Expiring tomorrow

School Counselor and/or Psychologist

The International School of Florence - Upper School CampusItaly

The International School of Florence - Cross campus Junior School/ Upper School, Florence (Italy)

The new Mission, Vision and Strategic Plan introduced in September 2019, set in motion the process of review of our taught programmes and the structures through which we support student learning.

The International School of Florence is looking for a qualified counselor and/or psychologist to work across both campuses in supporting students and families from 3-18 years.

Closing date for applications: April 12, 2021, although the school reserves the right to interview and appoint as soon as an outstanding application is received.

Interviews will most likely be via Zoom.

Commencement of duties: August 24, 2021

Interested candidates are invited to apply through the TES and upload an up to date CV with 3 relevant professional references and contact details, and include a maximum 2 page A4 statement of motivation, clearly indicating your suitability for the post. This should include a response to how you might contribute to the school’s Mission, Vision and Strategic Plan statements.

Please note applications will only be reviewed through the TES using the online application process.

Interviews will be held as soon as appointable candidates are identified during the advert period. Please see the following job description including essential and desirable attributes.

The satisfactory completion of our standard ECIS Child Protection Level 2 Course is essential.

Job Dimensions, Responsibilities and Accountabilities:

Counselor and/or Psychologist

Key Focus


Upper School and Junior School Campus

Line Management

You report directly to the Vice Principals of Student Wellbeing on each campus

JOB DESCRIPTION A Counsellor and/or Psychologist is an informed and reflective practitioner who provides leadership and shares expertise in promoting positive relationships and physical and mental wellbeing across the school community. They are responsible for promoting awareness of and respect for diversity and advocating for those who are disempowered or disengaged. They have a key role to play in the safeguarding of learners.

● Offering leadership and sharing expertise in promoting positive relationships and physical and mental wellbeing across the school community

● Promoting awareness of and respect for diversity and advocating for those who are disempowered

● Support the safeguarding team

● Supporting learners, teachers and parents who are the ‘clients’ and fostering conditions in which a client can grow and develop as a person

● Helping clients to explore their difficulties and concerns, and to develop their capabilities and resilience

● Providing clients with access to appropriate support

● Collaborating with other staff members including the other student support teams for Wellbeing, Inclusion and EAL, Vice Principals of Wellbeing and leadership teams to best support the clients and the school

● Lead and support pastoral care and personal development programmes that support school priorities and design and deliver appropriate workshops for staff, parents and learners

● Attend year group, subject and team meetings to facilitate discussion around learners

● Creating and maintaining documents and accurate and confidential records as appropriate and as part of the wider Student Support Team

● Involvement in whole school events and Extra Curricular Activities to enhance the school experience for learners and being available at lunch and snack times to support learners

● Undertaking regular supervision as an integral part of professional practice

● Contributing to the development of policies, practices and procedures in relation to guidance activities

Essential Attributes:

A relevant first degree and counselling qualification(s)

Ability to establish and maintain strong and effective relationships with colleagues, learners and parents

Evidence of continued relevant professional development

Experience in working with learners and adults with diverse needs and backgrounds

Practical understanding of effective counselling methodologies and pedagogy

Theoretical knowledge and understanding of a range of effective counselling theories and strategies

Understanding and knowledge of principles and practice of inclusion and restorative justice

Having a strong knowledge of counsellors’ and teachers' professional duties and legal liabilities

Communicate effectively in Standard English both orally and in writing

Desirable Attributes:

Experience in an international school environment

Ability to communicate effectively in Italian

Further qualifications to masters or beyond in the field of psychology, mental health and wellbeing

Experience of working as an educational psychologist in a school or other educational settings

Personal attributes and skills should include:

An expectation of all staff at ISF is to come with an open mindset and the disposition and willingness to demonstrate drive, curiosity, ingenuity, and commitment to student learning wherever that takes place. Indeed, you will naturally regard the fostering of student agency as one of your main priorities.

Your disposition will naturally align with the Learner Profile of the IB.

You will understand the need for high levels of collaboration, collegiality, and collective responsibility.

Supporting documents

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