Location: Barwon South West - Greater Geelong
Reference: 1524409
Location Profile
Northern Bay P¿12 College is a unique multi-campus school in the northern suburbs of Geelong. It comprises four Prep¿Year 8 campuses and a Year 9¿12 campus, alongside the Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) at Goldsworthy.
The College operates through three sub-schools, enhancing our `One School ¿ One Team¿ ethos and rigorous focus on student learning underpinned by a proactive wellbeing framework. Staff collaborate in Professional Learning Communities (Prep - Year 2 ,Year 3 - 6, Years 7¿9, andYear 10 - 12 ), meeting regularly in campus and college-wide groups to implement data-informed strategies that drive improved outcomes.
A strong Inclusive Practices Team supports the College, comprising specialist teachers and education support staff, including a College Inclusive Practices Leader, Inclusion Support Coordinators, Learning Adjustment Coaches, Mental Health Wellbeing Leaders (Years P¿6) and an Inclusion Administration Assistant. This team works closely with the College Nurse, Wellbeing Team, mentor teachers, CALD staff, Allied Health practitioners and DET Student Support Services. The College maintains high accountability to ensure Individual Education Plans are implemented with fidelity and seeks staff committed to applying and supporting learning adjustments in classrooms.
We proudly embrace our diversity, with a large First Nations population and a strong cohort of Culturally and Linguistically Diverse (CALD) students. Programs include structured EAL provision and implementation of the Marrung Strategy.
* Delivering curriculum, pedagogy and teacher professionalism that achieve above-expected outcomes.
* Developing employable young people with resilience, optimism, self-respect and a commitment to personal best.
* Motivating and challenging students to fulfil their potential.
* Creating purposeful and diverse pathways.
* Building strong partnerships with schools, community organisations and business.
Growth ¿ We celebrate improvements in skills, engagement, outcomes and participation.Collaboration ¿ We work positively together to increase our collective impact. ¿ We model respect, inclusion and care across our community.
In Summary
We strive for a college where learning is visible and students feel safe, respected, believed in, listened to, and taught by knowledgeable, capable and enthusiastic teachers.
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning process.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviors and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Local Criterion Northern Bay College is committed to high levels of accountability in ensuring the early identification and prevention of student mental health concerns, and implementing a proactive approach to social emotional learning. We seek a candidate with demonstrated capacity in explicitly teaching social emotional curriculum as well as working alongside teachers to increase their efficiency in implementing evidence based social emotional curriculum and strategies.
Role
Northern Bay P-12 College recognises that good mental health and social emotional learning in children is fundamental to their development, and that schools are the ideal platform for promoting positive mental health and social capabilities, as a result we have developed a proactive approach to mental health and social emotional learning by appointing a Mental Health Wellbeing Leader at each of the four P-8 campuses. These positions have been developed to support all educators to identify early signs of mental health concerns and to support student social emotional development, while also working collaboratively with members of the College Inclusion and Wellbeing teams. We seek a candidate with a demonstrated capacity and passion to work positively and visibly across our school, providing leadership and guidance for staff with a focus on team collaboration, development, and empowerment.
The core purpose of the Mental Health Wellbeing Leader is to provide leadership to all staff, promoting the importance of a positive and proactive approach to student mental health and wellbeing in the classroom.
Mental Health Wellbeing Leaders are qualified teachers and members of the College Inclusion Team, who work closely with the College Wellbeing Team to support the social and emotional learning of all students. As part of the initiative, Mental Health Wellbeing Leaders receive evidence-based training in mental health literacy, supporting student need, and building school capacity, and receive ongoing professional development through Communities of Practice.
Mental Health Wellbeing Leaders work under the direction of the College Inclusion Leader and the Campus Principal Team - working collaboratively with the Campus Wellbeing Team, teachers and staff. The role of the Mental Health and Wellbeing Leader is 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.
Key Areas of Focus
* Lead and facilitate the implementation of the 7 High Impact Wellbeing Strategies to ensure they are visible and active across the campus.
* Support the capacity of teachers to provide a safe and supportive learning environment related to the `wellbeing curriculum¿.
* Explicitly teach NBC social emotional learning curriculum to all students in P-6, alongside providing small group targeted intervention.
* Support the identification of the emerging student mental health and wellbeing needs at the campus, and working with the Campus Leadership Team and Campus Wellbeing Leader, develop a proactive response to these needs through tasks associated with MHWL role.
Responsibilities
* Meet regularly with College AP - Inclusive Practices; LT - P&SC Leader; Campus PCO, the Campus MHWL and Campus LAC to build and align inclusive practices across the college.
* Support the capacity of all staff to implement Positive Classroom Management Strategies in the classroom ensuring consistency campus wide.
* Support the capacity of school staff to identify and support students with mental health concerns in the classroom through the implementation of Tier 1 and Tier 2 support and programs, specifically Berry Street Education Model (BSEM) and Respectful Relationships (RRRR).
* Support the capacity of all staff to implement High Impact Wellbeing Strategies in the classroom ensuring consistency campus wide.
* Support teachers and staff to follow the College Starting Right program and ready to learn processes: NBC Staged Response and NBC SWPBS Framework into Everyday Practice.
* Directly teach NBC SEL curriculum including BSEM and RR in P-6 classes and provide semesterly reports on student progress.
* Collaborate with and support staff to implement BSEM, Zones of Regulation and the RRs programs in P-6 classes.
* Develop and facilitate small group, targeted intervention for identified tier 2 students focused on social emotional learning using evidence-based programs.
* Monitor and record student progress and engagement in small group work and individual programs against student learning goals.
* Develop informed recommendations of adjustments and supports to address the specific social emotional needs of all students.
* Advocate for student voice and agency in their wellbeing and mental health needs.
* Support staff to effectively utilise NBC referral pathways internally (within school) for students identified as requiring further assessment and intervention.
* Actively contribute to the regional MHWL Community of Practice.
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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) viamarrung@education.vic.gov.au
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.
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:
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:
* 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.
* 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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
* The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
* if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
* a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Applications close Monday 4 May 2026 at 11.59pm
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