Manager Mental Health and Wellbeing Programs - Melbourne, United States - Schools (Government)

Description

Role

The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand mental health and wellbeing support in government schools. The initiative provides for a suitably qualified mental health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.

Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:

Education support class Level 1 Range 5

An education support class role at this range is usually a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school(s). They provide a range of services and/or undertake the analysis of complex problems that form part of the policy framework.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required where it is an integral part of the employee's position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances where the responsibility for students remains clearly with a teacher.

The duties and responsibilities for this type of education support class work that can be expected at this level include:

• Professional support management responsibilities

• Management of a major school function ( Student Health and Wellbeing Team)

For more information on the role responsibilities and duties of an Education Support class level 1 range 5 employee, please visit the Victorian Government Schools Agreement 2022:

Responsibilities

Mental Health Practitioner Responsibilities

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).

ES1-5 Additional Responsibilites

The duties and responsibilities for this type of education support class work that can be expected at this level include:

• Professional support management responsibilities

• Management of a major school function ( Student Health and Wellbeing Team)

For more information on the responsibilities of an Education Support class level 1 range 5 employee, please visit the Victorian Government Schools Agreement 2022:

Who May Apply

Required

Desirable

EEO AND OHS Commitment

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 ).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on:

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 DE's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE'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 DE values is available at:

Other Information

Conditions of Employment

Location Profile

School Profile

The school has approximately 850 students, equivalent full-time staff comprised of 3 Principal Class, Teacher Class and Education Support Class. Demand for places is high and there are limits on the capacity of the school to offer places to students beyond the neighbourhood area.

The school attracts a high proportion of families with a professional background who regularly contribute to decision-making processes and support learning programs. The school has excellent facilities in all curriculum areas and is privileged to have access to outstanding playing fields and grounds with Princes Park adjacent. This beautiful green open space is actively used by classes, and daily student access is supervised at recess and lunchtime.

The school is an inclusive and vibrant environment where students of all backgrounds feel welcome and safe. Widely acknowledged as a high performing school, Princes Hill SC is recognised for its impressive student academic performance, excellence across the curriculum and the enduring social, emotional and personal outcomes for students. Appreciation of differences between people and awareness of individual needs, interests and abilities is central to the College ethos. Mutual respect amongst students and between students and staff is characteristic of relationships.

Evidence based practice and attention to research is important in our organisation's thinking and learning. Realising that students need a range of dispositions, skills, attitudes and understandings to live and learn sustainably and cooperatively in today's world, we maintain mixed ability classes up to Year 10 with a focus on differentiation of learning and challenge. Students are engaged students in the social issues of the day whilst critical and creative thinking, ethical behaviour and intercultural understanding are valued and encouraged. Knowing that wellbeing is fundamental to living well and to learning effectively, the school endorses approaches consistent with positive psychology and restorative practices.

The curriculum makes extensive use of our inner-city location for students' studies and excursions. Consistent with the school's philosophy of providing students with a broad education, the College offers an extensive Camps and Outdoor Education Program utilising the recently upgraded school camp at Mirimbah at the base of Mt Buller and Mt Stirling, and other venues. Further learning extension options include study tours to, Italy, France, China, Indonesia (Science) and Vietnam. In Year 9, all students are involved in our Wilderness Week program where all students have an extended wilderness experience.

Core Values

Princes Hill Secondary College is the centre of a vibrant community of parents, students and teachers. All play an active part in the daily life, decisions and programs of the school. It is a community united by a shared belief in the importance of the following values:

Achievement: We strive to make the most of our opportunities to challenge ourselves and meet our learning goals

Creativity: We nurture a spirit of innovative inquiry and expression

Respect: We value and respect others

Inclusion: We embrace inclusive practices in our community and value equity and diversity

Resilience: We demonstrate resilience by encouraging persistence, courage and determination

These values underpin the teaching philosophy of the school, which recognises that every child is unique and the educational needs of each will be different. Equally, the school program is founded upon the belief that every child is able to set and meet challenging goals and that helping students fulfil their potential is central to our work.