1. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling for a range of mental health issues.
2. Demonstrated experience in planning and implementing evidence-based intervention strategies for clients (students and families)with complex needs.
3. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health and wellbeing of students from CALD backgrounds recently arrived in Australia
4. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people, particularly those from CAL communities whose first language may not be English
5. Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.
6. Clear understanding of legislative requirements regarding privacy of health information.

The Mental Health Practitioners (MHP) initiative provides for a suitably qualified mental health professional in all government secondary school campuses.

Operating in collaboration with the Department of Education and Training's Area-based multi-disciplinary teams, this role will have the following functions:

• provide direct counselling support and other early intervention services for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health needs;
• coordinate supports for students with critical needs both within and external to the school, including proactively working with regions and other health professionals to engage further support as required; and
• enhance promotion and prevention activities in the school by contributing to whole school health and wellbeing plans, building the capability of teaching staff and school leadership to manage student health and wellbeing, and helping to embed mental health promotion and prevention programs and strategies in the school.

Education support class level 1 range 4

The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.

As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).

For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit:

https://www.education.vic.gov.au/hrweb/workm/Pages/rolesTS.aspx

1. Deliver professional support service/s in a school/s, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.
2. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.
3. Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
4. Provide leadership and professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.
5. Liaise with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students.
6. Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.
7. Meet relevant policies and legislative requirements in relation to student health information privacy.

Please note:

• The relevant enterprise agreement underpinning this position is the Victorian Government Schools Agreement 2017.
• Continued professional learning is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA). 

Required

Applicants must:

• hold a Bachelor qualification or specialist/post graduate qualification where applicable in:
  • Psychology.
• have demonstrated direct counselling experience.
• have a current Working with Children Check.

Psychologist applicants must hold full registration with the requisite professional body.

Desirable:

• For Psychology applicants, specialisation in education and/or developmental psychology.

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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

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 http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Please ensure you include:

• 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.

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.

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Blackburn English Language School (ELS) has been operating for over 30 years and provides full time, intensive English courses for both primary and secondary newly-arrived migrants, refugees and International students.

The students usually enrol in our program prior to their enrolment in a mainstream school or further education. The school has three campuses: one in Burwood East (Whitehorse Campus), a second campus in Croydon North (Maroondah Campus) and a third in Wodonga (Wodonga Campus).

The school’s beliefs and operations are based on a number of core values. These are:

• Future Making
• Embracing Diversity
• Building Communities

 Within the context of these values the school has a number of purposes.  These are to provide:

• a focused learning environment that supports all students to reach their potential in English language development and aims to prepare them for the academic, behavioural and social challenges of mainstream schools or alternative learning pathways.
• a school environment that encourages students from a range of culturally and linguistically diverse backgrounds to become confident and active participants in the wider Australian community.
• a supportive and stimulating work environment for all staff that encourages commitment, innovation and excellence.
• learning opportunities for newly arrived families that broaden their knowledge of the Victorian schooling system and prepare them for involvement in the school community.
• professional learning opportunities for mainstream school staff to support newly arrived and EAL students in mainstream schools across the NEVR.