Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1536315
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
Please ensure that your application includes:
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.
Reservoir West Primary School was established in 1954 and is located ten kilometres north of the centre of Melbourne. Our school is built on a proud tradition of excellence in academic, cultural and sporting achievements. We provide a friendly and caring environment where a love of learning and the personal growth and wellbeing of all students is fostered. RWPS strives to create a welcoming environment for families and invites them to participate as partners in the education of their children.
The following values underpin all that we do:
EVERY STUDENT MATTERS EVERY DAY.
EVERY STUDENT CAN BE A HIGH ACHIEVER.
Our current goals are: to maximise learning growth and achievement for all students, to empower students to be more actively engaged in learning and to improve the social and emotional wellbeing of all students.
Based on the school¿s 2025 Student Family Occupation and Education Index, the school has a low-medium level of socio-economic disadvantage (0.2590). In 2026, the student enrolment is 572. The proportion of English as an Additional Language (EAL) students is 8%. The proportion of indigenous students is 2.84%.
In 2025, a total of 46.8 FTE staff are employed at the school (29.4 teaching and 12.09 non-teaching). This includes 3 Principal Class Officers and 9.69 FTE Education Support staff as well as a first Aid Officer. Staff place an emphasis on providing individualised learning for our students in a team-oriented environment. All staff are committed to continued Professional Learning.
Students are currently organised for learning in a mixture of straight and composite classes. Foundation to Year 6 are straight classes apart from one Year 3/4 composite class. In 2026 there are 25 home groups, supported by specialist teachers and support teachers who work as a team to deliver a comprehensive curriculum. Students attend specialist classes in Art, PE, Library, Digital Technologies, Science, and Spanish & Music. Teacher Support, EAL and Intervention and Tutor Initiative programs are provided.
The school is extremely well supported by a strong Wellbeing team including a Mental Health and Wellbeing Leader, aschool based Psychologists and 0.4 teacher. Our Wellbeing team also provide support for our community in the area of Child Safety.
Reservoir West Primary School provides a comprehensive curriculum based on the Victorian Curriculum. Staff have developed literacy and numeracy continuums, which are supported by an appropriate assessment schedule. Whole school agreements are outlined for curriculum areas and include expectations, assessment tools, common language and evidence-based explicit instructional strategies. The coherent, school-wide methodology applied to planning, assessment and the sharing of effective practices has built a unified teaching approach focused on making a positive impact on student learning. The diverse learning needs of students are catered for through purposefully designed teaching and learning programs.
The school uses digital technologies routinely across the curriculum with all students in the Senior School having access to their own devices. School iPads are used in the Junior School.
The school offers Before and After School Care, along with Pupil-Free day and Holiday programs. The School Council is a robust and supportive body and meets monthly. The School's Parents and Friends' Association is a small but strongly-committed group which has done amazing things for our school this year and last with regard to social activities and fundraising.