Location Profile

Narrarrang Primary School opened in 2026 with a unique opportunity: to build an exceptional school and community from the ground up.

As we prepare for our second year, our community is growing, and so is our team. Our foundations are now established, but there remains a genuine opportunity for new staff to help contribute to the architecture of what Narrarrang becomes next.

We are building a school where every learner is seen, known, valued, and challenged; where learning is purposeful, rigorous and joyful; and where high expectations sit alongside strong relationships, inclusion and a deep belief in every learners capacity to thrive.

We are looking for teacher with robust professional knowledge and practice who want to contribute meaningfully to the work of a growing school. We value people who are curious, thoughtful and proactive; who exercise sound judgement, build strong relationships, and who are committed to improving student outcomes and strengthen the work of the team.

At Narrarrang, we value character as well as competence. We look for people who are:

- Hungry to learn, contribute and make a difference.
- Humble enough to seek feedback, challenge their thinking and keep getting better.
- Smart about people, relationships and what it means to contribute thoughtfully to a team.

We expect strong practice, but not a finished product. Curiosity, courage, high standards and a genuine commitment to learning matter here; for our learners, for one another and for ourselves.

In return, we want Narrarrang to be a place where staff are challenged, supported and trusted to grow; where feedback, collaboration and professional learning are embedded in how we work; and where people have a genuine opportunity to influence the school we are becoming.

For the right people, Narrarrang offers more than a role. It is an opportunity to do meaningful work, strengthen your practice and help shape the next chapter of a new school with high aspirations for every learner.

Prospective applicants are welcome to email @education.vic.gov.au for further information about the role.

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.

SC6 Demonstrated ability to use wellbeing data and learner feedback to plan, facilitate and evaluate short-term Tier 2 mental health supports, and to coordinate referrals and follow-up with staff, families and external services.

Role

At Narrarrang, a Multi-Tiered System of Supports (MTSS) guides how we support all learners. The Mental Health and Wellbeing Leader (MHWL) draws on their classroom teaching practice and curriculum knowledge to develop and implement a whole-school health curriculum with colleagues. At Tier 1,



every learner builds mental health knowledge and practises skills such as recognising emotions and seeking help.

The MHWL uses wellbeing data and learner feedback to plan, facilitate and review short-term Tier 2 interventions. For learners needing more intensive Tier 3 support, the leader coordinates mental health referrals and follow-up with families, school staff and external services, and contributes to individualised plans. What we learn from these supports informs what we teach and reinforce across classrooms, with our data informing how we improve universal supports.

Responsibilities The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.

Responsibilities

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

- Promote a whole school approach to mental health and wellbeing to students, staff and families
- 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.
- 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.
- 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.
- 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.
- Contribute to the school's existing wellbeing team.

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 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 https://www2.education.vic.gov.au/pal

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.

📌 Mental Health & Wellbeing Teacher - Growing Futures, Together at Narrarrang (Victoria)
🏢 Department of Education Victoria
📍 Victoria