Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Loddon Mallee - Mount Alexander
Reference: 1537954
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
Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's (CSC) positive learning culture. All students are encouraged to achieve their personal best while developing awareness of the community around them and engaging with others in ways that build positive, respectful relationships.
At Castlemaine Secondary College, we maintain high expectations for both staff and students. We actively promote emotional and physical wellbeing, fostering a resilient and inclusive community of learners who feel connected, supported and inspired to succeed.
In 2026, CSC implemented a new Year Level Model to strengthen connectedness, wellbeing and academic achievement. Students belong to one of four Sub-Schools, each led by a dedicated Sub-School Leader and supported by Year Level Leaders:
This structure ensures every student is known, valued and challenged at each stage of their educational journey through strong relationships, targeted support and clear transitions. In its first year of implementation, the model has contributed to encouraging improvements in student connectedness, reflected in positive gains across the 2026 Attitudes to School Survey, alongside strong Year 7 and Year 9 NAPLAN results.
Five key frameworks underpin our vision for high-quality teaching and learning:
Our SWIM provides clarity and consistency for both staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.
The Berry Street Education Model underpins our relational and wellbeing focus, requiring staff to demonstrate unconditional positive regard for all students. BSEM strategies are embedded within our SWIM to ensure learning environments that are calm, predictable and academically rigorous.
Through SWPBS, we explicitly teach and reinforce our college-wide expectations, promoting a culture of respect, safety and engagement across all aspects of school life.
Enhancing literacy and numeracy remains a central focus at CSC. Strong foundational skills in these areas empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students and families.
Castlemaine Secondary College continues to invest in learning environments that reflect our culture of Aspiration, Respect and Empathy, ensuring every student is supported to thrive both academically and personally.
The only change I'd consider is strengthening the evidence statement slightly by replacing "has contributed to encouraging improvements" with "has been accompanied by positive gains" if you want to avoid implying direct causation between the new structure and the survey/NAPLAN outcomes.