Role
Rangebank Primary School – Learning Specialist: Mental Health and Wellbeing
OVERVIEW
The role of the Learning Specialist: Mental Health and Wellbeing is to focus on the promotion and prevention of mental health and wellbeing through implementation of programs, approaches and initiatives based on the needs of the school. This includes:
1. Promoting a whole school approach to mental health and wellbeing to students, staff and families
2. Supporting 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.
3. Collaborating 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.
4. Working with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes.
5. Coordinating clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
6. Proactively working with and supporting regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
7. Contributing to the school’s existing wellbeing team.
Mental Health and Wellbeing leaders should have a suitable teaching qualification and registration with the Victorian Institute of Teaching. A qualification in student wellbeing or mental health is desirable but not required.
Extensive training for this role is provided by the Melbourne Graduate School of Education at University of Melbourne. The following modules are delivered:
8. Module 1: Mental Health Literacy
9. Module 2 Supporting Emerging Needs
10. Module 3: Building School Capacity.
Additional ongoing support and professional development will be provided through a Community of Practice.
YOUR ROLE AT RANGEBANK
11. With the Wellbeing team, develop, implement and embed a whole school approach ( Zones of Regulation, Social thinking program) to the support and management of mental health and wellbeing for students (including social and emotional health and wellbeing).
12. With the Wellbeing team, develop, implement and embed a whole school approach to the support and management of mental health and wellbeing for staff.
13. Assist and support classroom teachers with the development, implementation and evaluation of processes, curriculum content and teaching practices related to mental health and wellbeing, and embedding it within their teaching pedagogy
14. With the Inclusive Practices Lead Teacher, provide professional learning and support to build staff awareness, understanding and capacity to use the High Impact Wellbeing Strategies (HIWS).
15. Provide instructional and educational leadership through coaching, demonstration lessons, mentoring and modelling, to build staff capacity to support student mental health and wellbeing
16. Work with classroom teachers to create a safe, welcoming and inclusive classroom for all students
17. Form part of the management team for complex students.
18. Form part of the management team for out of home care, ATSI, at risk students
19. Oversee and lead the teaching and learning curriculum development and delivery of Respectful Relationships across the school.
20. Work with and provide support to classroom teachers in developing curriculum content on social and emotional learning in the classroom to develop students' social and emotional skills
21. Act as a liaison for Rangebank Primary School and build relationships with regional staff, community services and other health professionals to engage with appropriate mental health and wellbeing support
22. Respond to day to day welfare needs for students and families. Basic necessities such as food and clothing, linking with agencies such as State Schools Relief and Food bank
23. Tier 2 and 3 Attendance management.
24. Liaise with external agencies where necessary.
25. Coordinate Attendance Support Group Meetings and managing Attendance Improvement Plans for Tier 2 and 3 students.
26. Engage agencies to work with groups and year levels in our school such as Windermere, Casey Council SHARP, Parent Agencies
27. Work with the Assistant Principal for Wellbeing on SWPBS and Respectful Relationships implementation (including being a member of each team)
28. Provide ongoing wellbeing support for students, working directly with them. For example, supporting students after conflict and conducting restorative justices.
29. Lead and oversee the development and delivery of lunchtime clubs to support student engagement – mindfulness, lego, coding, craft, cheer, etc.
30. You will report directly to the Assistant Principal for Wellbeing and Engagement and be part of the wellbeing and leadership teams.
31. Other duties as directed by the Principal.
Responsibilities
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
32. Demonstrating high-level expertise in teaching and learning practice
33. Modelling exemplary classroom practice including through teaching demonstration lessons
34. Working with the school leadership team to develop a shared view of highly effective teacher practice
35. Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
36. Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
37. Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
38. Providing evidence-based feedback to teaching staff to inform their effectiveness and development
39. Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
40. Supervising and training one or more student teachers and mentoring and/or coaching teachers
41. Modelling exemplary use of student data to inform teaching approaches
42. Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
43. Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve 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.
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:
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
Location Profile
Welcome to Rangebank
Rangebank is a medium sized school of 380 students, located in Cranbourne in the Southeast of Melbourne. Our school community is proud to be home to many cultures. We are the first state primary school in Australia to teach Hindi from foundation to grade 6. Further to this, Rangebank has a strong connection to India and a sister school in Delhi that we visit once every 2 years, and they visit us bi-annually.
Following a review in 2019, Rangebank has set a clear plan for continued growth and improvement. This focus on growth and improvement encompasses all parts of the school; academic excellence, supporting student wellbeing, creating a beautiful environment and strong community relationships. Underpinning all of these are the shared values we have developed with our community:
Be Respectful - look after people and property
Be Safe - protect yourself and others
Be Kind - be friendly and considerate to others
Be a Learner - be motivated and try your best
At Rangebank, we focus on positive behaviours and celebrate those who display our values. We do this because we know when we are respectful, safe, kind and learning, we are being the best we can be as individuals and a whole school community. Our whole school agreed values are visible, lived and celebrated.
Rangebank has worked hard in the last 18 months to invest in our staff. Research has continually shown, one of the most important factors to improving student outcomes is the teacher. Therefore, we want our teachers to be the most effective they can be and to be focused on growth - put simply, getting better each year.
We have invested in professional development but also invested in developing strong teams across the school to ensure we are providing a quality, consistent and differentiated curriculum for all. Our teaching and learning team are led by an Assistant Principal and includes two Learning Specialists who are continually focused on improving the quality of teaching and learning in our school.
We take great pride in our school, and in the warm and welcoming environment we have all worked hard to create. We welcome you to take a school tour, should you wish to do so please contact Principal, Adriana Allan on 0424 194 908.