Mental Health Practitioner - Time Fraction 0.8 - 1.0 (Ed Support Level 1-Range 4)

Job posted: 14/05/2024
Applications close: 27/05/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 15/07/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Health and Allied Health

Reference: 1415443

Reference: 1415443

Occupation: Health and Allied Health

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

  1. Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school’s student population.
  2. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention.
  3. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
  4. Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
  5. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of 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:



  1. Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.
  2. Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.
  3. Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
  4. Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
  5. Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.
  6. Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
  7. Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.

Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA). 

Who May Apply


  • Applicants must be qualified as a psychologist, social worker, mental health nurse or occupational therapist. Specifically:
    • For Psychologists, applicants must hold full registration with AHPRA
    • For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
    • For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
    • For Occupational Therapists must hold full registration with AHPRA
  • Have demonstrated direct counselling experience
  • Have a current Working With Children Check



  • For Psychology applicants, specialisation in education and/or developmental psychology.
  • For Mental Health Nurse applicants, hold a Mental Health Nurse Credential and membership with the Australian college of Mental Health Nurses.
  • For Social Work applicants, hold membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.

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

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

Other Information

  • 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

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

Location Profile

Swinburne Senior Secondary College is a co-educational government secondary college which caters for Years 11 and 12 students.  The College offers Victorian Certificate of Education (VCE), Vocational Education and Training (VET) and Vocational Major (VM) in a setting that enables students to focus their learning on the values, attitudes and needs of young adults.

The College¿s purpose is:

·          to provide innovative and relevant VCE, VET and VM senior secondary programs in response to identified needs

·          to consider the spectrum of individual differences that exists among students and help each student achieve growth, both academically and on a personal level

·          to redress disadvantage and discrimination so that all students, irrespective of gender, gender identity, sexuality, presentation, ethnic origins, or socio-economic background, are provided with a curriculum that is challenging, comprehensive and purposeful

·          to provide post-secondary pathways, advice, and support.

The following values are seen as being central to the life of the college.  We aim to apply these values in our everyday dealings with each other and in the development of our programs and policies:

·          Respect

·          Responsibility

·          Commitment

These values are supported by the behaviours that we believe are crucial to ensuring that our purpose is achieved:

·          Positive relationships including acceptance of diversity and inclusivity.

·          High expectations

·          A relevant and inclusive curriculum

·          Engaged and responsible students

·          Quality facilities

·          Genuine participation

·          A supportive and stimulating environment

The College strives to provide students with extensive and diverse post-secondary pathways.  Students are enrolled in VCE, VET and VM, accessing subjects across all disciplines.  The College provides an alternative for senior secondary students seeking greater breadth of VCE choice, a more adult setting which better suits their emerging needs or simply a new start.

Students are attracted from all parts of Melbourne and beyond, and from all education sectors, to our strong Visual and Performing Arts, Design and Technology and Humanities programs, and wide curriculum offerings in Science, Mathematics and Commerce.  Students choose Swinburne because they are seeking an adult-like learning environment where they can be accepted as individuals.  Accordingly, the College considers individual student difference and strives to provide all students with a curriculum that is relevant, challenging, and comprehensive.

Students may commence their enrolment at the College in Year 11 or Year 12.  They have access to a broad range of some 38 VCE Studies, VM at Intermediate and Senior Levels and VET programs.  The College hosts 17 VET programs on each evening throughout the week (excluding Friday) and all day on Wednesday.  Students may also choose from 16 other programs through the Inner Melbourne VET Cluster (IMVC) and travel off site to study these.

Over the past ten years, the College enrolment has averaged 420 students.  Currently, the College enrolment is 405 students comprising 227 females, 137 males and 41 self-described.  There is an expectation that the enrolment will grow towards the mid to high 400¿s in coming years.  Most students were born in Australia (98%).  Students come from a wide range of localities in the greater metropolitan area and beyond with some 150 postcodes being represented.  Historically, just over half or our students transfer to Swinburne from other state government schools and the other half were previously enrolled in schools in the independent and Catholic sectors.  The overall socio-economic profile, based on the College¿s Student Family Occupation Index is high.

The combination of the diversity of students¿ backgrounds and experiences at former schools, and the fact that they might attend the College for only one or two years, tends to complicate the task of building a strong College ethos. This factor is ameliorated as all students at the College are senior students who are provided with an adult-like environment and are expected to function as `independent, creative, and thoughtful young adults.

The College is led by the Principal and two Assistant Principals.  The College has 32 teaching staff (including three Leading Teachers and two Learning Specialists), of whom 10 are part time.  The College also has six sessional VET teachers and eight full-time and three part-time Education Support Staff.  

The College advises that many VCE teachers are involved with the Victorian Curriculum and Assessment Authority (VCAA) as curriculum consultants and writers, taking positions of responsibility in VCE policy, assessment, and professional development.  The College encourages this involvement believing Swinburne students are advantaged by such expertise.

Over the past ten or so years, the College facilities have either been rebuilt or refurbished.   Consequently, students and staff enjoy first class facilities that provide an exceptional young adult learning environment.  In particular, the exemplary learning spaces in the visual and performing arts and design and technology are powerful inducements to prospective students looking for studies in these studies.

Mental Health Practitioner - Time Fraction 0.8 - 1.0 (Ed Support Level 1-Range 4)

Job type:

Part time / From 15/07/2024

Job classification:

Ed Support Level 1-Range 4


Daryl Bennett | 8862 4400

Mental Health Practitioner - Time Fraction 0.8 - 1.0 (Ed Support Level 1-Range 4)