Role
The role of the Mental Health and Wellbeing Leader is to:
1. build capability of the whole school with regard to mental health and wellbeing (identification, promotion and prevention),
2. provide support to staff to better identify and support students with mental health needs,
3. establish clear pathways for referral for students requiring assessment and intervention, and monitor and evaluate student progress.
The role provides a proactive focus for the promotion and prevention of mental health and wellbeing through assessment and implementation of context-relevant programs, approaches and initiatives based on a broad and extensive knowledge of the needs of the school.
The Mental Health and Wellbeing Leader role is not a clinical role and is not designed for direct intervention. The role is seen as a key conduit in creating referral pathways once a teacher or other staff member identifies a concern in the classroom.
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 structured and regular Learning Communities Training is developed and facilitated by the Faculty of Education at University of Melbourne, supported by Murdoch Children's Research Institute.
Responsibilities
Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:
4. Promote a whole school approach to mental health and wellbeing to students, staff and families
5. 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.
6. Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing. Provide support to schools staff and classroom teachers to build their capabilities to embed mental health into the classroom.
7. Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
8. 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.
9. Contribute to the school's existing wellbeing team.
It is expected that Leading Teachers at the school will fulfill the following responsibilities:
School Wide
·Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan, AIP and school priorities
·Leading and managing the provision of professional development and creating development plans for staff
·Demonstrating exemplary classroom practice and creating structures to promote reflective teaching practice, continuous learning and shared responsibility for student outcomes
·Leading and managing staff reviews and development through the PDP, ensuring alignment with SSP/AIP goals and targets
·Consistently demonstrating behaviours underpinned by DET values and enacting the School vision in all interactions within our community
·Actively promote and continue to develop the use of Compass amongst the School Community (staff, students, parents/carers and other key stakeholders).
Who May Apply
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.
EEO AND OHS Commitment
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 ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards
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:
DE Values
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:
Conditions of Employment
10. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
11. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
12. A probationary period may apply during the first year of employment and induction and support programs provided.
13. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
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.
Location Profile
An attractive and spacious entrance to the school boasts a well-resourced library, gymnasium/multipurpose room, canteen, after school/vacation care room and staff administration area and with a designated STEAM and Art room. There are also two soft fall rubber netball/basketball courts, extensive grassed areas including an oval, two adventure playgrounds, a sand pit, shaded areas and additional asphalt areas.
The enrolment is currently around 445 and, with families moving into new areas such as the Ashfield and Rosenthal Estates, further growth is expected. Of the total student population, a significant percentage identify as of Aboriginal or Torres Strait Islander descent, live in out of home care, are EAL, are on the PSD program or are students with ASD. The school has embedded practices for the diversity of parents/carers and family members to be engaged to understand the learning progress of their children and how to effectively support them to learn.
Sunbury Heights PS staff comprises of, 2 Principal Class Officers, 29 classroom teachers and 19 Education Support Staff. The school runs 19 classrooms and Specialist classes in Art, STEAM, PE, Music, LOTE Auslan and Learning Specialists which support the implementation of Professional Learning Communities. Sunbury Heights Primary School is becoming known as one that has the personnel, programs and processes in place that support students with more complex learning needs. An Engagement and Wellbeing Coordinator, ES staff, Speech Pathologist, Chaplain and Community Hub Coordinator are wellbeing interventions in place for the support of our students and families.
The school community strives to provide a positive, stimulating and secure learning environment to cater for the needs of each student as an individual. The school does this by creating a caring atmosphere that reinforces mutual respect, promotes self-esteem and develops a sense of belonging to our school. The school values teamwork, effective communication, informed decision making and community involvement. Professional learning is valued to ensure delivery of excellent and consistent educational programs through exemplary professional practices.
Purpose and Values:
Sunbury Heights Primary School remains focused on implementing the Education State themes of Learning for Life, Happy Healthy and Resilient Kids, Breaking the Link and Pride and Confidence in our schools. Our school wide belief is that no child, regardless of social status or postcode, will miss out on a first-class state school education.
Sunbury Heights Primary School is a Lead School in the implementation of Respectful Relationships and is in the third year of School Wide Positive Behaviour implementation. Our school wide values are Respect, Responsibility and Kindness. The school is committed to the safety, participation, and empowerment of all children. We support and respect all children, as well as our staff, volunteers, and school families. We are committed to the cultural safety of Aboriginal children, the cultural safety of children from culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability. As a school we have zero tolerance of child abuse, and all allegations and safety concerns will be treated very seriously and consistently with our child safety standards and robust policies and procedures.