Leading Teacher Range 3

Job type: Part time / From 07/10/2024 - 18/12/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1419144
Selection CriteriaSC1 '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.RoleThe 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 Victorian Government is providing $200 million over four years and $93.7 million ongoing to expand the Mental Health in Primary Schools program 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.
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. This includes:
building the capacity of school staff, in particular classroom teachers, to identify and support students with mental health concerns in the classroomsupporting the school to create clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and interventioncoordinating targeted mental health support for students by working with regional staff, school wellbeing and leadership teams, teachers, parents/carers and external agenciesMental Health and Wellbeing Leaders are not required to have mental health or other relevant qualifications, as the role is not expected to provide one-on-one counselling to students. Instead, the role is designed to ensure mental health prevention and early intervention are embedded in the classroom. Using their intimate knowledge of the in-classroom experiences of teachers, Mental Health and Wellbeing Leaders complement the school's existing wellbeing team by bringing it together with regional staff, community services and other health professionals to engage and build relationships with appropriate mental health and wellbeing support.
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 a structured and regular Communities of Practice. Training is developed and facilitated by the Melbourne Graduate School of Education at University of Melbourne, supported by Murdoch Children's Research Institute.
The Department of Education and Training 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 Melbourne Graduate School of Education at the University of Melbourne. Evaluation of this pilot program 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.
ResponsibilitiesOperating 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 familiesSupport 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.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 CommitmentApplicants 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 ******
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:
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:
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 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 Merri-bek Primary School is situated in Coburg, which is a suburb in the inner urban north of Melbourne. The physical layout of the school is an open plan learning structure on two storeys with four main learning areas accommodating multi-age classes of Foundation, Year 1/2, 3/4 and 5/6. The teaching and learning areas are open environments that contain a kitchen, library and offices. The school has an auditorium used for performing arts, assemblies, parent information sessions, the Lifeskiils program, Breakfast Club and physical education lessons. Our staff consists of 22 teachers (several part time) and six Educational Support Staff. We also have three administrative and one contracted maintenance staff and two Principal Class staff.

Merri-bek Primary School¿s vision is to be a community of inclusive, innovative and inspired learners. Our mission is to:
¿ Create a culture of shared goals, trust and high expectations for all.
¿ Embrace an environment that is open, safe and welcoming.
¿ Promote and develop student voice and agency to drive action.
¿ Provide an engaging and challenging curriculum which promotes exploration, risk-taking and creativity.

Supporting the MPS Vision and Mission are three core values: Respect, appreciating diversity and being considerate of how people think and live; Responsibility, empowering students to take ownership of their learning and actions; and Resilience, continually strengthening our capacity to understand challenges and create new possibilities. These values drive our culture of positive relationships, diversity and empowerment and convey the beliefs that positively influence our behaviour and the way we interact with individuals, groups and communities.

The school's socio-economic profile based on families' occupations and education is considered in the low band which represents high parent education level and high socio-economic advantage.
Classroom teachers spend an average of 5 hours per week on Reading and 5 hours on Writing, and total of 5 hours per week on Mathematics. Our curriculum at Merri-bek PS reflects the Victorian Curriculum framework, with specialist programs in the Arts, Spanish language, physical education and STEM. A range of extra-curricular activities are provided through lunchtime clubs and an outsourced music and coding program. The school is in the twelfth year of its one-to-one laptop program from Year 3 to Year 6 students.

Working alongside our dedicated staff, are our Education Support Staff and Allied Health professionals, which include, but are not limited to, Speech Pathologists, Occupational Therapist and an onPsych Psychologist. The support of these staff enable us to provide a happy and engaging learning environment whereby students are encouraged to develop their social competencies, resilience and self-esteem.
Part time / From 07/10/2024 - 18/12/2026
#J-18808-Ljbffr