Mental Health Practitioner

Melton Secondary College · Melton, VIC

Employment

Part time, Fixed term

Subject

General Teaching

Sector

Government

Teaching level

Secondary

Closing date

11 July 2026

18 days remaining

Posted 23 Jun 2026

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About Melton Secondary College

Enrolment

1,433

Total students

51%

Boys

49%

Girls

Staffing

121.5

Teaching FTE

70.8

Non-teaching FTE

ICSEA

944

ICSEA value

22nd percentile · Lower SES

Diversity

45%

EAL/D Background

4%

Indigenous students

Source: ACARA My School data

Role description

Location Profile

We believe that our students flourish when we create an environment of high support and high expectations. We focus on learning, wellbeing, and their interconnectedness above all else.

Our staff are united by moral purpose. We come to work each day in service of our community. We are deeply connected to our work because of, not in spite of, the challenges that young people face.

Our school serves 1400 students with a team of more than 170 staff. Each one of them are known and noticed. We see partnership with families as critical to our students¿ success. We believe that together, our community has everything that our young people need to thrive in life.

We pride ourselves on a strong staff culture that fosters psychological safety with strong relationships, agreed trademark behaviours and genuine conversations about what matters most. Our trademark is not just a statement, it is enacted. We model and reward trademark behaviours in each other and we challenge when we let them slip.

Melton Secondary College is a place of growth for our staff in both teaching and leadership. At our school, teachers learn to be excellent practitioners developed by a pipeline of leaders. We have an exceptionally strong induction program for staff joining the College that serves both experienced and beginning practitioners.

We have a whole-school approach to curriculum, where strong practitioners invest in writing strong curriculum which allows teams and individual teachers to spend less time working out `what¿ to teach and more time focussing on `how¿ to teach the content in a way tha…

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