Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1509215
Diamond Valley College is a thriving secondary school located on the northern urban fringe of Melbourne, uniquely positioned to serve students from both suburban and rural communities. Our diverse student body hails from areas including Diamond Creek, Hurstbridge, and Doreen, as well as smaller rural communities including Kinglake, St Andrews, Panton Hill, and beyond. This diversity is a distinctive strength, enriching the college experience and fostering a strong sense of community among our students, staff, and families.
We are proud of our commitment to the college values of Respect, Responsibility, and Excellence, which are reflected in everything we do. Diamond Valley College is continuously evolving, with the most recent focus being enhancing facilities to support the best possible teaching and learning environments. Recent upgrades include the state-of-the-art Performing Arts Centre, featuring modern music facilities and a 150-seat theatre, and a revitalised Resource Centre with a redesigned Library, suite of classrooms, and a STEM maker space. We¿ve also completed the construction of a new Science Centre and significant upgrades to student amenities and the Technology Centre.
With a current enrolment of 865 students and anticipated growth in 2025, Diamond Valley College offers a comprehensive curriculum that supports the diverse pathway goals of our students. We are large enough to provide a wide range of academic options and small enough to deliver the personalised pastoral care that our students and their families value.
Our strong ties with the local community and primary schools ensure that we meet the needs of our students and the broader community. The college offers specialised programs such as the High Achievers Program (HAP), which is drawing increasing interest, and a highly sought-after Sports Academy, established in 2018, offering programs in AFL, netball, basketball, tennis, and elite gymnastics support.
For students in Years 7 to 9, we offer a broad and inclusive curriculum with a strong emphasis on student agency. Our Senior Sub School (10-12) provides an extensive VCE program, including the VCE Vocational Major (VM), and numerous opportunities for VET and diverse pathway options. Additionally, our students benefit from a comprehensive extra-curricular program that includes leadership, sports, music, public engagement, camps, and opportunities for overseas travel, ensuring a well-rounded and enriching educational experience.
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
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.
Responsibilities may include:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview