Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1484798
Selection Criteria
KSC1
Well developed 1-1 and small group counselling/therapeutic skills, when working with primary and secondary age students experiencing mental health and wellbeing concerns.
KSC2
Demonstrated ability to understand, empathise with and support students in a variety of challenging personal situations, through a good understanding of trauma and child and adolescent development.
KSC3
Demonstrated knowledge and skills in conducting risk assessments, including assessment of mental health risk, developing safety plans to mitigate risks, and providing follow up support and referral for treatment as indicated.
KSC4
Knowledge, skills, and experience in the application of evidence based mental health and wellbeing practices and processes appropriate to working with young people and families experiencing mental health, wellbeing and welfare related issues.
KSC5
Demonstrated ability to engage and assess young people and their family, to determine their wellbeing needs and assist them to access necessary supports and services.
KSC6
Demonstrated capacity to liaise, collaborate and develop positive partnerships with agencies and community services to improve outcomes for students.
KSC7
Experience in the development and delivery of proactive programs to develop optimism, resilience, regulation, coping, health and wellbeing and interpersonal skills in children and adolescents.
KSC8
Highly developed communication and interpersonal skills and an ability to maintain comprehensive confidential case notes.
Role
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:
- build capability of the whole school with regard to mental health and wellbeing (identification, promotion and prevention),
- provide support to staff to better identify and support students with mental health needs,
- establish clear pathways for referral for students requiring assessment and intervention, and monitor and evaluate student progress.
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.
Responsibilities
Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:
- Promote a whole school approach to mental health and wellbeing to students, staff and families
- Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
- Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing. Provide support to schools staff and classroom teachers to build their capabilities to embed mental health into the classroom.
- Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
- Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
- Contribute to the school's existing wellbeing team.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
Child Safe Standards
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
DE Values
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
Other Information
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Timbarra College P-9 is located in the South Eastern suburb of Berwick in the City of Casey within metropolitan Melbourne. A total of 610 students are enrolled at the college with 340 in the Primary and 270 in the Secondary. 16% of students have English as an Additional Language and 1% are Aboriginal or Torres Strait Islander. The socio-economic profile (SFOE) for the school is in the low medium range.
Timbarra offers specialist programs in the Primary area in Performing Arts (Champion School for the Musical Futures Program), Visual Arts and Physical Education. In addition to core curriculum areas, Timbarra offers Secondary students many co-curricular opportunities, particularly in sport and music. The Year 9 Electives program provides students with a wide variety of student choice catering for different learning styles and personal interests. Timbarra provides a unique Year 9 Melbourne Experience program and an extensive Careers and Transition Program, job skills workshops and individual pathway guidance for students in their transition from Timbarra College P-9 to their next educational setting.
All students have access to 'state of the art' facilities including Music, Food Technology, Media, Science, Technology, Engineering, Arts and Mathematics (STEM) Centre and Sporting Hub including a three-court basketball stadium, futsal court, full sized oval and cricket nets. We offer an extensive range of technology including the Musical Futures Program (Years 5-9) a 1:1 Year 7-9 netbook program, netbook pods situated in all Learning Neighbourhoods, iPads, Media Centre equipped with iMac computers, green room (filming) and podcast facilities. Timbarra offers a College Academy Program for students in Years 5-9 in Sport (Soccer, Netball, Basketball and AFL), Music (Young Warriors) and STEM.
Timbarra offers a Prep - Year 9 sequential program in Literacy and Numeracy with a strong emphasis on student voice and differentiation across all levels of the College. Timbarra provides enrichment/support and extra curricula programs including the Tutor Learning Initiative (TLI) Program for Primary students and the Victorian High Achievers Program (Literacy/Numeracy).
The College¿s Explicit Instructional Model ensures that all teaching staff follow an Explicit Teaching Model with an emphasis on student choice, SMART goal setting and differentiation to accommodate the needs of all students. Our Inquiry Based units of work promote the development of high order thinking skills incorporating student¿s personal interests. The College has implemented DET Professional Learning Communities of Practice model across the school.
Timbarra College P-9 strives to develop resilient independent learners and takes pride in promoting positive and respectful relationships for all members of the school community. The College promotes a positive learning environment supporting the growth of each individual with an emphasis on student voice and agency and is committed to continually improving educational programs, facilities and resources for the benefit of all students. We believe "We are the difference'.
Applications close Wednesday 6 August 2025 at 11.59pm
Posted
24 July 2025
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