Location Profile
Victoria Road Primary School is situated in the outer-eastern suburb of Lilydale and has a current enrolment of 230 students. Specialist areas are; Visual and Performing Arts, Physical Education, Herbology, Auslan and Innovation HQ. Students have access to comprehensive ICT facilities. Our specialist programs are highly regarded and produce some outstanding results. The school is committed to the development of strong Professional Learning Teams and the building of teacher capacity within a supportive environment.
At Victoria Road Primary School it is our philosophy that when provided with supportive, inclusive and challenging environments, all children can develop their academic, social, emotional and personal ability. We believe it is crucial to offer all children the opportunity to develop a love for learning through nurturing curiosity, creativity and courage through taking part in rich and diverse educational experiences.
\"WORKING TOGETHER FOR A BRIGHT FUTURE\"
The Victoria Road Primary School community aims to provide a safe, supportive and productive learning environment for all students by:
* developing each child¿s learning through explicit and personalised teaching
* providing a broad range of quality teaching and learning experiences
* engaging students in their learning and their community
* developing social competencies
* promoting sustainable practices
Our core school values are:
Be Respectful to Yourself, Be Respectful Towards Others, Be Respectful Towards your Learning.
The school learning program involves planning and teaching in professional learning teams to meet the needs of individual students. Key improvement areas in our school¿s Strategic Plan (2017-2020) are to:
* To improve growth for each student.
* To enhance student engagement and agency in learning.
* To enhance student wellbeing and building partnerships with parents/carers and the wider community.
Selection Criteria
* Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school’s student population.
* Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention.
* Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
* Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
* Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
* Clear understanding of legislative requirements regarding privacy of health information.
Role
[Attendance requirement for this position]
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
* 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.
* 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.
* Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
* 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.
* 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.
* Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
* 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
* Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
o For Psychologists, applicants must hold full registration with AHPRA
o For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
o For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
o For Occupational Therapists applicants must hold full registration with AHPRA
o For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
* Demonstrated direct counselling experience
* A current Working With Children Check.
Desirable
* For Psychology applicants, specialisation in educational and/or developmental psychology.
* For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
* For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
* For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
* For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).
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 (see Workplace 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) via *******@
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:
https:///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:///pal/values-department-vps-school-employees/overview
Other Information
No job description available Conditions of Employment
No job description available Program Benefits
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