Mental Health Practioner

Murtoa College’s mission is inspiring young minds to grow into lifelong learners. Our vision for learning is for students to develop skills that enable them to succeed in everyday life and pursue their aspirations and passions. We aim to nurture students to become respectful, compassionate and tolerant citizens, ready to contribute to their community.

The Murtoa College staff, students and community are committed to the school values of: Respect, Enthusiasm, Honest, Responsibility, Cooperation, Courtesy, Caring, Friendliness, Excellence and Commitment. Our key objectives at Murtoa College are:

• To improve the learning growth of all students in all areas.
• To ensure all students are motivated in their learning and that they have a strong sense of belonging and connectedness to the college and their peers.
• To maintain a safe and respectful environment for the whole college community.

Murtoa College is a Foundation to Year 12 School of currently 260 students situated 300 kilometres north-west of Melbourne, and approximately 30 kilometres east of Horsham. Currently there are five combined classes in years F-6 area with a total of 74 students. There are two classes at each year level in years 7-12 with 186 students. Classes at year 11 and 12 (VCE) have small numbers in all subject areas. As well as drawing students from the local area, Murtoa also has 50 students who pay to travel by bus each day from Horsham. The school services a wide area that ranges east to west from Horsham to Rupanyup (45 kilometres) and north to south from Minyip to Glenorchy (about 50 kilometres).The enrolment numbers have been stable, varying between 250 and 275 students in last 10 years. Our feeder schools are Minyip Primary School, Rupanyup Primary School and Our Lady Help of Christians School. About 80% of students travel to school by bus from the surrounding farming areas and towns, including Horsham. The college has 27.4 EFT teaching staff plus 12.6 EFT education support staff. Many of these staff work on a part-time basis.

 In years 7-12, the college offers a diverse program and a comprehensive year 11 and 12 program including VCE, VCAL and VET. Year 7 and 8 students follow a comprehensive program that offers English, Maths, Science, Humanities, Languages (German), Health and Physical Education, Home Economics, Art, Visual Communication, Textiles and Digital Technologies.In year 9 and 10, students are offered greater choice through an ‘elective’ program. They must all complete ‘core’ subjects of Maths, English, Science, Humanities and Positive Education (Social and Emotional Learning) and all other subjects are chosen from comprehensive elective program that follows the Victorian curriculum. Instrumental music lessons are available for students in Years 5-12.

There are currently 5 composite classes in F-6. Science, Art, Languages (German) and Physical Education are specialist subjects taught in F-6. All other domains covered by classroom teachers. There is a variety of extra support programs across the college. These include the Tutor program, MYLNS, Quick Smart, CAFÉ reading, Maths Tribes, Hands on Learning, Peer Support and Early Years literacy Intervention. Enrichment programs such as sport, camps, and educational excursions are a feature of the comprehensive learning program.

To improve learning growth of all students in all areas, Murtoa College teachers focus on pedagogical approaches that are evidence based and shown to have the greatest impact on student learning. This underpins our focus on maintaining teacher quality by using the Murtoa College Instructional Model. Murtoa College also recognises the importance of enabling staff to collaborate and share their practice with others. In doing so, we have developed a rigorous Professional Learning Communities (PLCs) to allow staff to support each other and build their capacity so that all students can benefit from improved teaching and learning. When implementing the Victorian Curriculum, including VCE, VCAL and VET studies, Murtoa College staff prioritise the strategic use of data to inform teaching practices. In doing so, they shall share best practice pedagogy, observe and reflect on the learning and teaching practices, design assessment protocols, coach and mentor each other and ensure professional development is targeted to the needs of the individual, team and the whole college.

Murtoa College’s mission is inspiring young minds to grow into lifelong learners. Our vision for learning is for students to develop skills that enable them to succeed in everyday life and pursue their aspirations and passions. We aim to nurture students to become respectful, compassionate and tolerant citizens, ready to contribute to their community.

The Murtoa College staff, students and community are committed to the school values of: Respect, Enthusiasm, Honest, Responsibility, Cooperation, Courtesy, Caring, Friendliness, Excellence and Commitment. Our key objectives at Murtoa College are:

• To improve the learning growth of all students in all areas.
• To ensure all students are motivated in their learning and that they have a strong sense of belonging and connectedness to the college and their peers.
• To maintain a safe and respectful environment for the whole college community.

Murtoa College is a Foundation to Year 12 School of currently 260 students situated 300 kilometres north-west of Melbourne, and approximately 30 kilometres east of Horsham. Currently there are five combined classes in years F-6 area with a total of 74 students. There are two classes at each year level in years 7-12 with 186 students. Classes at year 11 and 12 (VCE) have small numbers in all subject areas. As well as drawing students from the local area, Murtoa also has 50 students who pay to travel by bus each day from Horsham. The school services a wide area that ranges east to west from Horsham to Rupanyup (45 kilometres) and north to south from Minyip to Glenorchy (about 50 kilometres).The enrolment numbers have been stable, varying between 250 and 275 students in last 10 years. Our feeder schools are Minyip Primary School, Rupanyup Primary School and Our Lady Help of Christians School. About 80% of students travel to school by bus from the surrounding farming areas and towns, including Horsham. The college has 27.4 EFT teaching staff plus 12.6 EFT education support staff. Many of these staff work on a part-time basis.

