Mental Health And Wellbeing Leader

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1443898
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 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:
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.
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. Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home). A section addressing the selection criteria and the requirements for application under the Who May Apply section. Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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 ProfileWhy work at Cranbourne East Primary School? A Co-Teaching school working in fully supportive, positive, collaborative and fun teams. Excellent growth and leadership opportunities through professional learning, mentoring and coaching. Staff who are open to learning to improve their capability and to make a difference for every student, each other and our school community. Collective focus on student and staff wellbeing. Streamlined student reporting procedures and communication channels with the school community. Access to modern facilities including library resource centre, comprehensive digitech devices, music studio, flexible teaching and learning spaces, indoor gym, student focused sustainable garden, pirate ship and playgrounds, expansive oval and open grounds, access to a fully functioning theatre. Access to a nutritious, healthy and diverse school canteen menu. Dedicated full time On Site School Assistant to perform maintenance, clean up, set and pack up duties. Fully sustainable and accessible school facility.What the staff say · The wellbeing of students and teachers comes first.
· Highly supportive and collaborative environment.
· Regular professional learning that supports teacher development and best teacher practice.
· Collaborative team planning time.
· Support for leadership growth.
· We work well as a team to bring an engaging program.
· We work to ensure no student gets left behind.
· Supportive leadership.
School Profile Cranbourne East Primary School is an exciting state of the art facility built under the Partnerships Victoria in Schools Project (PViS), which opened at the start of 2011. The school is built for a long-term student enrolment of 450 students, however due to ongoing and rapid enrolment growth this figure has been surpassed with current enrolment at 1040 students. It is likely the school will continue to experience rapid enrolment growth.
A differentiated, inclusive and co-teaching curriculum model is implemented to meet the diverse needs of all students. This model is child centred and operates in a learning environment that encapsulates complimentary alignment of space, pedagogy, belief and values. The cutting edge, purpose-designed facilities reflect a twenty-first century educational approach to teaching and learning through the provision of open flexible learning areas capable of catering for a range of student groupings.
The core purpose is to help children grow into lifelong learners and future citizens. The school is a place that encourages and enables professional learning and effective teamwork as well as developing a strong, welcoming and inclusive school community.
Cranbourne East Primary School is a place of outstanding learning and professional practice. It is a happy, exciting and engaging information technology rich learning environment where student centred learning occurs. The learning programs are led by professional, collaborative teams who make a real difference in meeting the needs of each and every student at a local level within a global setting. Staff at all levels work towards a shared vision with the local community to create a school environment that is cooperative, caring, encouraging of community involvement and which celebrates diversity and success.
All staff at Cranbourne East Primary School are on a journey of continuous learning and reflection to contribute to the evolution of a learning community. Staff possess the capacity to deliver the levels of enthusiasm and flexibility to respond to the many exciting challenges that a dynamic and vibrant school entails. Individually and collectively staff have a shared belief that they possess the ability to contribute to the creation of a school of excellence.
The school facility brings together the best in contemporary educational design and Key features of the school include high expectations for all learners, high quality teaching and innovative learning opportunities based on personalised and inquiry-based learning, well-resourced programs, environmental sustainability and high level parent and community involvement.
The building is designed around innovative learning spaces and flexible multipurpose learning neighbourhoods. In addition, there are cutting edge Performing Arts and Science Technology Engineering and Maths (STEM) learning spaces, a Learning Resource Centre, Music studio, technology rich resource hubs (notebook computers, iPads, interactive TVs), football oval and soccer pitch, and indoor gymnasium. There are two sheltered playgrounds as well as a Pirate Ship playground and sandpit, and environmental wetlands.
Cranbourne East Primary School is located in the Hunt Club Estate in one of the fastest growth areas in the South Eastern growth corridor. The school is located at No 2 Bowyer Avenue.
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