Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Hume - Greater Shepparton
Reference: 1541336
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.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
Nathalia Secondary College aims to prepare students for an ever-changing world. Developing teenagers into young adults and giving them the knowledge and skills to be work ready or continue with further studies when they leave our college. Creating, in partnership, with parents and community; students who are well balanced, respectful, motivated, aspiring and contributing citizens.
At Nathalia Secondary College our vision is to inspire successful and passionate learners.
All members of the college community live the school values C.L.E.A.R.
Caring
Learning
Excellence
Accountability
Respect
Social - community and demographic
Nathalia Secondary College was established in 1919. We have an excellent reputation as a public school in our community. We have a great tradition of excellence and being able to put the student at the centre of everything we do. We aim to get each student either work ready or onto further study.
Current SFO of 0.5600.
Nathalia is a 'can do' community. We support one another while being caring and concerned for each other.
Student voice is an integral part of college planning.
Enrolments are currently sitting at 100 students
Staffing consists of a Principal, Assistant Principal and Leading Teacher. There is a total of 15 teachers and 15 educational support staff, including a Mental Health Practitioner and Student Wellbeing Officer.
We have a house system and we offer a variety of co-curricular enhancement and enrichment activities for our students.
With our small numbers, we look after the individual in a holistic way. Having said this, curriculum is set with Year 7/8 (electives in Arts and Technology), 9/10 (electives across Arts, Science, Humanities, PE and Technology) and Senior School certificates.
An active School Council that values parent contributions about the direction of our College and how we maintain our good reputation whilst challenging, preparing and engaging our students (their children).
We seek the support of our community through the Nathalia Learning Community, also with links to local businesses. We use this to value add to our Careers program.
50% of our staff are based and live in the local community, which is a positive in a rural town.
Our unique partnership with St. Mary of the Angels Catholic College is very positive and beneficial; with sharing of VCE classes and the Trade Training Centre project enhance opportunities for all students.
Together with Nathalia Primary School, St Mary of the Angels and St Francis Primary Catholic School we form the Nathalia Learning Community. Ensuring the delivery of a consistent approach to education in Nathalia. We are all proud of this alliance as it ensures great outcomes for students as well as being a pillar for the commerce priorities of a small rural thriving community.
Educational
Innovative, vibrant and progressive educational provision for Year 7 - 12.
VCE, VET and VCEVM / VPC courses.
Provider for VET ¿ Building and Construction Cert II and Salon Assistant Cert II
We offer enough within our curriculum which builds capacity in our students to meet the challenges of a world outside of our College and ensure they can be active contributors to the community they live in.
Many of our activities are driven by student passion and interests, which does make for engaging programs.
Staff and parents are very supportive of initiatives that are offered.
Excellent pathways so students can be successful in gaining access to tertiary placements, apprenticeship, traineeships, work and TAFE options.
Successful exit destinations that meet student¿s aspirations.
Literacy initiatives, HIT's and Teaching Practices are our highest priority across all levels.
Every teacher is a Literacy Teacher.
Positive Behaviour in Schools is the model for managing student behaviour.
Technological
We aim for a 1:1 allocation of computers through specified or school provided devices.
Every learning space has Wi-Fi capability for staff and students.
All teaching staff have laptops and/or iPads.
Staff and Students use the student management system, SIMON.
Environmental
Grounds are well maintained, including grassed areas and natural flora surrounds.
In 2020 a new modular building was installed and provides a new admin front office, foods room and new toilet facilities.
In 2021 a new PE shed was built to house a gym and music facilities.