Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1511456
Due to the holiday break, interviews will be taking place mid to late January 2026. Time fraction of this position is negotiable from 0.6-0.8.
SC 1: Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school's student population.
SC 2: Clear understanding of legislative requirements regarding privacy of health information.
SC 3: Demonstrated high level understanding of wellbeing initiatives to support students and families using a mental health and trauma informed lens.
SC 4: Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
SC 5: Demonstrated high level skills as part of a team, including a commitment to collaborative to as well as capacity to work independently.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:
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
Due to the holiday break, interviews will be taking place mid to late January 2026. Time fraction of this position is negotiable from 0.6-0.8.
Kilsyth Primary School is located in a quiet residential area of the outer eastern suburbs of Melbourne. Established in 1910, the school site incorporates modern classrooms, playgrounds and a sports oval with manicured gardens, a frog bog and native bushland zones. There is easy access to public transport, and Elizabeth Bridge Reserve, Churinga Shopping Centre and Kilsyth Sports Centre are all within easy walking distance.
The school's population reflects the characteristics of the local Kilsyth community. Parents and teachers work in an educational partnership to support each child's learning needs. Parent involvement in the many aspects of school life is highly valued, both in the classroom and through our working bees and fundraising activities, and demonstrates a strong feeling of connectedness. This sense has community grew beyond the school boundaries with the establishment of our connections program.
Our current enrolment of 112 students makes up seven grades 2025. Our Foundation students are taught as a single year level; all other classes operate in multi-age level groups.
The school buildings promote collaboration between students across class groups. Our main building contains our Senior School zone, Middle school (Years 3&4), Visual Arts room and Library. Our senior school (Years 5&6) classes are held in the recently built P21 Learning Neighbourhood, affectionately known as the BERBs. All classrooms have operable walls and the flexibility of these learning spaces allow excellent opportunities for students to develop the collaborative skills essential in the world of today.
Over recent years, there has been a clear focus on building positive relationships amongst all groups within the school community. We are currently implementing a School Wide Positive Behaviour Support (SWPBS) approach. We draw on Tier 1 interventions in our planning and delivering the classroom. Underpinning this approach are our school values of EXCELLENCE, RESILIENCE and RESPECT.
We specifically focus on providing high quality curriculum programs with a clear commitment to student achievement in English and Mathematics and all areas of the Victorian Curriculum. Our specialist program includes Physical Education, Science, Visual Arts. We use a Levelled Literacy Intervention approach across the school. Our sporting teams, whole school production and Wakakirri performances are flagship activities in our extra-curricular program.
The structured approach of our programs supports the explicit teaching of ICT skills. The provision of Interactive Whiteboards and Apple TVs in every learning space supports the use of cloud-based learning tools in the classroom. A mix of desktop and mobile devices (including netbooks, notebooks and iPads) throughout the school ensure ready access to ICT tools and the opportunities they provide.
Our students are active members of our school community. We have an energetic Student Representative Council, student leadership groups, environmental action groups and student-led lunchtime clubs and activities. An Outside School Hours Care program, operated by TheirCare, is located on the school site.
The school has a clearly articulated Instructional Model and SWPBS approach