Selection Criteria

SC1 ¿ Educational leadership and strategic improvement

Demonstrated high-level capacity to lead, implement and evaluate whole-school approaches to wellbeing, mental health, inclusion and engagement, using evidence to achieve measurable improvements in learning and wellbeing.

SC2 ¿ Exemplary teaching and pedagogical leadership

Demonstrated exemplary teaching practice and comprehensive knowledge of evidence-based social and emotional learning, inclusive education, positive behaviour and engagement, with capacity to model and improve classroom practice.

SC3 ¿ Professional learning and staff capability

Demonstrated ability to lead, coach and mentor teachers and education support staff, facilitate collaborative professional learning and build consistent, confident responses to wellbeing and mental health needs.

SC4 ¿ Change leadership and implementation

Demonstrated ability to lead sustainable school improvement through collaboration, communication and stakeholder engagement, including prevention, early intervention and safe, inclusive learning environments.

SC5 ¿ Data, assessment and evaluation

Demonstrated ability to interpret learning, wellbeing, attendance, engagement and behaviour data, establish priorities, evaluate impact and use collaborative inquiry to improve student outcomes.

SC6 ¿ Relationships and partnerships

Demonstrated highly developed interpersonal and communication skills and ability to build productive relationships with students, staff, families and external services, promoting cultural safety, student voice and inclusion.

Role

Provide exemplary educational leadership to integrate learning,



wellbeing, mental health and inclusion. Lead evidence-informed whole-school improvement, strengthen teacher and education support staff capability, and work with the designated Mental Health and Wellbeing Leader (MHWL), leadership team, families and partners to improve student engagement, belonging and outcomes. This is an educational leadership role, not a clinical counselling position.

Responsibilities

Strategic leadership and school improvement

- Lead a shared, culturally responsive vision for student wellbeing, mental health and inclusion.
- Embed wellbeing priorities within the School Strategic Plan, Annual Implementation Plan and FISO 2.0.
- Lead and refine School-Wide Positive Behaviour Support (SWPBS), explicitly teaching school values and consistent expectations.
- Use wellbeing, attendance, engagement, behaviour and achievement evidence to guide and evaluate improvement.

Exemplary practice and staff development

- Model exemplary inclusive teaching and evidence-informed social and emotional learning practice.
- Coach, mentor and lead professional learning for teachers and education support staff.
- Use PLCs, observations, feedback and collaborative inquiry to build consistency and collective efficacy.
- Support safe,



predictable, regulation-supportive and culturally responsive classrooms.

Mental Health in Primary Schools (MHiPS)

- Collaborate with the designated MHWL to implement and evaluate universal promotion and prevention (Tier 1) and early intervention (Tier 2).
- Build staff mental health literacy and capability to recognise concerns and respond appropriately.
- Support transparent internal and external referral and care pathways, including specialist services for Tier 3 needs.
- Ensure appropriate protected time, role clarity and access to required MHiPS training for the designated MHWL.

Inclusion and coordinated support

- Support consistent IEP, SSG, reasonable adjustment, transition and student engagement processes.
- Strengthen coordinated support for students with disability, complex needs and barriers to participation.
- Promote student voice, agency, cultural safety and school connectedness.

Partnerships and accountability

- Build trusted partnerships with families, Student Support Services and relevant community providers.
- Ensure information sharing and referral processes meet privacy and child safety obligations.
- Report progress against agreed improvement measures and recommend evidence-based refinements.

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

📌 Student Wellbeing and Support (Mildura)
🏢 Victorian Government
📍 Mildura