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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:
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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
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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.
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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.
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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.
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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.
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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.
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Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
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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
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Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
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For Psychologists, applicants must hold full registration with AHPRA
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For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
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For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
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For Occupational Therapists applicants must hold full registration with AHPRA
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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)
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Demonstrated direct counselling experience
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A current Working With Children Check.
Desirable
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For Psychology applicants, specialisation in educational and/or developmental psychology.
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For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
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For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
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For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
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For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).
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
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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
This role comprises 0.8 FTE as a Mental Health Practitioner. The additional 0.2 FTE will involve undertaking other responsibilities aligned with your professional qualification/s
Our College
Eaglehawk Secondary College (ESC) is a Year 7 - 10 college, which focuses on the needs of students in preparation for senior school pathways, further study and the workforce. Students from the college progress on to undertake the VCE or equivalent at Bendigo Senior Secondary College, with which ESC has a very strong partnership as a member of the Bendigo Education Plan cluster schools.
The college has a student population of 570 students drawn from Eaglehawk, Bendigo and the adjacent rural areas, with projected growth to 700. The college was completely rebuilt in 2012 with outstanding facilities including four Learning Communities; Design and Technology building; Performing Arts Centre; Library; Food Technology areas; Gymnasium; a purpose-built Innovation Learning Centre for STEAM and an onsite reengagement facility that hosts the college¿s Connect Program.
Student Engagement
A wide range of teaching and learning strategies are employed by teachers to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.
The major features of ESC are:
- A well-balanced curriculum that has breadth, depth, engagement, and challenge.
- Personalised learning opportunities that increase agency and voice in learning.
- Literacy and Numeracy programs catering for personalised learning.
- Applied and practical learning experiences with VCE and VET opportunities utilising industry standard facilities and equipment.
- Bring Your Own Device program in 2026
- Programs to support Indigenous students.
- Tutor supported program for Karen students.
- Opportunities for students to thrive in our onsite re-engagement program ¿Connect¿ that support students who are at risk, therefore enabling them to remain connected to educational opportunities and the school community.
- A Teacher Advisor Program committed to the learning, wellbeing, and engagement of students.
ICT
ESC maximises learning technologies through the Bring Your Own Device Program to be introduced in 2025. Parents are kept informed of their child¿s learning and attendance via COMPASS platform. Every student in the College is connected on-line for their learning and assessment.
Responsive & Innovative Curriculum
A wide range of teaching and learning strategies are employed to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.
Curriculum initiatives include:
- E-Learning across the curriculum
- Pathways opportunities which include Work Experience and Head Start
- VET and VCE provision at Year 10.
- High needs transition program for at risk students Year 6 moving to Year 7
- Year 10 transition program to Bendigo Senior Secondary College
- Breadth of subject and elective offerings across the curriculum across years 7-10
- Courses are designed and aligned with Victorian Curriculum in the areas of English, Mathematics, Humanities, Arts, Science, LOTE, Design and Technology and Health and Physical Education.
- Opportunities to undertake specialist programs as part of the BEP cluster secondary schools initiative including the Athletic Development Program and STEAM
- RACV Energy Breakthrough and the Bendigo Instrumental Music Program (BIMP)
Parent Engagement
Parents obtain regular feedback about student progress and competencies through:
- Ready to Learn conferences at the start of the year and Parent / Teacher / Student interviews at the end of Semesters 1 and 3.
- Progressive student assessment and reporting information available through COMPASS for each unit of work.
- End of semester reports on Victorian Curriculum progress via COMPASS
- Course Counselling for subject selection for Years 8 - 10.
College Facilities
Our school has been built to cater for a long-term enrolment of 800 students. The school is designed on principles that have created modern school buildings capable of supporting a wide variety of new teaching and learning approaches.
The school design allows for:
- Personalised learning for every student.
- Curriculum that has breadth, depth, engagement and challenge.
- Applied and practical learning experiences.
- Each student has a Teacher Advisor for student wellbeing, mentoring and academic support.
- Indoor-outdoor connections for learning. For example, the GROW program and 3556 Magazine.
- Student leadership opportunities through our Student Activities and Leadership Team
- Partnership programs with La Trobe University, Bendigo.
- College Production.
Supporting All Students
The facilities have a capacity to provide a vast curriculum program including STEAM and Project Based Learning programs. The setting supports students to build effective relationships with their teachers and their fellow students.
Learning Communities
Learning Communities accommodate up to 200 students. The community caters for their core curriculum classes and provides the base for their management and welfare as a group. Small teams of teachers provide home group (Teacher Advisor - TA) tutoring to small groups of students in each Learning Community, which will help develop a culture of high expectations, underpinned by a commitment to effort and hard work by all.
The flexible learning spaces support the extensive use of Information Communication Technologies. The design of the neighbourhoods allows effective supervision of all students in the group and includes social spaces where personal relationships are formed.
Learning communities also include:
- Studio classrooms for up to 25 students.
- Interview spaces that can also be used as a workspace for three or four students.
- Breakout spaces where a range of teaching and learning activities can occur.
- Specialist Arts / Science studios and a link to specialist areas for Design and Technology Studies, Health and Physical Education and Performing Arts.
