Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1497720
SC1. Educational leadership
Demonstrated ability to lead the development, implementation, and evaluation of teaching and learning practices consistent with the Victorian Teaching and Learning Model (VTLM), with a particular focus on inclusive practice, wellbeing, and disability inclusion.
SC2. Expertise in teaching and learning
Highly developed knowledge of effective teaching strategies and inclusive practices, with the ability to support colleagues to use data and research to improve student engagement, learning, and wellbeing outcomes.
SC3. Improvement of teaching and learning
Demonstrated experience in driving school improvement, including designing and leading whole-school professional learning to build staff capacity in student wellbeing, inclusive practices, and positive school culture.
SC4. Management of staff and resources
Capacity to manage staff, teams, and resources to achieve whole-school goals, with the ability to build collective responsibility for student learning, wellbeing, and disability inclusion outcomes.
SC5. Development of leadership capacity
Demonstrated ability to develop leadership in others, foster collaboration, and build a positive professional learning culture across the school.
SC6. Mental Health in Primary Schools (MHIPS) and Disability Inclusion
Demonstrated understanding of child and adolescent development, mental health, disability inclusion, and evidence-based approaches to supporting students¿ social-emotional wellbeing. Ability to fulfil the MHIPS role and support teachers and the AP ¿ Wellbeing with DIP processes to ensure inclusive education is embedded across the school.
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.
Chelsea Heights Primary School is located in South Eastern Victoria, 30km south of Melbourne and was originally established in 1900 in what the area was then known as the Carrum Swamp. The current buildings are extensive and well developed, including true flexible learning spaces allowing individual class learning and easy cross cohort integration when appropriate.
The school has 420 students and an SFO index of 0.3061.
High Standards: High Expectations drive all practice at Chelsea Heights Primary School underpinned by the values of Respect, Cooperation and Responsibility.
The community is cohesive and aligned behind the school's strategic direction and goal to make Chelsea Heights the best possible learning environment for all students.
Chelsea Heights is determined in its focus of implementing evidence informed approaches to all learning and wellbeing areas with a focus on a calm safe orderly environment and systematic explicit instruction that is supported by a knowledge rich curriculum. Teachers plan in teams.
The school has worked to implement a Multi-Tiered Support System to Literacy and Wellbeing and caters to all students informed by inclusive practices.
Chelsea Heights has excellent specialist programs consisting of Visual Arts, ICT, Physical Education and Japanese.
The school promotes leadership and sustainability and has worked as a community to promote sustainable gardens and a culturally inclusive environment.