Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1487291
KSC1 - Content of teaching and learning
Demonstrated expertise in building staff capability to embed mental health and wellbeing into teaching and learning, with the ability to lead professional learning, community engagement and influence whole-school practice and network initiatives.
KSC2 - Teaching practice
Proven ability to design, document, implement and evaluate evidence-based curriculum and wellbeing strategies aligned with school priorities and the departments Positive Classroom Management Strategies framework.
KSC3 - Assessment and reporting of student learning
Demonstrated capacity to lead and coordinate support for students with complex needs by managing referral pathways and working collaboratively with external services and allied health professionals.
KSC4 - Interaction with the school community
Highly developed interpersonal skills with the ability to build strong, collaborative relationships with students, staff, families, local school network and external partners in support of student wellbeing, learning and engagement.
KSC5 - Professional requirements
Strong capacity to lead school wide change, influence others and build shared ownership of wellbeing initiatives by leveraging expertise, research and stakeholder input.
Role context
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.
DE piloted the Mental Health in Primary Schools -initiative in Victorian schools between 2020 and 2022 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot program showed that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model improved their schools 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, based on a broad knowledge of the needs of the school community.
Role
The Mental Health and Wellbeing Leader is a highly accomplished and experienced educator who leads the development and implementation of a whole-school approach to mental health and wellbeing. This role demands deep knowledge of student development, mental health promotion, and school systems, alongside a demonstrated capacity to influence and lead change across teams.
The role of the Mental Health and Wellbeing Leader is to:
Working in close partnership with school leaders, wellbeing teams and external agencies, the leader ensures that the schools approach to wellbeing is coherent, data-informed and strategically aligned. They design and oversee referral pathways, coordinate targeted supports, and foster strong partnerships with services to improve outcomes for students with emerging or identified needs.
While not a clinical or therapeutic role, the leader plays a critical function in facilitating timely referrals and aligning wraparound supports for students. The role also involves proactive work in promoting mental health literacy, evaluating program effectiveness, and contributing to school and network-level initiatives.
Ongoing professional learning is provided through structured learning communities facilitated by the University of Melbourne's Faculty of Education and supported by the Murdoch Children's Research Institute. The Mental Health and Wellbeing Leader is a highly experienced and qualified teacher who works across the school to implement a whole-school approach to mental health and wellbeing for students, based on a broad knowledge of the needs of the school community.
Applicants should be currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach.
A qualification in student wellbeing or mental health is desirable but not required.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Tucker Road Bentleigh Primary School is committed to continuous improvement and the provision of high-quality teaching and learning. We are proud of our extensive grounds, which include a full-sized oval, a variety of play facilities, and a dedicated Out of School Hours Care facility (Rainbow House), operated by TheirCare.
Significant investment in our facilities over the past decade has enhanced our learning environment. A Building the Education Revolution (BER) project in 2009 delivered six modern classrooms, a central shared space, and withdrawal offices. In 2019, a government grant funded the development of a large gymnasium and sports office. In 2021, we added a new administration building and a contemporary classroom block, comprising four classrooms, a central learning space, toilets, and a teacher workspace.
Our central learning block features eight classrooms, specialist teaching spaces, a STEM room, and a refurbished library with an adjoining courtyard garden. These facilities support a safe and stimulating environment where students¿ intellectual, physical, social, and emotional development is nurtured.
At TRBPS, creativity, enthusiasm, and cooperation are promoted through a strong emphasis on Health and Physical Education, the Arts (music, performance, and visual arts), and our newly established STEM program. Teaching and learning programs are differentiated to meet the diverse needs of all students. A range of student interest groups and extra-curricular activities are available, including lunchtime clubs and afterschool programs such as Karate, Soccer, Chess, Coding, LEGO, Basketball, and Hebrew language and cultural studies through UJEB (all delivered by private providers).
Our curriculum is carefully designed to be engaging, inclusive, and aligned with best practice. Inquiry-based learning underpins the development of critical thinking, collaboration, IT capability, and problem-solving skills. Specialist programs in Music, Visual Arts, STEM, and PE/Sport provide valuable learning opportunities beyond the classroom.
The school has a Student Family Occupation and Education (SFOE) index of 0.16. Our current staffing includes a Principal, Assistant Principal, three administrative staff, three Learning Specialists (Literacy, Numeracy and Data Literacy), a part-time Disability and Inclusion Wellbeing Leader, 16 classroom teachers, four specialist teachers, and nine Education Support staff.
We are proud of the strong partnerships we foster with parents and carers. Family engagement is a feature of our school, with a high level of involvement across school life. With an enrolment of approximately 390 students, we provide a caring, inclusive, and supportive environment where every learner is inspired to thrive.
The School Improvement Team (SIT) works collaboratively with the School Council to maintain a strong focus on student achievement and wellbeing. We are committed to the development of the whole child, valuing academic excellence, creativity, physical activity, and cultural understanding. Our school vision, to ensure every student, staff member, and family feels safe, included and proud, is central to everything we do.
Student wellbeing is supported through our school values, individual goal setting, clear behaviour expectations, and positive classroom environments. We use a Restorative Practice approach to guide students in managing their behaviour and navigating social and emotional challenges.
Our vision is to develop literate, numerate, creative, and multi-skilled lifelong learners. We want our students to be confident, resilient, collaborative, and capable problem-solvers with a positive mindset who are prepared to meet challenges and celebrate success.
Developed with input from all members of our school community, our Vision Statement is:
At Tucker Road Bentleigh Primary School, we provide opportunities for all students to acquire the skills to become lifelong learners and have a positive impact on their world. Students are supported to achieve their personal best, academically, socially, emotionally, and physically. Our school culture ensures that everyone is valued and has the opportunity to thrive and succeed.
We warmly welcome new families to our school and invite you to become part of the inclusive and vibrant Tucker Road community.