Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1525144
The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand mental health and wellbeing support in government schools. The initiative provides for a suitably qualified mental health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.
Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:
Education support class level 1 range 4
The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).
For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit the Victorian Government Schools Agreement 2022: https://www2.education.vic.gov.au/pal/industrial-agreements/resources
Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).
Required
Desirable
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.
MISSION STATEMENT
VISION
At Braybrook College, all members of the school community strive for excellence within a safe and supportive environment. Diversity is valued and students can develop the academic and social skills necessary to contribute to local and global communities.
CORE PURPOSE
- To provide a challenging, engaging and inclusive curriculum.
- To maximise literacy and numeracy skills.
- To provide co-curricula opportunities which will widen the breadth of experience and extend the range of knowledge and skills of each student.
- To provide the learning opportunities and employability skills which will allow students to access a variety of pathways.
- To encourage students to become independent and life-long learners by fostering a strong work ethic.
- To prepare students for the future by developing emotional wellbeing, initiative, self-confidence, communication and decision-making skills.
- To develop cooperative, respectful relationships which foster a sense of belonging and promote understanding and acceptance of others.
- To ensure students develop cultural, environmental and social awareness.
BEHAVIOURS (Underpinning Vision/Core Purpose)
Braybrook College believes that in order for students to have successful learning experiences it is necessary to have a partnership where parents, the staff, the wider community and the students themselves all make significant contributions and learn together.
Together, the members of the Braybrook College community strive
1. To learn to their full potential by:
- Appreciating and enjoying learning
- Fostering a strong work ethic by developing learners¿ resilience, persistence and sense of responsibility
- Valuing learning as a life-long habit
- Recognising that everyone has something to offer and can experience success
- Seeking to understand a broad body of knowledge and participating in a range of college activities
- Developing creativity together with critical thinking, problem solving and communication skills
- Sharing knowledge, expertise and resources to continuously improve performance
2. To contribute to a supportive and cooperative environment by:
- Behaving responsibly, fairly and by treating all with mutual respect
- Demonstrating a sense of pride and commitment to the college community
- Accepting individual differences and celebrating diversity
- Role modelling cooperative relationships and being supportive towards each other
- Displaying responsible citizenship in all aspects of school life
- Allowing others to reach their full potential
3. To learn to become successful members of society by:
- Understanding that there are both rights and obligations involved in living in a community
- Being healthy and enjoying life
- Developing self-confidence and learning to cope with changing situations
- Becoming informed decision-makers and critical thinkers
- Treating people respectfully and with sensitivity