Classroom Teacher

Selection Criteria SC1 `Content of teaching and learning`: Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people. SC2 `Teaching practice`: Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning. SC3 `Assessment and reporting of student learning`: Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services. SC4 `Interaction with the school community`: Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement. SC5 `Professional requirements`: Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case. Role The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred to treatment, care and support.
The Mental Health in Primary Schools initiative is being expanded to every government and low-fee non-government primary school in Victoria. Scaling up across the state from 2023, by 2026 every primary school will be able to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to wellbeing.
The Department of Education has been piloting the Mental Health in Primary Schools initiative in Victorian schools since 2020 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot initiative has shown that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model has improved their school's capacity to support students' mental health and wellbeing needs.
Participating schools receive funding to employ a Mental Health and Wellbeing Leader , a qualified teacher, to work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community.
The role of the Mental Health and Wellbeing Leader is to:
Build capability of the whole school with regard to mental health and wellbeing (identification, promotion and prevention). Provide support to staff to better identify and support students with mental health needs. 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 developed and facilitated by the Faculty of Education at the 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:
Promote a whole school approach to mental health and wellbeing to students, staff and families. 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. 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. 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. 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. Contribute to the school's existing wellbeing team. 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.
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: Child Safe Standards Policy .
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: Department Values Overview .
Other Information 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 Human Resources Website . Conditions of Employment 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 Human Resources Website . 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 Mooroolbark East Primary School, situated in Taylor Road Mooroolbark, was established in 1972. The school is set in a peaceful environment of natural, landscaped grounds and spacious sporting areas.
The school generally draws children from approximately within a kilometre radius from the school but there are a significant number of children who come from the surrounding suburbs of Mt Evelyn, Lilydale, Montrose, Kilsyth and Croydon. New buildings have been established in 2017 to cater for the growing enrolments.
The student population of 578 children in 2024 comes from a diverse socio-economic background.
Mooroolbark East Primary School operates within a structure of straight grades with composite classes where necessary. Teachers work in teams for planning, organisation and program implementation. The school also has a strong emphasis on catering for the individual needs of every student.
In addition to the core programs, Mooroolbark East Primary School offers and encourages participation in a diverse range of extracurricular activities including competitions, environmental groups and various sporting events such as Hooptime, Cross Country, Athletics and Interschool Sport. Lunchtime activities provide options in Chess, Dance and Talent Quests. Students have the opportunity to participate in keyboard and singing lessons. The school offers Before School and After School Care programs.
We have two sister schools in China and are heavily involved in sister school relationships. This includes strong connections with a school in Uganda. Mandarin is the school's language.
Our school is well supported by an enthusiastic community, an effective School Council and committees which successfully co-ordinate a range of community and fundraising activities. In acknowledging that a team of students, staff and parents working together produces the best educational outcomes, the school strongly encourages parent participation in many capacities. Parents participate in school working bees, work voluntarily in varied facets of school life, and contribute directly to learning programs such as literacy, numeracy, sport and excursions. A strong partnership between home and school encourages school community members to work together to provide an education facility of quality for Mooroolbark East Primary School.
Our school sees the education process as a joint responsibility between the school and the family and we have developed a distinctive community ethos. Staff work with parents to promote all aspects of children's development in an atmosphere of friendship and mutual respect. This is reflected in the school values of Kindness, Respect, Resilience and Growth. ILPs and SSGs are a significant feature of teaching planning and focus.
While recognising our students' individuality we believe that they too, must accept responsibility when exercising their personal rights and not infringe on the rights of others. We recognise the need for students to cope socially and emotionally in an ever-changing society and this philosophy underpins many aspects of the school program. Social skills are explicitly taught and a psychologist and chaplain are both employed several days per week.
All children are encouraged to develop to their optimum potential and we are committed to making provision for individual differences. Emphasis is also placed on those skills which will enable students to be flexible and open-minded to new developments.
We provide a quality education for all students and encourage children to strive, at all times, to achieve success. We believe all students can achieve given sufficient time and support.
#J-18808-Ljbffr