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Mental Health and Wellbeing Leader 0.5 FTE / Classroom Teacher 0.5 FTE- Barayip Primary School - New School Opening 2025

Job posted: 27/11/2024
Applications close: 10/12/2024 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 28/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1454761

Reference: 1454761

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Western Metropolitan

Location Profile

Barayip Primary School is in Tarneit, as part of Wyndham. We acknowledge the Bunurong people of the Kulin Nation, who are the Traditional Owners of the land where we gather and pay our respects to Elders past and present. We recognise their continued connection to Country and their role in caring for and maintaining Country and waterways over thousands of generations. Tread lightly on this land, it holds all our stories of our Grandmothers and Grandfathers and spiritual connections to Country. May their strength and wisdom be with us today.

Barayip Primary School is seeking outstanding staff to join the team, for our new school opening in 2025. We are looking for passionate people who can shape our culture of deep gratitude and growth, as well as drive excellence from day one. If you're ready to demonstrate your high expectations, wrapped in high levels of care, have high attention to detail and have a deep drive to be part of something truly spectacular, this is the opportunity for you.

Teachers are responsible for:
- leading our culture of deep gratitude and growth with all staff and community members
- modelling exemplary explicit teaching, feedback and school values in all learning experiences
- promoting enrichment opportunities to all students, which results in school connectedness, academic excellence and high levels of engagement

Nicole O'Brien is delighted to have been appointed as the Founding Principal at Barayip Primary School. Barayip Primary School has a culture of deep gratitude and growth and is seeking to recruit outstanding humans who will lead this culture with pride and confidence.

All staff at Barayip Primary School will always show their high expectations, wrapped in high levels of care. To achieve this, all staff must have:

- an inner attitude of gratitude
- HOPE (Higher Order Purpose in Education) for all 
- high levels of passion for excellence in education, across all curriculum areas
- high level understanding of the need for flexibility at all times
- skills and experience of being effective team players
- an open to learning mindset
- outstanding work ethic
- a commitment to character development
- a strength-based approach to learning and wellbeing, for self and others

Barayip Primary School is being built as part of the Victorian Government's commitment to deliver 100 new schools between 2019 and 2026. This school is set to welcome students on the first day of term 1, 2025.  Our school is located at 290 Hummingbird Boulevard Tarneit 3029, with a capacity to accommodate 650 students.

When open for Term 1, 2025 the school will include:
- an administration building
- learning neighbourhoods
- a community hub
- hardcourts
- a carpark
- a sports field
- a kindergarten.

We are incredibly grateful to have a kindergarten on-site, right next door to the school. This will facilitate a seamless transition for local pre-schoolers, easing drop-off logistics for families with both kindergarten and school-aged children.

Our Vision and Values
At Barayip Primary School, we are inclusive of all. We show deep gratitude and growth in all we do.

Vision
Barayip Primary School is inclusive of all. We are a school community filled with pride, confidence, and excellence, in all areas of learning and wellbeing. Our deep gratitude and growth are shown through a love of learning, social intelligence, teamwork, and kindness. A sense of calm and our deep gratitude shines through in all we do. We are outstanding humans who care deeply about humanity.

Values
At Barayip Primary School, we value Gratitude, Social Intelligence, Love of Learning, Kindness, and Teamwork.

- We are grateful for many things and show our thankfulness to others. 
- We are aware of and understand our own feelings and thoughts, as well the feelings of those around us.
- We show our love of learning by being motivated to build and deepen our knowledge. 
- We are kind to ourselves and others. We model daily and random acts of kindness within and beyond our school community. 
- We are outstanding team players. We are helpful and proud when our team achieves together.

Applications
All applications are to have maximum one page per criteria.
Please include 3 referees, with mobile phone numbers.
Your role description, role title and responsibilities will be created in collaboration with the leadership team. All aspects will be based upon the needs of the students, your strengths and the Annual Implementation Plan's focus.

If you have any questions, please contact Nicole O'Brien on 0416 466 851.

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.
  • SC6 An ongoing commitment to professional learning, as a way to enhance the learning growth for self and others.

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.

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. 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 marrung@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Conditions of Employment

  • 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.

Responsibilities

Responsibilities

The role of MHAWL at Barayip will include explicit teaching of Social and Emotional learning across all curriculum areas.

The MHAWL role, including explicit teaching responsibilities may include but is not limited to:

  • Direct teaching of groups of students and individual students;
  • Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
  • Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
  • Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
  • Coaching best practice to staff and student leaders;
  • Undertaking other non-teaching supervisory duties.

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.
Mental Health and Wellbeing Leader 0.5 FTE / Classroom Teacher 0.5 FTE- Barayip Primary School - New School Opening 2025

Job type:

Full time / From 28/01/2025

Job classification:

Classroom Teacher

Contact:

Nicole O'Brien | 0416 466 851

Mental Health and Wellbeing Leader 0.5 FTE / Classroom Teacher 0.5 FTE- Barayip Primary School - New School Opening 2025