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
Broadford Secondary College’s vision is to give every person, every opportunity, every day.
Our college community embraces our values - Respect, Responsibility, Organisation, Persistence and Excellence.
Staff who choose to work at Broadford Secondary College will bring our vision to life through their commitment to the students and community and their professional practice.
Broadford Secondary College is a co-educational College, located in the township of Broadford, 70km north of Melbourne. The College draws students from roadford Primary School and surrounding Primary Schools which include Kilmore Wandong, Pyalong, Tallarook and Willowmavin. In 2023 the school's enrolment is 788 students which is divided into two sub-schools: Junior and Senior.
The College is committed to ongoing school improvement, participating in Berry Street Education Model training, the implementation of the SWPB framework, is to develop school-wide systems for promoting positive behaviour to support powerful learning, a school-wide behaviour (SWPBS) matrix has been constructed by staff. The action plan aims to establish consistency of teachers’ understanding and practice, as described in the matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.
Our school motto ‘aspire, strive, achieve'
Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VCEVM, VCAL, VETis, applied and accelerated pathways. VET courses offered on site include Building and Construction, Sports Coaching and Engineering, other courses are delivered at TAFE Colleges which are easily accessible by public transport.
The staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool.
Broadford Secondary College provides a child safe environment. Our school actively promotes the safety and wellbeing of all students, and all school staff are committed to protecting students in accordance with the Child Safe Standards. We promote the safety, wellbeing and inclusion of all children, including those with a disability.
The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the College. A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year. This process allows for a smooth, well-planned community-based approach.
The College also runs a Flexible Learning Option program for 15 students aged 15-18 years. This off-site alternative learning setting that is supported by BSC which enrols students in the VET courses and offers literacy and numeracy units of learning.
The College Student Family Occupation and Education (SFOE) index is:, the staffing profile is made up of 1 Principal, 3 Assistant Principals, 5 Leading Teachers, 3 Learning Specialists, 53 teachers (45 EFT), 23 Educational Support Staff (, a Business Manager and two maintenance persons.