Job Description
Location: North West Region | Echuca
Job type: Full time / From 28/01/2026 - 27/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 143225+
Selection Criteria
SC1 Demonstrated ability to lead, inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
SC2 Demonstrated ability to lead the development, implementation and evaluation of processes, policies and strategies to support the whole school wellbeing framework.
SC3 Demonstrated ability to support a whole school approach to student engagement, wellbeing and learning by providing coaching and or teaching in classrooms to expand the capacity of staff to embed evidence based mental health strategies and interventions.
SC4 Demonstrated high level interpersonal and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community. A high level of understanding and the implementation of the SWPBS program.
SC5 Demonstrated ability to establish and maintain connections with external agencies, staff, parents and department personnel to gain extra support for students who have additional needs.
SC6 Demonstrated high level ability to interpret and analyse whole school data and lead evidence-based programs to improve student learning outcomes.
Role
Operating in collaboration with the school, leadership and wellbeing team where relevant, the Mental Health, Wellbeing & Inclusion Coordinator will be required to:
Promote a whole school approach to mental health and wellbeing for 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.
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.
Advocate for and value student voice and agency in their wellbeing and mental health needs.
Lead the school¿s existing wellbeing team (ie: case management & triage).
Coach and teach in classrooms from F ¿ 6.
Understand and implement a SWPBS Framework.
Use data to implement evidence-based practice.
Policy development.
Oversee and implement the Disability and Inclusion initiative.
Contribute to the Echuca Wellbeing Cluster Network and School Improvement Team.
Responsibilities
POSITIONS OF RESPONSIBILITY:
Health & Wellbeing
Mental Health Wellbeing Leader (MHIPS)
Wellbeing coaching & observation in classrooms
Support Wellbeing Programs across the school
(Circle Time, Plan Your Play, Catching on Early, Berry Street)
Oversee the development, planning and assessment of Wellbeing programs
(RR&RR, Zones, Berry St, SWPBS, Tier 2 Social and Emotional Learning Groups)
Contribute to school-wide protocols
Bullying Prevention initiative ¿ National Anti-bullying Day/RUOK? Day
Attendance Monitoring and Response ¿ liaise with agencies, families to improve attendance
Disability Inclusion Profiling
DI Profile preparation
Profiling Meetings
Liaising with key stakeholders - staff, parents, external agencies.
SSGs
Attend SSG meetings as deemed necessary by Wellbeing Team
Attend Conferences where applicable
Transition Programs
Transition ¿ in-school management
Coordinate Playgroup Program
Student Plans
Follow-up, write, liaise with staff, students, parents, agencies
(Yard, BSP, Medical, Attendance, Hygiene)
IEPs
Support IEP structure & implementation of IEPs across the school
Wellbeing Team
Organise and Coordinate Wellbeing meetings
Provide PD for staff
Oversee SOCs referrals as deemed by the Wellbeing Team
SSSO liaison as deemed by the Wellbeing Team
Oversee the Early Help Program ie: Anglicare
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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
The position of Mental Health in Primary Schools Coordinator will initially be for a tenured term of 3 years, but this could be extended.
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Echuca Twin Rivers Primary School is a school created following the merger of Echuca South and Echuca West Primary schools in 2018. All staff at Echuca Twin Rivers Primary School are registered with Victorian Institute of Teaching (VIT). The school meets the VRQA minimum standards as part of a VRQA Pulse audit in September 2018. Echuca Twin Rivers Primary School undertook its review in 2020.
Echuca Twin Rivers Primary School is located in the Parkview Estate in the new development area of Echuca West. Our school began with Stage 1 of the Echuca Education Precinct built on the site. Stage 2 saw the completion of The Centre (which includes Gymnasium, Performing Arts, Visual Arts and Kitchen), 5/6 Classrooms and the Echuca Twin Rivers Specialist School. Both the primary school and specialist school share the full court gymnasium, administration building and other facilities such as the library.
Echuca Twin Rivers Primary School has a student population of 220 students from Grades Foundation to Six. The school has two Principal class staff, 1 Leading Teacher (MHiPS), 1 Learning Specialist, 1 Primary Welfare Officer, 15 teaching staff and 13 Education Support staff. The school is a new architecturally designed building that promotes inclusive education and team teaching with flexible learning spaces ¿ the building caters beautifully for our students and teachers.
A Koorie Education Support Officer provides families with additional support. An extensive Kinder to Prep transition program is offered to ensure our new students feel connected to our school. We run a Pre-School Playgroup Program, managed by Anglicare Victoria, on a fortnightly basis during school terms.
Echuca Twin Rivers Primary School strives to create a cohesive, inclusive, challenging and supportive learning environment, encompassing all members of the school community based on the school¿s trademark values of Respect, Resilience, Responsibility, Inclusion and focus on Academic Excellence.
