Specialist Expertise:
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Competency and experience in clinical nursing assessment and ability to work as a sole health professional within schools.
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Demonstrated expertise in adolescent public/school health, community health, health promotion or development paediatrics.
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Demonstrated experience in effective client record management, activity recording, assessment, and care planning.
Cross Cultural Awareness:
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Communicate well with, relate to, and see issues from the perspective of people from a diverse range of cultures and backgrounds.
Communication:
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Confidently conveys information in a clear and interesting way; considerate of others; able to express own views in a constructive and diplomatic way; develops reports and correspondence for clients and others using clear and readily understood language; writes in a clear, fluent, and concise manner; produce written communications that are appropriate and readily understood by the intended audience; organise information in a logical sequence.
Analytical, conceptual and information seeking skills:
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Deal with concepts and complexity comfortably, be intelligent and perceptive, use analytical and conceptual skills to reason through problems, have creative ideas and project how these can link to innovations; translate creative ideas into workplace improvements
Service excellence:
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Constantly looks for continuous improvement opportunities and ways to innovate and encourages others to do the same; makes specific changes in work methods to improve outcomes, quality and timeliness of service.
The role supports the school in addressing contemporary health and social issues facing young people with a focus on health promotion and primary prevention including health education, classroom education sessions and small group education and limited primary health care including student assessment, referral and support. Additionally, a responsibility of this role is to offer a universal health screening service to children in their first year of school. This includes responding to parent¿s concerns and observations collected through the School Entrant Health Questionnaire (SEHQ), conducting follow-up health and wellbeing assessments, providing advice to teachers and families and appropriate referral of issues to internal and external agencies.
The School Nurse works collaboratively with students, teachers, wellbeing staff, school leadership and school communities to build capacity and improve - health outcomes. This may include the development, implementation and evaluation of appropriate health education in response to identified health priorities in schools.
The incumbent is required to practice in accordance with the Department policy and procedure as well as the various Professional Codes, Guidelines and Registration Standards set by Australian Health Practitioners Regulation Authority.
To help reduce negative health outcomes and risk taking behaviours amongst young people, the role supports the school in addressing contemporary health and social issues facing young people with a focus on health promotion and primary prevention including health education, classroom education sessions and small group education and limited primary health care including student assessment, referral and support. The Nurse works collaboratively with students, teachers, wellbeing staff, school leadership and school communities to build capacity and improve - health outcomes.
The incumbent is required to practice in accordance with the Department policy and procedure as well as the various Professional Codes, Guidelines and Registration Standards set by Australian Health Practitioners Regulation Authority.
Essential:
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Current registration as a Division 1 Registered Nurse with the Australian Health Practitioner Regulation Authority.
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Current Victorian Working with Children Check.
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Current Victorian Drivers Licence.
Desirable:
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Relevant tertiary qualification and/or experience in the areas of child or adolescent health, health promotion, community health, mental health, sexual health, public health, primary health care, education, experience as an independent practitioner.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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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
Officer Brunt Road Specialist School (interim name) is currently being built and will open from Day 1, Term 1, 2027. Located on Pioneer Way in Officer, the school has been designed to meet increasing enrolment demand within Melbourne's growing south-east corridor and will provide educational programs for students with mild to profound intellectual disability. When fully operational, the school will cater for up to 144 students.
The school has been purpose-built to provide a safe, inclusive and engaging learning environment that supports communication, regulation, independence and meaningful participation for every student.
When the school opens in Term 1, 2027, facilities will include:
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2 learning neighbourhoods
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Administration and library building
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A multi-purpose building including specialist spaces for music, drama, food technology and fitness, as well as a canteen
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Outdoor hard courts and car parking
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Junior and senior playgrounds, an adventure playground, productive garden and active green space.
Officer Brunt Road Specialist School (interim name) is being established with a strong focus on evidence-informed practice, inclusive education and collaborative teamwork. Staff will work together to create structured, engaging and supportive learning environments that promote positive outcomes in learning and wellbeing.
Guided by our motto, "Belonging first. Connection always. Growth for all." we are committed to creating a school culture where every student, staff member and family feels welcomed, valued and supported to thrive.
Vision
We deliver high-quality teaching within an inclusive and predictable learning environment, supporting every student through tailored adjustments to achieve meaningful progress in learning and wellbeing.
Mission
We provide a structured, responsive learning program tailored to each student's strengths, needs, and goals. Through collaborative practice, evidence-informed teaching, and targeted supports, we ensure every student can access learning, participate meaningfully, and make ongoing progress in their education.
Values
Belong - Everyone feels safe, included and valued
Connect - Strong relationships guide learning and wellbeing
Grow - Learning and progress for all
Belonging first. Connection always. Growth for all.
Our Commitment
At Officer Brunt Road Specialist School (interim name), we are committed to:
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Delivering evidence-informed, trauma-informed and differentiated teaching for students with intellectual disability and complex learning needs
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Using explicit teaching, ongoing assessment and allied health collaboration to support communication, access and student growth
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Embedding the Victorian Curriculum, Berry Street Education Model and SWPBS within a cohesive approach to learning and wellbeing
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Creating structured and supportive learning environments that promote regulation and readiness to learn
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Maintaining a culture of unconditional positive regard where every student feels valued, included and supported to thrive
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Building strong partnerships with families, carers and external professionals to support student success
