AddressIntroducing: Centre for Higher Education Studies (CHES) - a state-wide centre-of-excellence for high-ability senior secondary students
CHES has been established by the Victorian Government to engage and meet the needs of high-ability students in senior secondary years in Victoria. Established in 2023, CHES is a new co-educational, purpose-built centre where high-achieving and high-ability students in government schools can find the support, structure and space to extend their learning beyond a standard VCE program. At CHES, students are enrolled part-time from schools across Victoria to access certain VCE subjects and a range of university courses through our state-of-the-art facility and high-quality virtual platform. CHES aligns with the research that reveals the significant benefits in bridging secondary schooling with universities to provide acceleration, extension, and enrichment opportunities.
Mental Health Practitioner Role at CHES
Our focus is on supporting the wellbeing needs of students who are academically highly able and high achieving, including students from regional and rural Victoria, Aboriginal and Torres Strait Islander students, and students from disadvantaged backgrounds. We seek to address the wellbeing challenges that can be faced by students who are academically highly-able, including self-image, managing peer relationships, perfectionist tendencies, asynchronous development, the `forced choice dilemma', and post-secondary pathways planning.
This is an exciting opportunity to join the CHES team one day per week (0.2 part-time). The focus of the Mental Health Practitioner role at CHES many involve some limited small group therapeutic support on occasion, but therapy is mostly managed by their base school (as students are enrolled only part-time with us). The prime focus of the role is the development of materials, resources, communications, activities, events, policies and programs that enables CHES to proactively support highly able students within our various subjects and courses. The policies, programs, practices and resources we develop will be applied not only in our unique setting, which is a young adult learning environment that bridges school and university, but will also be made available to other government schools to draw upon and implement. The scope of this role also includes some professional development sessions for teaching staff on programs and materials that support a whole school approach to student wellbeing.
Prospective applicants are encouraged to contact Stewart Milner, Principal of CHES, to learn more about the unique nature of this role at CHES at **************@education.vic.gov.au.
CHES is a currently a small team of 13 staff and the Mental Health Practitioner role requires a high level of independence, initiative, organisational skills and the capacity to work with groups of students in-person and online (as our students enrol from across Victoria) and the Mental Health Practitioner will report directly with our Assistant Principal.
Our website: https://ches.vic.edu.au/
CHES is a hub to enrich and celebrate student learning
The state-of-the-art CHES facility is a four-storey building located at 669 Chapel Street in South Yarra and features an auditorium, university-standard science laboratories and design rooms, recording studios, and a professional learning space. Additionally, CHES provides general-purpose classrooms, small group rooms, and a distinctive learning space on the rooftop terrace. These learning spaces reflect the CHES flexible approach to teaching, learning and wellbeing support (online and on-site). CHES hosts a high-quality virtual platform that supports students to access our programs regardless of where they are located in Victoria with the option to study with us online or on-site.
Our unique curriculum programs
CHES is a senior secondary provider and we coordinate and deliver select VCE subjects and Higher Education Studies (HES). These HES courses are first-year university subjects that allow students to gain ATAR points and university credits while completing their VCE studies and are delivered through our partnerships with universities.
CHES also offers four select VCE subjects to high-achieving government school students across Victoria:
- VCE Algorithmics
- VCE Extended Investigation
- VCE Specialist Maths
- VCE English Language
Students participating in CHES programs remain enrolled at their secondary school and are supported to undertake a program through CHES as part of their VCE program. Working in close partnership with their base schools across Victoria, students are enrolled in a CHES course for a fraction of their timetable (typically they will study only one subject with us) with the remainder of their enrolment and timetable reflecting the subjects being completed at their base school.
Additional partnerships
CHES has established partnerships with a foundation network of five local schools (Mac.Robertson Girls High School, Melbourne Girls College, Melbourne High School, Prahran High School and Richmond High School) and those schools are also able to deliver their own VCE classes within the CHES facility when our spaces are not fully utilised for CHES programs. However, the wellbeing needs of those students are managed and supported by staff within their own schools.
Our aims
The overarching strategic objectives of CHES are to:
- improve access to tertiary courses and strengthen tertiary pathways for students
- make available enrichment and extension opportunities to further stretch and challenge senior students
- provide additional opportunities for academic stretch and challenge to high-achieving and high-ability students in rural and regional areas and those in priority cohorts
- support not only the academic needs of students but also their social, emotional and developmental needs
A unique feature of the CHES environment is the opportunity for students, teachers and academics to form strong relationships, closely collaborate and deepen learning. CHES also leads professional learning for teachers in schools around Victoria in meeting the needs of high-ability students.
Hybrid modes of delivery
To enable students across Victoria to access CHES programs, including rural and regional students, CHES programs are accessible through online platforms as well as on-site. The use of technology through CHES supports the integration of all students, regardless of where in Victoria they may be based. Comprehensive orientation programs, and opportunities for all students are available to ensure equitable learning opportunities to all. Our wellbeing supports and services will also be available online.
Access to CHES
CHES is a new 4 storey state-of-the-art facility with university-standard resources, located centrally on Chapel Street in South Yarra. Consistent with other inner city vertical schools, there is no staff car parking available on-site but there is convenient access through a range of public transport options nearby.
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.
- 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.
- 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.
- 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.
- Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
- Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
- 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
- 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.
- 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.
- Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
- 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.
- 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.
- Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
- 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, 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).
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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
- 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
