Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/10/2024 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1356797
Selection Criteria SC1 Qualifications in Social work, Youth work, Psychology or a relevant community health or welfare field.
SC2 Understanding of common approaches, policies, programs and research relating to student wellbeing.
SC3 Highly developed communication and interpersonal skills, including the ability to work collaboratively in a team and wider community delivering student and family wellbeing services and programs in a relevant setting.
SC4 Demonstrated capacity to work with the Leadership Team, school staff, Student Support Services and agencies in a range of programs and interventions that foster resilience, improve attendance and respond to social issues.
SC5 Ability to provide quality family liaison and support to promote a students' access to educational programs and services.
SC6 Knowledge of case management, intervention strategies and experience in training or providing development.
Role Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment The Department of Education and Training 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.
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 DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at
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. 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. Location Profile Findon Primary School is a government Foundation to Year 6 school with an enrolment of approximately 300 students. Our school strives to provide the best learning opportunities for all its students in an environment that is inclusive and supportive.
At Findon Primary School, our educational philosophy is based on 'developing the whole child'. Our vision is that our students become life-long learners with positive feelings of self-worth and a sense of belonging. As young adults, we aim for our students to be role models of the values they have consolidated at Findon. These values promote our students to become confident, tolerant, resilient and effective team members within the larger global community.
Findon Primary School promotes a school environment that is a welcoming, diverse and safe place for all students, parents, teachers, and staff. We work together to create a school environment that is inclusive of all nationalities and cultures.
The atmosphere of our school is supportive and friendly with students, staff and parents working together to achieve the best learning outcomes for all children in a caring, compassionate and inclusive environment.
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