Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

Role The Mental Health and Wellbeing Leader (MHWL) plays a key role in fostering a positive, inclusive, and supportive school environment that promotes the mental health and wellbeing of all students. The MHWL works collaboratively with members of the Wellbeing team, including the Wellbeing Leader and the Disability and Inclusion Leader to implement a whole-school approach to mental health and wellbeing, ensuring that evidence-based practices are embedded across the school to support student engagement, learning, and positive outcomes.

The MHWL demonstrates highly developed communication and interpersonal skills, enabling them to build trusting and respectful relationships with students, families, staff, and external services. They act as a point of contact for wellbeing matters within the school, providing guidance, consultation, and support while maintaining a collaborative and solutions-focused approach. The role requires the ability to communicate sensitively and effectively in complex situations, ensuring all stakeholders feel heard, supported, and informed.

A key aspect of the role is the ability to apply new knowledge, research, and evidence-based practices to improve student mental health and wellbeing outcomes. The MHWL actively engages in professional learning and demonstrates a commitment to continuous improvement by translating emerging research and best practice into practical strategies that can be implemented across the school setting and shares these practices with staff.

The MHWL will actively contribute to initiatives aligned with the School Strategic Plan and Annual Implementation Plan (AIP), using a whole-school approach informed by data and evidence-based practice.

Responsibilities

Shared Responsibilities

- School Improvement Team/Leadership meetings
- SWPBS, Wellbeing, Attendance and SSS meetings
- SWPBS systems, data tracking and Compass referrals
- Student Wellbeing Compass referrals and concerns
- Attendance data tracking/monitoring and Attendance plans/referrals
- DFFH/Child Protection and SSS contact
- Liaise with external agencies to facilitate necessary referrals (CYMHS, Orange Door, Early Help, Counselling services, Parenting Programs)
- Oversight of IEP¿s/SSG¿s (OoHC & Koorie students)
- Develop and facilitate professional learning for staff

Student Support and Intervention

- Assist in identifying students requiring additional wellbeing/mental health support

- Coordinate and implement evidence-based interventions aligned to student needs

- Facilitate student programs and groups to support student mental health

- Collaborate with the Wellbeing Leader to monitor individual student wellbeing/challenges and develop support/safety/attendance plans

- Participate in Student Support Group (SSG) meetings and case management processes as required

External Partnerships and Care Pathways

- Develop and maintain effective partnerships with external agencies, health professionals, and community services
- Establish clear referral and support pathways for students and families
- Coordinate communication and collaboration between school staff, families, and support providers

Family and Community Engagement

- Work collaboratively with families to support positive student outcomes
- Provide information and guidance to families regarding available support services
- Foster strong relationships between home, school, and community agencies

Student Voice and Agency

- Advocate for and promote student voice in wellbeing initiatives




- Support opportunities for students to contribute to decision-making processes related to wellbeing
- Encourage student leadership and participation in programs that promote positive mental health and resilience

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.

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 Secure 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

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.

Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class:

- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Location Profile

Introduction

This role will be three days per week performing the role of Mental Health in Primary Schools and two days a week general classroom teaching.





Wodonga West Primary School is seeking applications from teachers preferably with some experience with the Mental Health in Primary School Role and who show a love of learning and teaching. As part of our staff team you will be expected to contribute to the friendly and cooperative nature of our school. You will also be encouraged to demonstrate your creative and innovative talents in the delivery of the school¿s educational programs.

Wodonga West Primary

School is an accredited AVID (Advancement Via Individual Determination) School and proudly operates a Stephanie Alexander Kitchen Garden Program.

Our school selects teachers who:

Are clearly able to demonstrate a sound knowledge of curriculum;

- Can clearly articulate a set of beliefs about how children best learn;
- Can successfully plan, organise and implement programs in a school that uses modern approaches to learning and teaching.
- Understands the importance of and willingly participates in professional development, professional renewal and reflection.
- Shows a commitment to whole school life by participating in all school activities.

What can you expect from our school?

Our school has a strong focus on learning. We are committed to the development of our teachers with professional development opportunities offered in learning, teaching and leadership. You will be part of a vital, stimulating and challenging learning environment with high expectations of staff and students.

The skills you bring to this environment will be valued and used. Our school is now operating in new contemporary open learning spaces and share a good relationship with our broader school community. We pride ourselves on our well resourced classrooms and innovative programs.

Preparing your application:

Your application should persuade us that you are the best person for this job. It does not need to be long but should help us decide if you would fit easily into our school philosophy and learning and teaching team.

Included is a snapshot of our school¿s expectations of our teaching staff.

Our selection process

After the closing date, our selection committee will meet and consider the material forwarded by applicants. The committee will short list applicants for interview, interviews will be conducted, references collected and/or referees contacted and a letter of offer will be forwarded to the successful applicant.

The teacher selected to this position will:

Provide learning experiences for children based on each child¿s individual needs and the requirements of School Council and Department of Education Employment and Training Policy by:

- Establishing the learning levels of individuals in an objective way.
- Developing learning plans that cater for the individual needs of children as well as school program needs.
- Setting challenging yet achievable goals for individual children.
- Monitoring and evaluating the attainment and progress of each child and using this information to set new goals.
- Working collaboratively, as part of a learning community of educators, to continually reflect on and improve our pedagogy and ultimately student outcomes.
- Embrace our SWPBS philosophy and school wide processes.

Develop a classroom culture where individuals are encouraged, respected and challenged intellectually, physically and socially by:
- Progressing from a high level of teacher control and decision making to children taking greater control for decisions about their learning as the year progresses.
- Ensuring all children experience success.
- Using praise and positive reinforcement as the predominant classroom management strategy.
- Developing a classroom that is attractive, stimulating place where resources are well managed.
- Recognising differences in children through individualised or small group instruction or through the use of a variety of classroom management strategies.

Focus the attention of others on matters of importance to the school by:
- Establishing and maintaining regular communication with parents and other appropriate members of the school community
- Supporting the school¿s image in the community by respecting confidentiality, resolving problems within the school and promoting the children¿s positive attributes.
- Participating in school events.

Contribute fully to the work of Wodonga West Primary School including:
- Learning, growing and reflecting through the school¿s professional development program.
- Participating in staff and Professional Learning team meetings.
- Assisting where required in the development of School Policy and Programs.
- Further the involvement of parents in the learning of children.
- Providing leadership and direction in designated areas of the work of the school.

Be willing to continue to use Modern Technology (ICT) as a tool to assist children and your own learning.

📌 Classroom Teacher (Wodonga)
🏢 Government schools
📍 Wodonga