Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1488709
Selection Criteria
- KSC1 `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, including those with disability.
- KSC2 `Teaching practice¿. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.
- KSC3 `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.
- KSC4 `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.
- KSC5 `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.
Role
This is an outstanding opportunity for an experienced and passionate educator to take on a dual leadership role as Leading Teacher ¿ Mental Health and Wellbeing Leader and Disability Inclusion Leader at Black Rock Primary School. The successful applicant will play a pivotal role in shaping a whole-school approach to student engagement, inclusion and success, while also leading targeted supports for students with additional needs. Working closely with the Principal and as a member of the leadership team, this role will drive the implementation of the Victorian Mental Health in Primary Schools (MHiPS) framework and the Disability Inclusion Program, building staff capacity, strengthening partnerships with families and external services, and ensuring every student is supported to thrive academically, socially and emotionally.
Mental health and wellbeing leader (MHWL)
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.
DE piloted the Mental Health in Primary Schools -initiative in Victorian schools between 2020 and 2022 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot program showed that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model 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, 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 about 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 on promoting positive mental health and wellbeing, and on preventing mental health difficulties, through the assessment and implementation of context-relevant programs, approaches, and initiatives informed by a broad and extensive understanding of the school¿s needs.
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.
DISABILITY INCLUSION LEADER
A Disability Inclusion Leader or Coordinator ensures students with additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school¿s leadership, school psychologist and other services involved with a student outside of school. They play a key role in coordinating the team around the learner.
The Disability Inclusion Leader can play a key role in the school¿s transition to Disability Inclusion, which can include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting, determining with the Principal the Disability Inclusion funding to resource evidence based reasonable adjustments, for individual students and cohorts of students.
Responsibilities
MENTAL HEALTH AND WELLBEING LEADER (MHWL)
Operating in collaboration with the school leadership team, 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 school staff and classroom teachers to build their capabilities to promote positive mental health into the classroom, including consistent implementation of the VTLM 2.0 Positive Classroom Management Strategies.
- Work with school leadership to embed whole school approaches to promote positive 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 and work with these students¿ families.
DISABILITY INCLUSION LEADER
- be an advocate and champion for students with disability and additional needs and strategies for supporting the education of these students, promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
- play a key role in supporting students with additional needs to make a smooth transition into school, ensuring there are effective arrangements in place for efficient transfer of information between services
- prioritise resources and time to identify and consider the needs of students with disability
- have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP, including school processes for student support groups and build staff capacity to understand and implement IEPs
- coordinate and schedule the work of Education Support staff working in a direct student support role
- embed inclusion and disability expertise in strategic planning and recruitment practices
- embed evidence-based inclusive education and human rights obligations into school policies and plans
- act as a source of advice for staff about differentiated teaching and assessment strategies appropriate for individual students with additional needs
DISABILITY INCLUSION SPECIFIC PROCESS
- lead contact for Disability Inclusion within their school
- promote the implementation of all elements of Disability Inclusion at the school
- register students who require a profile meeting
- respond to any requests from facilitators for additional information
- ensure Disability Inclusion profile meetings are booked for all students who require profile meetings
- support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
- liaise with the school¿s Student Support Services key contact as required
- where required, support the most appropriate school staff to prepare the student and parent/carer(s) to contribute to Disability Inclusion profile meetings
- ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting
- coordinate the Nationally Consistent Collection of Data (NCCD) process, including PL to build staff understanding of the purpose of the NCCD
Who May Apply
Applicants should be currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach.
A qualification in student wellbeing or mental health is desirable but not required.
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
- Applicants should keep a copy of the position description as it cannot be accessed once the job has closed.
- Candidates are advised that the key selection criteria must be addressed. Visit http://www.careers.vic.gov.au/vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Successful applicants are subject to a satisfactory criminal record check prior to employment. New DE employees are required to meet the cost of the criminal record check.
- If appointed from outside DE, successful applicants will be required to complete a pre-employment health declaration.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- 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
- To support DE's commitment to its Environmental Management System, DE employees are expected to act in an environmentally responsible manner at all times.
Conditions of Employment
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Brilliant Black Rock
Located in this beautiful beachside suburb, Black Rock Primary School has for 115 years been well-regarded as a dynamic and vibrant community of learners that has excellence and inclusion at our heart. Our core values of Kindness, Aspiration, Respect and Integrity are central to life in our school and guide our everyday interactions with each other and the development of our programs and policies.
As we challenge each of our students to aspire to their personal best, we are supported by staff, parents and the wider community, whose generous efforts continue to ensure the provision of the best possible learning environment, resources and outcomes for the students at Black Rock Primary School.
Excellence in Education
We have a strong commitment to excellence in evidence-based education. Over the past five years we have embraced a shift towards science of learning informed teaching practices that support students to achieve mastery in their learning. Structured approaches to teaching in Literacy and Numeracy prioritise learning in these areas as the essential foundations for student success that provide every student with the opportunity to reach their potential.
Professional Growth Focus
Excellence in learning isn¿t possible without excellence in teaching. Professional learning and growth for our educators is prioritised and aligned with our targeted areas for school improvement and agreed school practices. Educators have access to internal and external professional learning opportunities to develop their skills and contribute to the success of our school. A strong collaborative culture where Professional Learning Teams plan together and collectively take responsibility for student learning outcomes is the norm.
Facilities that Inspire
Our 466 learners in 2025 take full advantage of our facilities that provide safe and inviting learning spaces in well-maintained heritage classrooms, and a contrasting modern, open space BER-designed building. We have an abundance of open space for play and organised physical activities, including outdoor sports courts, a working edible garden and a variety of accessible adventure playground facilities. Our full-sized indoor basketball court is connected to our high-quality 8000m2 natural turf oval with tree lined natural surrounds. A wide variety of curriculum programs and experiences for students are also supported by a dedicated STEM centre, a Library, specialist Visual Arts and Performing Arts spaces and a Chinese Language learning space.
Be Part of a Vibrant Community with an Abundance of Opportunities
Beyond the core curriculum our school has an emphasis on a rich variety of extended learning activities and opportunities. Biennial whole-school productions, targeted wellbeing programs, well-organised sports competitions and pathways, specialist STEM program, a range of sustainability practices, comprehensive adventure camp program and student leadership opportunities (to name a few!) offer staff and students alike an opportunity to contribute positively across a range of interest areas.
Applications are encouraged from enthusiastic educators who have a strong commitment to a culture of learning, continual development and community participation.
Applications close Sunday 31 August 2025 at 11.59pm
Posted
19 August 2025
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