Selection Criteria

1. 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.
2. 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.
3. 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.
4. Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
5. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
6. Clear understanding of legislative requirements regarding privacy of health information.

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 skilled 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 2.6.1 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: https://www2.education.vic.gov.au/pal/industrial-agreements/resources

Responsibilities

1. 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.
2. 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.
3. 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.
4. 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.
5.



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.
6. Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
7. 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 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 applicants must hold full registration with AHPRA
- 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 *******@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:

https://www2.education.vic.gov.au/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://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Conditions of Employment

- 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

Location Profile

Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's (CSC) positive learning culture. All students are encouraged to achieve their personal best while developing awareness of the community around them and engaging with others in ways that build positive, respectful relationships.

At Castlemaine Secondary College, we maintain high expectations for both staff and students. We actively promote emotional and physical wellbeing, fostering a resilient and inclusive community of learners who feel connected, supported and inspired to succeed.

In 2026, CSC implemented a new Year Level Model to strengthen connectedness, wellbeing and academic achievement. Students belong to one of four Sub-Schools, each led by a dedicated Sub-School Leader and supported by Year Level Leaders:

- Junior Sub-School: Year 7
- Middle Sub-School: Years 8¿9
- Upper Sub-School: Years 10¿11
- Senior Sub-School: Year 12

This structure ensures every student is known, valued and challenged at each stage of their educational journey through strong relationships, targeted support and clear transitions. In its first year of implementation, the model has contributed to encouraging improvements in student connectedness, reflected in positive gains across the 2026 Attitudes to School Survey, alongside strong Year 7 and Year 9 NAPLAN results.

Five key frameworks underpin our vision for high-quality teaching and learning:

- School-Wide Instructional Model (SWIM)
- Berry Street Education Model (BSEM)
- School-Wide Positive Behaviour Support (SWPBS)
- Literacy
- Numeracy

Our SWIM provides clarity and consistency for both staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.

The Berry Street Education Model underpins our relational and wellbeing focus, requiring staff to demonstrate unconditional positive regard for all students. BSEM strategies are embedded within our SWIM to ensure learning environments that are calm, predictable and academically rigorous.

Through SWPBS, we explicitly teach and reinforce our college-wide expectations, promoting a culture of respect, safety and engagement across all aspects of school life.

Enhancing literacy and numeracy remains a central focus at CSC. Strong foundational skills in these areas empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students and families.

Castlemaine Secondary College continues to invest in learning environments that reflect our culture of Aspiration, Respect and Empathy, ensuring every student is supported to thrive both academically and personally.

The only change I'd consider is strengthening the evidence statement slightly by replacing "has contributed to encouraging improvements" with "has been accompanied by positive gains" if you want to avoid implying direct causation between the new structure and the survey/NAPLAN outcomes.

📌 Mental Health Practitioner (Maldon)
🏢 Government schools
📍 Maldon