Job type: Full time / From 28/01/2025 - 23/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1436519
Location ProfileTarneit Rise Primary School is a strong, inclusive community that proudly celebrates our diversity and multiculturalism, and we are recruiting!
Our facilities are state of the art, our children are gorgeous, our curriculum is rigorous, and our leadership is strong. We are not looking for teachers who know everything; we are looking for reflective practitioners (of any level of experience) who are curious about their practice and who want to make a difference in the world. Instructional coaching is offered to all new staff. As a school, we are committed to building teacher capacity because we know the positive effect this has on teachers and their children. We think it's impossible not to leave our school so very much better than when first arriving.
The school attracts and retains a dynamic, caring, and innovative staff who work hard to provide a range of high-quality learning opportunities to stimulate and challenge each child. This is done within a collaborative culture, creating a strong sense of community spirit and high expectations.
Our children are highly aspirational, respectful, consistently display positive attitudes, and are committed to learning. This positive and respectful school culture fosters academic excellence and personal growth, making our school a wonderful place to teach and learn.
The school is recognised for its High Ability program and inclusive teaching practices.
Teaching is designed using educational research and cognitive science. At Tarneit Rise Primary School, we ensure our students achieve maximal time on task and we maximise what we do with that time. We build a reading brain in each student through explicit direct instruction, repetition, teacher fidelity, and time on task. We know teaching reading is not just about phonics but is underpinned by phonics and phonological awareness, reading fluency, vocabulary, and comprehension, and our curriculum is organised so students can develop fluency in all components. We know instructional routines matter, so we ensure to teach first, reduce cognitive load, provide opportunities for students to practice more, and teach more in less time. As educators, we know knowledge held in long-term memory is active and can be flexibly and effortlessly applied to a range of situations. Knowledge is what you think with. Because of this, TRPS has committed to a knowledge-rich curriculum in which foundational, enabling, and problem-solving knowledge is strategically developed as students pass through each stage of their education. Committed to evidence-based decision making, TRPS draws on the research of Barack Rosenshine to design and map the curriculum, select effective instructional strategies, and structure lessons. Explicit teaching, delivery of new material in small steps, guided practice and teacher modelling, questioning, and review and retrieval practice are whole-school agreed strategies that support children to make progress in their learning.
Our community works together to ensure every child has a positive, happy, and rewarding school experience. Families and teachers are genuine partners in the learning process, ensuring our children strive to achieve their personal best and show kindness towards others.
RoleThe 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.
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.
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 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.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 ApplyTeachers 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.
Conditions of EmploymentAll 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.VIT LANTITETo 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.
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