Overview Work Type: Fixed-term - Part-time Salary: Salary not specified Grade: Classroom Teacher - Range 2 Occupation: Health and allied health Location: Melbourne - Southern suburbs Reference: 1491313 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. 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. Responsibilities 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. 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. Location Profile At Glen Huntly Primary School, our vision is to optimise student learning growth across all curriculum areas and for every level of ability. Students are at the centre of every decision we make, and we are united in our belief in the potential and success of both students and staff. We are deeply committed to: Inspiring students to be respectful, caring, and resilient citizens¿both locally and globally¿under our guiding motto: Learning Today, Leading Tomorrow. Being a high-performing school where evidence-informed best practice is embedded and visible in every classroom. Our Values GHPS fosters a school culture built on the following core values: Respect and Care ¿ for one another and for our environment. Pride and Personal Best ¿ striving to achieve our highest potential and taking pride in ourselves and our school. Resilience ¿ embracing challenges, persevering through difficulties, and building self-confidence. Teamwork and Optimism ¿ working together with enthusiasm and a shared commitment to learning. Creativity ¿ embracing new ideas and possibilities to reach our goals. GHPS consistently achieves strong academic outcomes while nurturing socially and emotionally connected students. Our inclusive and welcoming school community plays a key role in fostering student resilience and wellbeing. A central challenge¿and opportunity¿for GHPS is to maintain our high standards while continuing to support learning growth for all students, including those who are highly capable and students with English as an Additional Language. Our PLCs drive continuous school improvement by: Using the Inquiry Cycle to link student learning needs with teacher professional development. Leading the development, implementation, and monitoring of core curriculum in literacy, numeracy, and integrated studies including history, design technology, science, sustainability, and digital technologies. Our teachers and staff are dedicated, compassionate, and relentless in their pursuit of excellence for every child. We embrace a growth mindset and continuously refine our approach through research, collaboration, and data-informed practice. We are a culturally diverse and inclusive school that supports belonging and engagement to develop a positive and safe learning culture. This is fostered through; The Zones of Regulation Circle Time Restorative Practices The Resilience, Rights and Respectful Relationships program Facilities and Community GHPS operates across two campuses¿junior and senior¿and includes 13 classes. Our staffing includes a Principal, an Assistant Principal, a Learning Specialist, 17 teachers, 12 Education Support staff, a Business Manager, an Administration Assistant, an IT Technician, and a Library Assistant. We offer five specialist subjects: Physical Education, Art, Science, and Music with Japanese as our Language Other Than English (LOTE). We are proud of our excellent facilities, which include: A full-sized gymnasium Specialist spaces for science/STEM, art, music, and library A large grassed oval Three playgrounds Outdoor basketball court Synthetic turf soccer pitch We have a dedicated and engaged parent community that partners with the school to create a strong sense of connection and belonging. The active involvement of our families is essential to each child¿s success and to the positive, inclusive culture of our school. Applications close Sunday 14 September 2025 at 11.59pm Posted 3 September 2025