 In years 7-12, the college offers a diverse program and a comprehensive year 11 and 12 program including VCE, VCAL and VET. Year 7 and 8 students follow a comprehensive program that offers English, Maths, Science, Humanities, Languages (German), Health and Physical Education, Home Economics, Art, Visual Communication, Textiles and Digital Technologies.In year 9 and 10, students are offered greater choice through an ‘elective’ program. They must all complete ‘core’ subjects of Maths, English, Science, Humanities and Positive Education (Social and Emotional Learning) and all other subjects are chosen from comprehensive elective program that follows the Victorian curriculum. Instrumental music lessons are available for students in Years 5-12.

There are currently 5 composite classes in F-6. Science, Art, Languages (German) and Physical Education are specialist subjects taught in F-6. All other domains covered by classroom teachers. There is a variety of extra support programs across the college. These include the Tutor program, MYLNS, Quick Smart, CAFÉ reading, Maths Tribes, Hands on Learning, Peer Support and Early Years literacy Intervention. Enrichment programs such as sport, camps, and educational excursions are a feature of the comprehensive learning program.

To improve learning growth of all students in all areas, Murtoa College teachers focus on pedagogical approaches that are evidence based and shown to have the greatest impact on student learning. This underpins our focus on maintaining teacher quality by using the Murtoa College Instructional Model. Murtoa College also recognises the importance of enabling staff to collaborate and share their practice with others. In doing so, we have developed a rigorous Professional Learning Communities (PLCs) to allow staff to support each other and build their capacity so that all students can benefit from improved teaching and learning. When implementing the Victorian Curriculum, including VCE, VCAL and VET studies, Murtoa College staff prioritise the strategic use of data to inform teaching practices. In doing so, they shall share best practice pedagogy, observe and reflect on the learning and teaching practices, design assessment protocols, coach and mentor each other and ensure professional development is targeted to the needs of the individual, team and the whole college.

Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling for a range of mental health issues. Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs. Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people. Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people. Clear understanding of legislative requirements regarding privacy of health information. 

Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling for a range of mental health issues. Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs. Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people. Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people. Clear understanding of legislative requirements regarding privacy of health information. 

The Mental Health Practitioners (MHP) initiative provides for a suitably qualified mental health professional in all government schools

Operating in collaboration with the Department of Education and Training's Area-based multi-disciplinary teams, this role will have the following functions:

provide direct counselling support and other early intervention services for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health needs;
coordinate supports for students with critical needs both within and external to the school, including proactively working with regions and other health professionals to engage further support as required; and
enhance promotion and prevention activities in the school by contributing to whole school health and wellbeing plans, building the capability of teaching staff and school leadership to manage student health and wellbeing, and helping to embed mental health promotion and prevention programs and strategies in the school.

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:

https://www.education.vic.gov.au/hrweb/workm/Pages/rolesTS.aspx

The Mental Health Practitioners (MHP) initiative provides for a suitably qualified mental health professional in all government schools

Operating in collaboration with the Department of Education and Training's Area-based multi-disciplinary teams, this role will have the following functions:

provide direct counselling support and other early intervention services for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health needs;
coordinate supports for students with critical needs both within and external to the school, including proactively working with regions and other health professionals to engage further support as required; and
enhance promotion and prevention activities in the school by contributing to whole school health and wellbeing plans, building the capability of teaching staff and school leadership to manage student health and wellbeing, and helping to embed mental health promotion and prevention programs and strategies in the school.

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:

https://www.education.vic.gov.au/hrweb/workm/Pages/rolesTS.aspx

1. Deliver professional support service/s in a school/s, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.

2. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.

3. Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

4. Demonstrate leadership and provide professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.

5. Liaise with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students.

6. Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.

7. Meet relevant policies and legislative requirements in relation to student health information privacy.

Please note:
• The relevant enterprise agreement underpinning this position is the Victorian Government Schools Agreement 2017.
• Continued professional learning is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).

1. Deliver professional support service/s in a school/s, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.

2. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.

3. Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

4. Demonstrate leadership and provide professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.

5. Liaise with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students.

6. Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.

7. Meet relevant policies and legislative requirements in relation to student health information privacy.

Please note:
• The relevant enterprise agreement underpinning this position is the Victorian Government Schools Agreement 2017.
• Continued professional learning 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 must hold full registration with AHPRA
• Have demonstrated direct counselling experience
• Have a current Working With Children Check

Desirable

• For Psychology applicants, specialisation in education and/or developmental psychology.
• For Mental Health Nurse applicants, hold a Mental Health Nurse Credential and membership with the Australian college of Mental Health Nurses.
• For Social Work applicants, hold membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.

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 must hold full registration with AHPRA
• Have demonstrated direct counselling experience
• Have a current Working With Children Check

Desirable

• For Psychology applicants, specialisation in education and/or developmental psychology.
• For Mental Health Nurse applicants, hold a Mental Health Nurse Credential and membership with the Australian college of Mental Health Nurses.
• For Social Work applicants, hold membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.

The Department of Education and Training 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.

The Department of Education and Training 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.

No job description available

No job description available

No job description available