Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Health and allied health
Location: Loddon Mallee - Greater Bendigo
Reference: 1523609
SC1 - 'Content of teaching and learning'
Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
SC2 - 'Teaching practice'
Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.
SC3 - 'Assessment and reporting of student learning'
Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services.
SC4 - 'Interaction with the school community'
Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
SC5 - 'Professional requirements'
Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case.
SC6 - 'Educational Leadership and Inclusion'
Demonstrated capacity to lead and coordinate inclusive practices across a primary school setting, including facilitating Disability Inclusion Profiles, supporting teachers to differentiate curriculum, implement reasonable adjustments, and meet the diverse learning and wellbeing needs of all students, particularly those with additional needs.
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.
The successful applicant will also take on the role of Inclusion Coordinator, alongside the Mental Health and Wellbing Leader role. There is also a small teaching role (approx. one day), allowing a fulltime role to be created.
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
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.
Spring Gully Primary School is located in a picturesque urban area five kilometres from the centre of Bendigo. The natural setting is complemented by the close proximity of state park, bushland reserves, sporting ovals, tennis courts, bike and bushland trails. Spring Gully Primary school has an enrolment of 409 students.
In the 2016-2017 State Budget, Spring Gully Primary School shared in planning funding that allowed the school to begin to scope and plan building works. The school received $5.1 million in the 2017-2018 Budget and an additional $2.17 million in the 2018-2019 Budget to deliver these plans, including extensive upgrades to the school site and outdoor learning areas. The upgrade and modernisation work commenced in March 2018 and were completed in 2019.
The students are at the centre of all decisions and their active involvement in this process is valued. The students are given many opportunities to develop their leadership skills and to make meaningful contributions to the school and wider community.
The school places particular emphasis on the development of literacy and numeracy skills for all children, and the development of computer technologies being incorporated into daily curriculum presentation. The inclusion of specialist programs in Art, LOTE (Auslan), Physical Education and Music enables a well-rounded curriculum. Curriculum planning and presentation actively caters for differentiation and for diversity of learning styles.
All teachers are members of a professional strategic team and play an active role in implementing the school Annual Implementation Plan and developing the individual and collective capacity of our staff.
Parent participation in highly valued and features in a wide variety of areas including classroom programs. School Council, Parent Club, fundraising, camps, and excursions. This partnership is further developed with weekly classroom emails, the whole school fortnightly newsletter, information evenings and special events. Spring Gully Primary School also fosters a community of learners where everyone is valued and has opportunities to reach their personal best. Our school purpose is also linked with our vision:
Optimistic, resilient students who are motivated to learn.
Positive, professional staff committed to the challenges of teaching and learning.
Core curriculum that builds strong foundations for all learners.
Learning opportunities that enable students to become active citizens in the global community.
Actively develop and value the partnership between home, school, and community.
A safe, stimulating learning environment which recognises and values diversity.
Informed students who will actively care for the world environment.
The school moto is ¿Be Awesome¿ and the following values are seen as being central to the life of our school and how all members of the school community should conduct themselves:
Respect ¿ Valuing self, all others, property, and the environment.
Responsibility ¿ Being relied upon to be honest, and to do the right thing for yourself and for the community.
Resilience ¿ We are dedicated and focused learners, who persist when things are challenging and use feedback to improve our future efforts.