Role
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 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:
Responsibilities
1. Deliver professional support service/s in a school/s, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.
2. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.
3. Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
4. Demonstrate leadership and provide professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.
5. Liaise with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students.
6. Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.
7. Meet relevant policies and legislative requirements in relation to student health information privacy.
Please note:
• The relevant enterprise agreement underpinning this position is the .
• Continued professional learning 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
1. 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
2. Have demonstrated direct counselling experience
3. Have a current Working With Children Check
Desirable
4. For Psychology applicants, specialisation in education and/or developmental psychology.
5. For Mental Health Nurse applicants, hold a Mental Health Nurse Credential and membership with the Australian college of Mental Health Nurses.
6. 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
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
Other Information
Please ensure that your application includes:
7. a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
8. a section addressing the selection criteria and the requirements for application under the Who May Apply section
9. names and contact numbers (telephone and email if possible) of two referees
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
10. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
11. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
12. A probationary period may apply during the first year of employment and induction and support programs provided.
13. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Nepean School, located in Seaford, is an innovative educational choice offering individualised learning for students with physical disabilities and complex health impairments.
Our transdisciplinary teams work collaboratively with families to identify learning priorities, set goals and develop individualised learning plans for every student.
The transdisciplinary teams at Nepean consist of teachers, physiotherapists, occupational therapists, speech therapists, registered nurses (RN1), music therapists and social workers who work together to design and implement engaging learning programs for all students.
These active partnerships ensure every child has the very best opportunity to reach his or her potential. Our transdisciplinary teams walk beside the student and their family on their learning journey, celebrating each achievement and success.
We provide comprehensive Individual Learning Plans (ILPs) for students at all stages of learning, from level A through to VCAL and VET programs. Nepean School uses the Victorian Curriculum to develop learning experiences at each student’s stage of learning. The Nepean School Goal Bank is also used to break down learning goals and identify supports the student may need to reach their goal. Our students have the opportunity to engage in learning across all curriculum areas including English, Mathematics, Information & Communication Technology, History, Geography, Personal & Social Learning, Health & PE, Visual Arts, Music, Dance & Drama, Life Skills, Community Skills, Civics & Citizenship, Design Creativity and our newly introduced STEM program (Science, Technology, Engineering & Maths).
Our school has developed a set of values that guide our practice and affirm our purpose-
14. place the student at the centre of all decision making
15. enable students to be active learners and have fun
16. provide opportunities for all students to be the best they can be
17. share knowledge and skills
18. build positive relationships and celebrate achievements
19. engage in professional learning that reflects current educational and therapeutic best practise
We are connected by a strong belief that our purpose is to make a significant difference within and beyond our community.
Our school has three simple rules, in line with our commitment to the Random Acts of Kindness program. Our rules are-
20. kindness to self
21. kindness to others
22. kindness to the environment
In this way we are focusing on, teaching and celebrating positive behaviour traits, promoting responsibility and awareness of our environment.
Our school motto is –
‘Together we Achieve the Extraordinary’
Our school has evolved into a dynamic learning environment, where every member of our school community is supported to achieve their goals and empowered to embrace life-long learning.