Mental Health Practitioner MHP - Exciting Challenge

Tarneit Senior College – ‘Integrity, Innovation & Focus’.

Tarneit Senior College is located in a developing area of Wyndham, approximately 25 kilometres from the Melbourne CBD. We are located next to one of our main feeder schools - Tarneit P-9 College while also accepting enrolments from a number of other primary and P-9 schools including Baden Powell College and Truganina P-9 College. Significant enrolment also comes from new families moving into Tarneit with Wyndham being one of the top growth corridors in Australia. The school is situated near a number of areas of significant urban development which will see continued enrolments over the next 5 – 10 years of families moving into the area. The college is experiencing a period of sustained growth for both the suburb and school over the next 5 to 10 years. In 2024 we have approximately 1050 students enrolled, and the projected enrolments is for the school to stabilise around this number in the next few years.

As a Senior College catering for Years 10, 11 & 12 we are able to offer comprehensive curriculum, pathways, and transition programs to cater for the academic and vocational needs of students. The college offers a wide range of VCE and VET programs including Vocational Major and Victorian Pathways Certificate. There is emphasis on the social, emotional, cultural, and academic needs of our students in order to develop their full potential. Through a caring and safe ‘House’ structure; individual students are encouraged to think, reflect, and develop into successful learners so that they can take their place in society as informed, responsible, and active members of the community of Tarneit and beyond.

Tarneit Senior College is defined by:

·         A well-balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development.

·         Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post-compulsory pathways for Years 10 to 12 students.

·         The participation of staff in professional learning communities focussed on subject expertise and high-level understanding of students.

·         Shared educational responsibility between parents, staff, and students.

·         Effective channels of communication that promote trust, positive interactions, and strong links with the wider community.

Our teaching & learning focus includes an emphasis on developing engaging learners using a range of research-based teaching and learning pedagogies and a collaborative approach to developing our staff.

We have a continual focus on improving Yr12 ATAR results. This approach focusses upon improving teaching & learning delivery and the use of data to understand then improve our work.

The college prides itself on its multi-culturalism, inclusion and diversity. The College has students from diverse backgrounds and over 60 nationalities which are celebrated throughout its facilities and it’s many co-curricular activities.

In 2024 the College staffing profile consists of a College Principal, 4 Assistant Principals, 7 Leading Teachers, 6 Learning Specialists, 74 EFT Teaching Staff, Business Manager, and 32 EFT Education Support Staff.

For 2024 the College has prioritised the wellbeing of our staff. We had put in a range of supports to ensure that Teaching staff are supported in their everyday work. These include:

•             Staff hours of 8.30am – 3.30pm for 4 days a week.
•             Every Wednesday an early student finish at 1.50pm to facilitate  Professional Learning and Collaborative time for all staff.
•             Every Wednesday has a Professional Learning focus with PLCs or Domain collaboration meetings.

Role

The Mental Health Practitioners (MHP) initiative provides for a suitably qualified mental health professional in all government secondary school campuses.

Operating in collaboration with the Department of Education and Training's Area-based multi-disciplinary teams, this role will have the following functions:

• provide direct counselling support and other early intervention services for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health needs;
• coordinate supports for students with critical needs both within and external to the school, including proactively working with regions and other health professionals to engage further support as required; and
• enhance promotion and prevention activities in the school by contributing to whole school health and wellbeing plans, building the capability of teaching staff and school leadership to manage student health and wellbeing, and helping to embed mental health promotion and prevention programs and strategies in the school.

Education Support Class Level 1 Range 4

The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.

As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).

For more information on the responsibilities of an Education support class level 1 range 4 employee, please visit:

https://www.education.vic.gov.au/hrweb/workm/Pages/rolesTS.aspx

Responsibilities
1. Deliver professional support service/s in a school/s, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.

2. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.

3. Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

4. Provide leadership and professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.

5. Liaise with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students.

6. Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.

7. Meet relevant policies and legislative requirements in relation to student health information privacy.

Who May Apply

Required

Applicants must:

• hold a Bachelor qualification or specialist/post graduate qualification where applicable in:
  • Social Work
  • Occupational Therapy
  • Nursing with a mental health specialisation
  • Psychology.
• have demonstrated direct counselling experience.
• have a current Working With Children Check.

For Mental Health Nurse, Psychologist and Occupational Therapists, applicants must hold full registration with the requisite professional body.

For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers.

Desirable

• For Social Work applicants, hold membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
• For Mental Health Nurse applicants, hold a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses
• For Occupational Therapist applicants, hold a Better Access to Mental Health endorsement.
• For Psychology applicants, specialisation in education and/or developmental psychology.

Other Information 

Please ensure that your application (via Recruitment Online) includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home).

Resumes should clearly indicate accredited qualifications and applicable registration or membership details where available.

A response addressing each of the selection criteria (recommended 1 page per criteria)

Names and contact numbers (telephone and email if possible) of three referees who are able to attest to the claims made in your application/selection criteria.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Applicants requiring further information about the College and this position are encouraged to contact the Principal, Mr Shane Cole-Hayhow, prior to the closing date of applications. Please contact the General Office on 03-9749 0246 or email [email protected]

Applications may either be emailed or completed through Recruitment Online at https://edupay.eduweb.vic.gov.au/psc/EDUPPRD1_EA/APPLICANT/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_FL.GBL?Page=HRS_APP_JBPST_FL&Action=U&SiteId=1&FOCUS=Applicant&JobOpeningId=1408039&PostingSeq=1

Key Selection Criteria 

1. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling for a range of mental health issues.
2. Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs.
3. Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing.
4. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
5. Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.
6. Clear understanding of legislative requirements regarding privacy of health information.