School Psychologist

ROLE

Our school's Psychologist will positively impact the lives of students, teachers, and our School community. This is a crucial role within our Inclusion Team and Wellbeing team, working closely with key staff to ensure that appropriate supports for the welfare and learning needs of our students are in place.

The School psychologist reports to the key stakeholders in the college including the Disability and Inclusion Leader, the Wellbeing Leader, Sub-school leaders and principals. The Psychologist will liaise with key staff to ensure effective identification of additional learning needs and to support the welfare of students. The psychologist will be required to provide both professional and informal counselling to students and will be required to liaise with staff and parents as required, ensuring that the best care is provided. They will be required to conduct assessments to determine cognitive ability and other diagnosis.

This is a 0.8 fixed term position commencing 6th October 2025 to 17th December 2027.

RESPONSIBILITIES

Work collaboratively as member of the Inclusion Team, Wellbeing Team and the school.

Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students¿ wellbeing, learning and developmental outcomes.

Conduct educational and psychological assessments.

Conduct safety and risk assessments as required in consultation with Inclusion and Wellbeing Leader.

Support Disability Inclusion processes and testing, including the provision of high-quality advice and educational recommendations for Disability Inclusion Profile meetings, as well as preparing adjustments for student learning.

Support staff in the development of high-quality Behaviour Support Plans, including conducting classroom observations and student voice/agency to incorporate effective strategies into plans.

Maintain caseload of students as allocated by the Inclusion and/or Wellbeing Leader.

Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.

Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.

Facilitate small group programs targeting developmental issues and/or behaviours with identified students as directed by the Inclusion and/or Wellbeing Leader

Develop and facilitate staff professional learning related to student learning, engagement, and development.

Support sub school staff as required:

a Act as school representative in meetings as required.

b Attend Wellbeing Team and Inclusion meetings as required.

c Other duties as directed by member of Inclusion Team or Wellbeing Leader.

Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

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

Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.

Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.

Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).

SELECTION CRITERIA

Demonstrated capacity to identify, assess and diagnose a wide range of additional learning needs/learning disorders and the ability to provide teachers with advice/support to address these needs in the classroom.

Demonstrated capacity to work as part of a collaborative, multi-disciplinary professional team and contribute significantly to the achievement of the team.

Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.

Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.

Ability to provide professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.

You must address the above Selection Criteria in your application.

LOCATION PROFILE

Gladstone Park is a single campus, co-educational Year 7 to 12 College of over 1300 students that serves a large residential community in the North-Western suburbs of Melbourne. We have a culturally diverse enrolment.

The school operates using a Sub-School model with Junior School years 7 - 8; Middle School years and Senior School years Currently more than 30 primary schools provide students for entry at Year 7.

The school provides a core program in the Years 7-9.  The Year 10 blocks are aligned with the Victorian Certificate of Education (VCE) blocks.  Vocational Education and Training (VET) is also offered to all VCE students, including Vocational Major students.  A considerable proportion of Year 10 students undertake a VCE subject or pursue additional pathway options within the conventional curriculum program.

The school has a Select Entry Acceleration (SEAL) Program.  Our school is part of The Academy of Accredited SEAL Schools.

The school provides a significant extra-curricular and enrichment program including a large instrumental music program and school bands; debating; drama and musical productions and a large House competition program.

WHO MAY APPLY

Required:

· Applicants must be qualified as a psychologist and must hold full registration with AHPRA.

· Demonstrated direct counselling experience.

· A current Working with Children Check.

Desirable:

· Specialisation in educational and/or developmental psychology.

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

DEPARTMENT OF EDUCATION 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:

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:

EEO & 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