Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1489250
Location Profile
Caulfield South Primary School (CSPS) is located in Caulfield South, ten-kilometres south-east of Melbourne's Central Business District, and within the City of Glen Eira local government area. The school has a quiet suburban location away from main roads, with boundaries adjoining parkland and residential properties. The current enrolment is 498, with most families residing in the school's zone. Students are taught in straight grades at each year-level, with our Prep to Year 3 classrooms located within and around the original 1928 building, and our Year 4 to Year 6 classrooms within and around our modern Senior Learning Centre. The original 1928 building is surrounded by attractive gardens, an extensive playground, play equipment and a synthetic turf oval. Parent fundraising has enabled the installation of a nature play space and bamboo forest.
The SFOE Index for the school is in the low band (indicating a highly advantaged community) and 15% of students have English as an Additional Language. No students identify as Aboriginal or Torres Strait Islander.
The school delivers the Victorian Curriculum, with a focus on delivering high-impact English and Mathematics instruction aligned with the school-developed `REED' Instructional Model. This model focuses on four stages of a lesson; review, explicit teaching and engage (interchangeable in order) and discussion. These stages link to the High-Impact Teaching Strategies (HITS).
The school is accredited to deliver the International Baccalaureate's Primary Years Programme (PYP). This approach is guided by six transdisciplinary themes of global significance, within which students can broaden their learning by developing their conceptual understandings and strengthening their knowledge and skills across, between and beyond subject areas.
The school delivers a specialist learning program that caters to the broad needs and interests of all students. Each student participates in weekly sessions in Languages Other Than English (LOTE, Italian), Music and Performing Arts, Physical Education and Science, Technology, Engineering and Mathematics (STEM) and Visual Arts.
The use of digital technology to enhance learning is prioritised and includes tablets (iPads) available to students in Prep and Year 1, school-purchased Chromebooks available to students in Years 2 and 3, and a `Bring Your Own Device¿ (BYOD, Chromebooks) program for students in Years 4, 5 and 6.
Other school priority programs include:
1. `Buddy Program' for students in Prep to be matched with a `buddy' in Year 5.
2. `Green Machine' program, with a focus on sustainability.
3. `Choir' and `Orchestra' programs, run for students with a passion for performing.
4. `Drum Corps' program, where students in Years 5 and 6 learn to play in a marching band.
5. `Hebrew Immersion Program' and `Jewish Life'; opportunities for our students to pursue language and culture programs outside of school hours onsite.
Role
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
Operating in collaboration with their school, leadership and wellbeing team where relevant, this position 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.
- 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
Required
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Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
- For Psychologists, applicants must hold full registration with AHPRA
- For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
- For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
- For Occupational Therapists applicants must hold full registration with AHPRA
- For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
- Demonstrated direct counselling experience
- A current Working With Children Check.
Desirable
- For Psychology applicants, specialisation in educational and/or developmental psychology.
- For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
- For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
- For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
- For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).
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
Selection Criteria
- Demonstrated experience in addressing a range of student wellbeing needs, both through individual counselling and facilitation of small group therapeutic programs.
- Demonstrated experience in keeping confidential, professional records and case notes.
- Highly developed communication and interpersonal skills and an ability to liaise with school leadership, staff, families and external agencies as appropriate.
- Ability to participate as an effective member of the school Wellbeing team.
- Demonstrated ongoing commitment to ongoing professional learning.
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
Applications close Wednesday 3 September 2025 at 11.59pm
Posted
21 August 2025
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