Es 1- 4 - Mental Health Practitioner/Occupational Therapist/Counsellor/Social Worker

Alkira Secondary College is designed and built for our growing community. Established in 2009, Alkira is one of the first Public Private Partnership schools under the Partnerships Victoria in Schools model. Our award winning facilities are modern, agile and built for pedagogical purpose. We have grown to approximately 1600 students and have emerged as an active member of the Casey Central network of schools.

The school vision; to secure the entitlements of every student¿ reflects our responsibility to establish a place in our community, providing personalised learning in a happy learning environment while supporting our shared values of respect, integrity, care and excellence.

Our students have access to a wide range of academic, social and leadership programs including Alkira Sports Academy, Alkira Masterclass and an Alkira Creative Arts Program Our school promotes global understandings and participates in the Victorian Young Leaders to China and India Program. We are a Confucius Classroom school in partnership with Melbourne University Confucius Institute.

Alkira encourages partnerships in teaching and learning, working extensively with our local RSL, Vietnam Veterans Association, SEJFL AFL, Elevate education, Edrolo, Education Perfect and Courage to Care to support wider educational programs and experiences for our students.

A SWIS (schools within school) model was implemented to strengthen the notion of personalised learning and understanding and building positive relationships

Pastoral Care is a significant aspect of the SWIS model and further supports the notion of securing the entitlements of all students.. Pastoral Care has a focus on developing student learning experiences with the notion that the PC teacher and sub school support team continues to plan for student improvement.

Our positive climate for learning encourages student engagement and wellbeing by ensuring inclusion and establishing a team around the learner. Our school is looking to implement Respectful Relationships and SWPBS across the school during the life of our Strategic Plan 2022-2024.

We have embraced 21C learning and developed a range of programs and resources to promote independent learning and improved student achievement. All students `bring their own device' (BYOD) and work within a dedicated Learning Management system (Compass) while having access to other blended learning resources.

Our dynamic curriculum and teaching and learning programs are supported through Professional Learning Communities and focused professional development and coaching. The College has an agreed model of instruction that supports High Impact Teaching strategies.

An orderly learning environment is created by high and consistent expectations that are guided and supported by our College non negotiables.

Our teachers are expected to contribute to wider non curricula programs and support and celebrate our student's achievements. We run a system of providing course work support and extra learning opportunities outside our regular timetable.

Our agreed behaviour management processes support a student's right to a safe and secure learning environment, and a teacher's right to direct and establish such an environment.  The program is very successful as it focuses on students' work and provides an opportunity for reflection and involves a restorative process.
Pathway programs are established in years 10 -12 and include opportunities for students to be involved in VCAL or VCE and supplement their programs with a VET program in their chosen vocational area. The College opened a Hospitality centre in 2017 as part of the Cranbourne Regional Trade Training Centre.

We have developed an extensive international partnership or network of sister schools in China and India, international PD, exchange and global collaborative projects are encouraged within our curriculum and teaching programs.

Alkira! a great place to work.
 

1. Ability to implement a range of small group and whole-school Mental Health prevention and promotion activities aimed at improving student Mental Health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key Mental Health and wellbeing issues affecting the school’s student population.
2. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing Mental Health and wellbeing prevention, promotion and early intervention.
3. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of Mental Health needs.
4. Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
5. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
6. Clear understanding of legislative requirements regarding privacy of health information.

The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand Mental Health and wellbeing support in government schools. The initiative provides for a suitably qualified Mental Health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.

Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:

• Enhancing Mental Health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student Mental Health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities
• Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate Mental Health concerns; and
• Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local Mental Health service providers and other health professionals to engage further support as required.

Education support class level 1 range 4

The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.

As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).

For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit the Victorian Government Schools Agreement 2022: https://www2.education.vic.gov.au/pal/industrial-agreements/resources

1. Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students’ wellbeing, learning and developmental outcomes.
2. Delivering professional support services in a school, including Mental Health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of Mental Health needs, applying sound theoretical knowledge and practical expertise.
3. Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectlively manage risk.
4. Working collaboratively with the school to enhance Mental Health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
5. Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.
6. Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
7. Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.

Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA). 

Required

• Applicants must be qualified as a psychologist, social worker, Mental Health nurse or occupational therapist. 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

• 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.

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 *******@education.vic.gov.au

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

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

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.

• 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