Job type: Full time / From 28/01/2026 - 27/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 143225+
Selection Criteria
SC1 Demonstrated ability to lead, inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
SC2 Demonstrated ability to lead the development, implementation and evaluation of processes, policies and strategies to support the whole school wellbeing framework.
SC3 Demonstrated ability to support a whole school approach to student engagement, wellbeing and learning by providing coaching and or teaching in classrooms to expand the capacity of staff to embed evidence based mental health strategies and interventions.
SC4 Demonstrated high level interpersonal and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community. A high level of understanding and the implementation of the SWPBS program.
SC5 Demonstrated ability to establish and maintain connections with external agencies, staff, parents and department personnel to gain extra support for students who have additional needs.
SC6 Demonstrated high level ability to interpret and analyse whole school data and lead evidence-based programs to improve student learning outcomes.
Role
Operating in collaboration with the school, leadership and wellbeing team where relevant, the Mental Health, Wellbeing & Inclusion Coordinator will be required to:
Promote a whole school approach to mental health and wellbeing for 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.
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.
Advocate for and value student voice and agency in their wellbeing and mental health needs.
Lead the school¿s existing wellbeing team (ie: case management & triage).
Coach and teach in classrooms from F ¿ 6.
Understand and implement a SWPBS Framework.
Use data to implement evidence-based practice.
Policy development.
Oversee and implement the Disability and Inclusion initiative.
Contribute to the Echuca Wellbeing Cluster Network and School Improvement Team.
Responsibilities
POSITIONS OF RESPONSIBILITY:
Health & Wellbeing
Mental Health Wellbeing Leader (MHIPS)
Wellbeing coaching & observation in classrooms
Support Wellbeing Programs across the school
(Circle Time, Plan Your Play, Catching on Early, Berry Street)
Oversee the development, planning and assessment of Wellbeing programs
(RR&RR, Zones, Berry St, SWPBS, Tier 2 Social and Emotional Learning Groups)
Contribute to school-wide protocols
Bullying Prevention initiative ¿ National Anti-bullying Day/RUOK? Day
Attendance Monitoring and Response ¿ liaise with agencies, families to improve attendance
Disability Inclusion Profiling
DI Profile preparation
Profiling Meetings
Liaising with key stakeholders - staff, parents, external agencies.
SSGs
Attend SSG meetings as deemed necessary by Wellbeing Team
Attend Conferences where applicable
Transition Programs
Transition ¿ in-school management
Coordinate Playgroup Program
Student Plans
Follow-up, write, liaise with staff, students, parents, agencies
(Yard, BSP, Medical, Attendance, Hygiene)
IEPs
Support IEP structure & implementation of IEPs across the school
Wellbeing Team
Organise and Coordinate Wellbeing meetings
Provide PD for staff
Oversee SOCs referrals as deemed by the Wellbeing Team
SSSO liaison as deemed by the Wellbeing Team
Oversee the Early Help Program ie: Anglicare
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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
The position of Mental Health in Primary Schools Coordinator will initially be for a tenured term of 3 years, but this could be extended.
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Echuca Twin Rivers Primary School is a school created following the merger of Echuca South and Echuca West Primary schools in 2018. All staff at Echuca Twin Rivers Primary School are registered with Victorian Institute of Teaching (VIT). The school meets the VRQA minimum standards as part of a VRQA Pulse audit in September 2018. Echuca Twin Rivers Primary School undertook its review in 2020.
Echuca Twin Rivers Primary School is located in the Parkview Estate in the new development area of Echuca West. Our school began with Stage 1 of the Echuca Education Precinct built on the site. Stage 2 saw the completion of The Centre (which includes Gymnasium, Performing Arts, Visual Arts and Kitchen), 5/6 Classrooms and the Echuca Twin Rivers Specialist School. Both the primary school and specialist school share the full court gymnasium, administration building and other facilities such as the library.
Echuca Twin Rivers Primary School has a student population of 220 students from Grades Foundation to Six. The school has two Principal class staff, 1 Leading Teacher (MHiPS), 1 Learning Specialist, 1 Primary Welfare Officer, 15 teaching staff and 13 Education Support staff. The school is a new architecturally designed building that promotes inclusive education and team teaching with flexible learning spaces ¿ the building caters beautifully for our students and teachers.
A Koorie Education Support Officer provides families with additional support. An extensive Kinder to Prep transition program is offered to ensure our new students feel connected to our school. We run a Pre-School Playgroup Program, managed by Anglicare Victoria, on a fortnightly basis during school terms.
Echuca Twin Rivers Primary School strives to create a cohesive, inclusive, challenging and supportive learning environment, encompassing all members of the school community based on the school¿s trademark values of Respect, Resilience, Responsibility, Inclusion and focus on Academic Excellence.
💡 Quick Summary
Seeking a career-building opportunity? The Leading Teacher Range 3 position is now open for candidates interested in the Government Job Alert sector. This role in Echuca offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
