provide a comprehensive and balanced counselling program consistent with identified student needs and in collaboration with school staff

• Maintain a database of student consultations and interventions.

• Conduct needs assessments to determine systemic social and emotional needs for individual students and groups.

• Follow priorities established within the counselling program framework and in association with the school curriculum.

• Use sound organisational skills to:

• Operate from a program based upon the academic year and provide workshops to parents, accordingly (e.g. on child development, transition and other relevant topics)

• Set timelines and follow them

• Implement and evaluate an effective counselling program, using feedback to inform continuous improvement.

• Explain/promote the philosophy, priorities, and practices of the counselling program.

Professional communication and interaction

Demonstrate positive interpersonal relations with students.

• Promote positive self-image in students.

• Provide a climate of open communication.

• Interact in a mutually respectful and friendly manner, getting to know the students and being available to all students.

• Use discretion in handling confidential information and difficult situations.

• Demonstrate positive interpersonal relations with all school colleagues.

• Work cooperatively with colleagues in planning counselling activities. Share ideas, materials, and methods with other staff members.

• As a core member of the Inclusion Team, collaborate effectively with other multi-disciplinary specialists.

• Work cooperatively with the school’s administration to implement policies (e.g. child protection) and regulations for which the school is responsible.

• Contribute, as a member of the whole school counselling team, in the school-wide development of the counselling program.

• Demonstrate positive interpersonal relations with parents/guardians.

• Cooperate with parents in the best interest of the student, providing an open climate of communication.

• Handle expressions of conflict in a constructive manner.

Professional Responsibilities:

Demonstrate a commitment to ongoing professional growth.

• Keep abreast of new developments and participate in further learning, maintaining membership and involvement in professional organizations, workshops and conferences.

Possess professional and responsible work habits.

• Carry out responsibilities promptly and accurately in accordance with established .

• Use available information technology to manage the workload and as a resource. Follow the profession’s ethical and legal standards and guidelines.

• Promote cultural diversity and inclusivity in school policy and interpersonal relationships.

• Observe professional ethical standards.

• Maintain confidential information appropriately.

• Promote equity with respect to gender, ethnicity, and ability of students.

Person Specification:

Education:  Certification in Counselling, Psychology or Social Work

Experience:

• At least three years of school-based experience or previous experience working with schools and students in a counselling capacity.

• A bachelor’s degree (master’s preferred) in counselling, psychology, social work or a related field.

• An understanding of the developmental, emotional, social and educational issues of children and young people.

• A committed and creative individual with excellent organisational skills.

• Strong interpersonal skills and able to work effectively with students, staff, families and professionals.

Competencies:

• Excellent communication skills including high standards of professionalism in written and spoken English.

• Organised and works to deadlines.

• Strong IT skills.

Attributes:

• Knowledgeable, Reflective, Inquirer, Thinker

• Empathises with values of the school

• Student of learning and leading

• Solutions-focused

• Believes in the potential of all students

• Committed to personal development

• Caring and Open-minded

• Sees leadership as a service to others

• Internationally minded and inter-culturally sensitive

• Sense of humour and humility

• Conscientious

• Motivated by challenge

• Resourceful

• Communicator and Risk Taker

• Communicates effectively to large and small audiences

• Innovative and creative mindset

• Principled and Balanced

• Composed under pressure

• Retains responsibility under pressure

• Resilient when faced with setbacks

• Flexible when conditions change

• Always prioritise the needs of the school