Job Description

Welfare Manager Ed Support Level 1-Range 3-1 n

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- SC1 `Content of teaching and learning'. Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
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- SC2 `Teaching practice'. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.
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- SC3 `Assessment and reporting of student learning'. Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services.
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- SC4 `Interaction with the school community'. Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
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- SC5 `Professional requirements'. Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case.
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Selection Criteria nn
- SC1 `Content of teaching and learning'. Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
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- SC2 `Teaching practice'. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.
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- SC3 `Assessment and reporting of student learning'. Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services.
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- SC4 `Interaction with the school community'. Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain cooperative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
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- SC5 `Professional requirements'. Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case.
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Role n

The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred to treatment, care and support.

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The Mental Health in Primary Schools initiative is being expanded to every government and low-fee non-government primary school in Victoria. Scaling up across the state from 2023, by 2026 every primary school will be able to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to wellbeing.

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The Department of Education has been piloting the Mental Health in Primary Schools initiative in Victorian schools since 2020 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot initiative has shown that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model has improved their school's capacity to support students' mentalhealth and wellbeing needs.

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Participating schools receive funding to employ a Mental Health and Wellbeing Leader , a qualified teacher, to work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community.

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The role of the Mental Health and Wellbeing Leader is to:

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- build capability of the whole school with regard to mental health and wellbeing (identification, promotion and prevention),
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- provide support to staff to better identify and support students with mental health needs,
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- establish clear pathways for referral for students requiring assessment and intervention, and monitor and evaluate student progress.
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The role provides a proactive focus for the promotion and prevention of mental health and wellbeing through assessment and implementation of context-relevant programs, approaches and initiatives based on a broad and extensive knowledge of the needs of the school.

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The Mental Health and Wellbeing Leader role is not a clinical role and is not designed for direct intervention.



The role is seen as a key conduit in creating referral pathways once a teacher or other staff member identifies a concern in the classroom.

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Mental Health and Wellbeing Leaders are provided training in mental health literacy, supporting emerging needs, and building school capacity and receive ongoing support and professional development through structured and regular Learning Communities Training is developed and facilitated by the Faculty of Education at University of Melbourne, supported by Murdoch Children's Research Institute.

Responsibilities n

Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:

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- Promote a whole school approach to mental health and wellbeing to students, staff and families
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- Support teachers and school staff to expand their capacity to embed evidence‑based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
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- Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing. Provide support to schools staff and classroom teachers to build their capabilities to embed mental health into the classroom.
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- Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
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- Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
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- Contribute to the school's existing wellbeing team.
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Who May Apply n

Secondary School

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Essential:

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- Current registration as a Division 1 Registered Nurse with the Australian Health Practitioner Regulation Authority.
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- Current Victorian Working with Children Check.
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- Current Victorian Drivers Licence.
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Desirable:

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- Relevant tertiary qualification and/or experience in the areas of child or adolescent health, health promotion, community health, mental health, sexual health, public health, primary health care, education, experience as an independent practitioner.
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Primary School:

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Essential:

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- Current registration as a Registered Nurse with the Australian Health Practitioner Regulation Authority.
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- Current Victorian Working with Children Check.
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- Current Victorian Drivers Licence.
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Desirable:

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Post graduate qualification and/or demonstrated expertise in paediatric health, school health, community health, public health and/or primary health care.

Diversity and Inclusion n

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 (seeWorkplace adjustment guidelines).

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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

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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 n

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:

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pal/child-safe-standards/policy

DE Values n

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:

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pal/values-department-vps-school-employees/overview

Conditions of Employment n

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- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
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- Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check.
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- A probationary period may apply during the first year of employment and induction and support programs provided.
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- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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Location Profile n

Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill. In students are enrolled at the College supported by in excess of 100 teaching and non‑teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.

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The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, up-to-date technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the addition of a technology hub based in our library which includes VR, 3D printers, laser cutters/engravers and green screen.

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The College Leadership Team currently comprises of the Principal, three Assistant Principals, the Business Manager and six Leading Teachers with specific portfolios.

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Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.

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The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning in Years 8 to 12. The program is very successful and has given many students the chance to continue their education through various VET subjects, SBATs and VPC.At our FLO campus, we have also continued to work on improving our facilities, which include outdoor learning and sustainability areas. The FLO campus also boasts its own gymnasium, indoor pool and commercial size kitchen. The students operate the "FLO Campus Coffee Shop" each week and, as part of their barista studies, sell to the college community and public.

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At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.

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Our College enjoys considerable parent and community support in our vibrant rural setting. Student engagement, aspirations and welfare are the key focus for the College and wider community.

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The College is an accredited performance and development culture school and career development will be targeted to address these priorities.

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The College's Annual Implementation and Strategic Plans are available on our website

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📌 Welfare Manager Ed Support Level 1-Range 3-1 (Mildura)
🏢 Government schools
📍 Mildura