Mental Health Practitioner

Role

The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand mental health and wellbeing support in government schools. The initiative provides for a suitably qualified mental health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.

Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:

Enhancing mental health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student mental health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health concerns; and Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local mental health service providers and other health professionals to engage further support as required.

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 the Victorian Government Schools Agreement 2022:

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:For Psychologists, applicants must hold full registration with AHPRAFor Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental healthFor Social Workers, applicants must be eligible for membership with the Australian Association of Social WorkersFor Occupational Therapists applicants must hold full registration with AHPRAFor 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).

EEO AND OHS Commitment

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.

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 ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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 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:

Other Information

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

Please ensure that your application includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Location Profile

Noble Park Secondary College is a multicultural school with students speaking 50 languages and has an SFO of .7769.

Noble Park Secondary College is in our second year of a new strategic plan. Our SSP Student Achievement Goal is to achieve continuous improvement in the learning growth of each student. Our Student Engagement Focus is to improve engagement through increased authentic student agency in their learning. Our Student Wellbeing Goal is to develop resilient, self-confident aspirational learners.

Our spaces reinforce our pedagogical vision of a combination of collaborative and explicit teaching.Our landscaped environment provides a backdrop for our Year 8 students to have a positive learning experience.

 Our Year 7/8 Centre has a combination of learning spaces which provides for both explicit and open (combined) teaching practises. The focus is on collaborative planning to ensure that all staff can understand the level of each student, sharing this information with the students/parents. The emphasis is also upon student feedback and voice, in ensuring that the student achievement level is enhanced. 

All students at the College have their own personal device to ensure that they have access to the required use of technology necessary for 21st Century learning. These learning technologies enhance personalised individual learning tasks, assessment practices as well as increasing collaboration between students, teachers and parents. We have introduced Edrolo as part of our technology foci at the Senior School.

 Students in Years 7 to 10 study subjects representing the key learning areas, with electives available for Years 9 and 10. VCE/VM/VPC/VET units are available for Years 10 to 12. We are an accredited school for International students with strong International program.

Student learning is maximized through extra-curricular activities in the areas of self-confidence, social skills, participation and leadership through programs such as Peer Support, Year 11 Formal and Year 12 Valedictory celebrations, outdoor education camps, year level camps and multicultural concert. In addition, the College has an established cultural exchange program with its sister school in Japan, Shinminato Senior High.

 Our management structure is student centred with an emphasis on support, safety and security.

Attendance is checked each lesson with parents notified by SMS.

School Council endorses the wearing of compulsory school uniform.

We continue to celebrate our traditional values and look forward to our exciting future to cater for the diverse needs of our students. 

Context

Noble Park Secondary College is a Year 7-12 co-educational College which embraces the traditional values of:

Respect Excellence Teamwork Responsibility Integrity

Our curriculum focuses upon value added growth in all Curriculum Areas with an emphasis upon understanding individual student achievement through a variety of assessment processes.

The College offers VCE, VCAL and VET subjects for senior students and a strong careers/pathways program. The College is proud of the connectedness of the students to the College which is enhanced through an extensive co-curriculum program and the strong relationship between staff and students. 

Purpose

At Noble Park Secondary College our purpose is to provide a nurturing, supportive and safe learning environment of all members of our community where;

Every Teacher:

Knows their students and how they learn. Plans for and implements effectively Teaching and Learning Practices. Demonstrates individual student growth.

Every Student:

Works co-operatively with their Teachers. Is actively involved in their learning growth.

Key Improvement Strategies

Our current School Strategic Plan focuses on:

·Student achievement, particularly for an increase in the percentages of students in the top two bands of achievement in the National Assessment Program ¿ Literacy and Numeracy (NAPLAN)

·Instructional and shared leadership

·Pathways and transition outcomes

·Student voice and agency in their learning

Our College has introduced a consistent instructional teaching model. Staff are aligned to the College's vision of this consistent teaching and learning model through professional learning teams demonstrating evidence through their performance development process in a collaborative and professional manner. Through this process staff are committed to meet targets and goals to continually improve student outcomes.

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