- SC1 '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.
- SC2 'Teaching practice'. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to Mental Health, wellbeing or learning.
- SC3 '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.
- SC4 '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.
- SC5 '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.
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 Victorian Government is providing $200 million over four years and $93.7 million ongoing to expand the Mental Health in Primary Schools program 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.
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. This includes:
- building the capacity of school staff, in particular classroom teachers, to identify and support students with Mental Health concerns in the classroom
- supporting the school to create clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention
- coordinating targeted Mental Health support for students by working with regional staff, school wellbeing and leadership teams, teachers, parents/carers and external agencies
Mental Health and Wellbeing Leaders are not required to have Mental Health or other relevant qualifications, as the role is not expected to provide one-on-one counselling to students. Instead, the role is designed to ensure Mental Health prevention and early intervention are embedded in the classroom. Using their intimate knowledge of the in-classroom experiences of teachers, Mental Health and Wellbeing Leaders complement the school's existing wellbeing team by bringing it together with regional staff, community services and other health professionals to engage and build relationships with appropriate Mental Health and Wellbeing support.
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 a structured and regular Communities of Practice. Training is developed and facilitated by the Melbourne Graduate School of Education at University of Melbourne, supported by Murdoch Children's Research Institute.
The Department of Education and Training 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 Melbourne Graduate School of Education at the University of Melbourne. Evaluation of this pilot program 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.
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.
- 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.
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.
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
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.
Stawell Primary School is a historically significant school, located centrally in the town of Stawell in the West Grampians Network. `502¿ ¿ as the school is known locally, has a current enrolment of 280, making it the largest primary school in Stawell, with students drawn from both the town and surrounding rural districts.
Stawell Primary School¿s Vision and Values statement reflects the importance placed on developing both the academic progress and the emotional wellbeing of all students. The school¿s mantra of 502-P.R.I.D.E. (Participation, Respect, Integrity, Determination and Excellence) sets important standards in terms of work effort, behaviour expectations and aspirations for all.
We aim to be: proud of ourselves, proud of our work, proud of our school and proud of our community.
Stawell Primary School has 29 staff members comprising of: 2 Principal Class, 19 teachers and 8 Education Support staff including- 5 student support and 3 Administration staff, a MHWB Co-ordinator and a canteen manager.
The school¿s leadership profile consists of a Principal, Assistant Principal, Leading Teacher, Community of Practice Leaders (COP) for English, Maths and Wellbeing and three Professional Learning Team (PLT) Leaders.
The school¿s grade structure consists of 13 classes, grouped into three teaching and professional learning units:
Prep¿Year 2, Year 3¿4 and Year 5¿6.
A comprehensive curriculum is delivered through a differentiated, goal-based model for teaching and learning, with an overlay of Michael Fullan¿s Deep Learning approach to increase authentic learning opportunities.
Specialist teachers provide engaging programs in three subject areas- The Arts, PE and Chinese language.
Enrichment programs include swimming, extensive camps and excursions opportunities, sporting programs and a strong transition process involving local kindergartens (K-P), Stawell Secondary College (6-7) and the broader community.
Student leadership plays an important role within our school, enabling students to build their leadership capacity, whilst providing opportunities for student voice and agency. Our school has a strong link with the Secondary College, supporting opportunities for student-led programs by secondary students.
Students are encouraged to be engaged members of the Stawell community through active participation in community programs, fostering a `giving back¿ approach.
Our school provides a range of extra programs to support student wellbeing developing resilience, social skills and self-confidence. The School-wide Positive Behaviour program - 502 PRIDE leads our approach to general wellbeing, supported by our participation in the Resilience Project.
We are a pilot school for DET¿s Mental Health in Primary Schools (MHiPS) and a trial school for the Psychologists in Schools initiative.
The School Chaplain and associated programs such as Kids Hope Mentors, Breakfast Club and Uniform Shop, provide wellbeing support for students and their families.
The school actively encourages parent and community partnerships which support student learning and Wellbeing. Parent helpers regularly assist in classrooms and with school events.
Striving to be the best you can be continues to be the goal for all members of our school community.