Student Wellbeing and Support

Victorian Government; Mildura; Sur place; AUD 110 000 - 150 000; Plein temps

Résumé du poste

Mildura Primary School, part of the Victorian Government, seeks an educational leader to drive wellbeing-led school improvement. You will strengthen teacher capability, engage families and external partners, and work with the MHWL and leadership team to boost student engagement and outcomes.

The role emphasizes inclusive learning environments, evidence-informed practice, and strong collaboration with staff across the school and community.

Qualifications

• Educational leadership and strategic improvement
• Exemplary teaching and evidence-based social-emotional learning
• Staff capability development through coaching
• Change leadership for whole-school improvement
• Interpretation of learning and wellbeing data
• Build relationships with families and external services

Responsabilités

• Strategic leadership and school improvement, aligning with plans
• Model inclusive teaching and social-emotional learning
• Coach and lead professional learning for staff
• Collaborate to implement wellbeing and attendance initiatives
• Use data to guide and evaluate school improvement

Connaissances

Educational leadership

Strategic improvement

Coaching teachers

Data interpretation

Description du poste

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 clear 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 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 [e-mail]

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

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

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

Mildura Primary School No. 2915 is one of four large primary schools in the Mildura Rural City Council local government area. The school currently serves a student enrolment of about 370.

We are extremely proud of our schools 132 year tradition of educating children from the Mildura community. Our wonderfully multicultural town with it¿s deep cultural diversity is reflected in the enrolment at MPS, pair this with a genuine focus on student learning needs and a high expectations culture for all students and the success we are having at our school is immense.

Mildura Primary School has a firm focus on student outcomes and is committed to preparing students for further education and life. The school provides a quality teaching program catering for the needs of the individual and has specialist teaching in Health, Physical Education, Barkindji, Library/Health and Visual Arts. We provide many programs to cater for the children and the local community.This environment is very adaptable with a gymnasium, Visual Art and Performance spaces.

We take great pride at Mildura Primary in the way our school looks and presents itself to the local community and our school is extremely fortunate to have access to substantial Mildura Rural City Council community facilities adjacent to the school. These include a library, indoor and outdoor pools and ovals. Regular use is made of these facilities throughout the year.

The school provides outstanding experiences for each student. `Kids First @ Mildura Primary¿ dictates what we do, think and act when educating our students. A `High Expectations¿ environment caters for the individualised learning of every student.

Applications close Wednesday 28 October 2026 at 11.59pm