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:
1. Enhancing mental health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student mental health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities
2. Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health concerns; and
3. Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local mental health service providers and other health professionals to engage further support as required.
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 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 the Victorian Government Schools Agreement 2022:
Responsibilities
4. 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.
5. 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.
6. Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectlively manage risk.
7. 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.
8. 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.
9. Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
10. 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
Required
11. Applicants must be qualified as a psychologist, social worker, mental health nurse or occupational therapist. Specifically:
12. For Psychologists, applicants must hold full registration with AHPRA
13. For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
14. For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
15. For Occupational Therapists applicants must hold full registration with AHPRA
16. Demonstrated direct counselling experience
17. A current Working With Children Check.
Desirable
18. For Psychology applicants, specialisation in educational and/or developmental psychology.
19. For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
20. For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
21. For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
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: 0477 726 801 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
22. All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
23. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
24. A probationary period may apply during the first year of employment and induction and support programs provided.
25. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Please ensure that your application includes:
26. A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
27. A section addressing the selection criteria and the requirements for application under the Who May Apply section
28. 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.
Conditions of Employment
29. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
30. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
31. A probationary period may apply during the first year of employment and induction and support programs provided.
32. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
CONTEXT
Edenbrook Secondary College is situated in Henry Road, Pakenham having opened in Term 1, 2021. Enrolments will progress by year level each year with the long-term enrolment of the school expected to be 1200. The development of a successful Middle School and VCE program will be the focus of the new Strategic Plan.
Educational Vision
Our mission is to collaboratively generate a positive learning environment that challenges and supports us all to grow.
Teaching spaces in the school allow for full implementation of a professional learning community approach. Integrated planning and delivery, reflecting on the impact of teaching practice, professional interaction and activation of student voice using evidence-based, high impact teaching strategies are all central to our educational vision. Learning Communities are designed around modifiable spaces that accommodate multiple learning approaches and that flexibly respond to the requirements of students and teachers, creating a sense of shared ownership, inclusion and everyday learning.
Students and teachers utilise easily accessible technology to achieve collaboration, research and creation. The school enables Year 7 and 8 students through our Academy Program to investigate ideas collaboratively, encourage learners to create, refine, reflect on and publish their work, facilitating peer-to-peer teaching and engagement, and mobilising social networks for authentic inquiries or investigations. Year 9’ begin their career and work education program through the Courage Program.
DESIGN
Community
Establishing a sense of place and community; a framework for the development of an environmentally, socially, and economically sustainable urban structure, empowering strong, diverse communities is central to our vision of our educational community.
Commitment to Whole of Life Learning and Living
An understanding that life-long learning is most successful when it is inclusive of children, parents, neighbourhoods, wider communities and global citizenship. It must reflect the values, vision and aspirations of all members of the endeavour.
Integrating Evidence-based Knowledge of High Impact Learning and Teaching Research and Strategies
Opportunities to privilege seamless planning, professional interaction and student engagement in learning. Encourage quality professional learning opportunities and the conditions for capturing practice, building practice excellence, knowledge sharing and collaboration through team structures, collaborative design, planning and teaching and peer observations and feedback. All staff will contribute to the curriculum of the school and be part of professional learning teams with collaboration being the key in achieving the vision.
OPPORTUNITY
The design and intent of learning spaces facilitate a professional learning community approach enabling educators to collaborate, implement high-impact teaching strategies and reflect on the impact on learning in a continuous improvement culture.
As a member of our team, you will contribute to the development of a culture of high standards for both staff and students and the unique opportunity to be involved in an agile environment. The appointment of aspirational staff who are keen to explore new methods of delivery of the teaching and learning programs will be central to the school’s success. We have high expectations of each other and the students who attend here. This is evidenced by the way we interact with each other, our professional attire, vision for learning, the respectful way in which we communicate and our drive to deliver meaning and purpose for our community.
We welcome your interest in joining the team at Edenbrook Secondary College.