Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1496643
The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred to treatment, care and support.
The Mental Health in Primary Schools initiative is being expanded to every government and low-fee non-government primary school in Victoria. Scaling up across the state from 2023, by 2026 every primary school will be able to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to wellbeing.
The Department of Education has been piloting the Mental Health in Primary Schools initiative in Victorian schools since 2020 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot initiative has shown that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model has improved their school's capacity to support students' mental health and wellbeing needs.
Participating schools receive funding to employ a Mental Health and Wellbeing Leader, a qualified teacher, to work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community.
The role of the Mental Health and Wellbeing Leader is to:
The role provides a proactive focus for the promotion and prevention of mental health and wellbeing through assessment and implementation of context-relevant programs, approaches and initiatives based on a broad and extensive knowledge of the needs of the school.
The Mental Health and Wellbeing Leader role is not a clinical role and is not designed for direct intervention. The role is seen as a key conduit in creating referral pathways once a teacher or other staff member identifies a concern in the classroom.
Mental Health and Wellbeing Leaders are provided training in mental health literacy, supporting emerging needs, and building school capacity and receive ongoing support and professional development through structured and regular Learning Communities Training is developed and facilitated by the Faculty of Education at University of Melbourne, supported by Murdoch Children's Research Institute.
Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for 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
Applications should include
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Mont Albert Primary School serves the educational needs of families in a pleasant residential area of Balwyn, Mont Albert and Mont Albert North. The school was established in 1917 and celebrated a centenary in 2017. As a result of the school's continuing strong standing reputation, a Department approved enrolment boundary is strictly enforced. The school has a current enrolment of approximately 600 students.
A culture of high expectations permeates the school, and the staff operate as a collaborative and dynamic community of learners with a shared commitment to improving student outcomes and ensuring that teaching reflects best practice. The level of staff engagement is commendable with leadership supporting and empowering staff to do their job effectively and build a sense of ownership and commitment to the goals and values of the school.
Mont Albert Primary School students are safe, engaged and challenged in the classroom. Student Attitude to School Survey data reveals very positive perceptions held by students in relation to Wellbeing, Teaching and Learning and Student Relationships. A restorative practices approach and involvement in The Resilience Project reflect in the school¿s focus on student wellbeing and relationships, with a high parent positive response for General Satisfaction on the annual Parent Opinion Survey, and a higher positive response for Collective Focus on Student Learning and Collective Efficacy on the Staff Survey.
The school is structured in straight grade levels and is guided by the Victorian Curriculum in all areas including the specialist subjects of Visual Arts, Performing Arts, Physical Education, Library, Science, and Languages (Auslan), with EAL support acknowledging the rapid change in local demographics.
The school offers many extra-curricular activities including an instrumental music program, choir, orchestra, Chess Club, Lego Club, and GATEWAYS. There are various formal student leadership opportunities across the school such as School Captains, House Captains, Curriculum Captains, Junior School Council, and the Environmental Action Group.
A range of digital technologies are utilised within each classroom to support learning in all areas of the curriculum, with interactive displays, laptops, and iPads used to facilitate engaging learning opportunities. Technology is a learning tool that teachers leverage to engage and meet the learning needs of whole classes, small groups or individuals. Teachers are regularly developing their own digital technology skills, and the financial commitment to this area is significant in providing new and varied technology, with improved infrastructure and continued integration of learning tools into classrooms - including a BYOD (Bring Your Own Device) program in Years 4, 5 and 6 to prepare them for secondary schooling.
Home-school partnerships are valued, with all key stake holders working together to achieve the best possible learning outcomes for all students. Parents are welcomed into all aspects of school life, including School Council (and subcommittees), Parents' Club, classroom assistance, working bees, and attendance at excursions. Several special events are held each year which community members are welcomed to attend and support their children. The school leadership actively advocate an open-door policy where parents are very welcome to discuss questions, ideas, issues or concerns as they arise. Compass (an online whole-school management system) has been implemented to further promote communication.