Mental Health and Wellbeing Leader

4 months ago

Melbourne, Australia Schools (Government) Full time

Location: Melbourne | Western Metropolitan

Job type: Full time / From 28/01/2025 - 23/01/2026

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1436519

**Location Profile**:
Tarneit Rise Primary School is a strong, inclusive community that proudly celebrates our diversity and multiculturalism, and we are recruiting

Our facilities are state of the art, our children are gorgeous, our curriculum is rigorous, and our leadership is strong. We are not looking for teachers who know everything; we are looking for reflective practitioners (of any level of experiences) who are curious about their practice and who want to make a difference in the world. Instructional coaching is offered to all new staff. As a school we are committed to building teacher capacity because we know the positive effect this has on teachers and their children. We think it¿s impossible not to leave our school so very much better than when first arriving.

The school attracts and retains a dynamic, caring, and innovative staff who work hard to provide a range of high-quality learning opportunities to stimulate and challenge each child. This is done within a collaborative culture, creating a strong sense of community spirit and high expectations.

Our children are highly aspirational, and respectful, consistently display positive attitudes and are committed to learning. This positive and respectful school culture fosters academic excellence and personal growth, making our school a wonderful place to teach and learn.

The school is recognised for its High Ability program and inclusive teaching practices.

Teaching is designed using educational research and cognitive science. At Tarneit Rise Primary School we ensure our students achieve maximal time on task and we maximise what we do with that time. We build a reading brain in each student through explicit direct instruction, repetition, teacher fidelity, and time on task. We know teaching reading is not just about phonics but is underpinned by phonics and phonological awareness, reading fluency, vocabulary and comprehension and our curriculum is organised so students can develop fluency in all components. We know instructional routines matter, so we ensure to teach first, reduce cognitive load, provide opportunities for students to practice more, and teach more in less time. As educators we know knowledge held in long-term memory is active and can be flexibly and effortless applied to a range of situations. Knowledge is what you think _with. _Because of this TRPS has committed to a knowledge-rich curriculum in which foundational, enabling and problem-solving knowledge is strategically developed as students pass through each stage of their education. Committed to evidence-based decision making, TRPS draws on the research of Barack Rosenshine, to design and map the curriculum, select effective instructional strategies and structure lessons. Explicit teaching, delivery of new material in small steps, guided practice and teacher modelling, questioning, and review and retrieval practice are whole-school agreed strategies that support children make progress in their learning.

Our community works together to ensure every child has a positive, happy, and rewarding school experience. Families and teachers are genuine partners in the learning process, ensuring our children strive to achieve their personal best and show kindness towards others.

**Selection Criteria**:
**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.

**SC2 Teaching practice**. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.

**SC3 Assessment and reporting of student learning**. Demonstrated ability to support students¿ mental health, wellbeing or learning by developing and maintaining connection with external services.

**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.

**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.

**SC 6** **Community Engagement**. Proven ability to work with the school leadership team to plan for and increase parental and community engagement.

**Role**:
The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenge

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