Psychologist

Role Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school / s. Provides a range of services and / or undertakes the analysis of complex problems that form part of the policy framework. A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5. Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities. An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher. Responsibilities Work collaboratively as a member of the Inclusion Team, Wellbeing Team and the college. 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. 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. 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 leaders. Develop and facilitate staff professional learning related to student learning, engagement, and development. 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. 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). Who May Apply Individuals with the aptitude, experience and / or qualifications to fulfill the specific requirements of 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). Additional support and advice on the recruitment process is available to Aboriginal and / or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via 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 : 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 : Other Information All applications must include current names and contact details of a minimum 3 referees Application length including covering letter, selection criteria response and curriculum vitae is to be kept to a maximum 10 pages 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 Location Profile is sited on Gunai-Kurnai land. The College has approximately 1150 students enrolled drawing on local communities, over 60% of these students travel to school on buses. Bairnsdale Secondary College has much to celebrate when we reflect on the past few years. The dedication, resilience and professional commitment of all staff and students to continue to push forward, has really been remarkable. The College embraces the entire school community. Our vision is to create a learning community with a focus on improving teaching practice through ongoing performance development so that students¿ outcomes improve. We have made significant gains in embedding the staged implementation of SWPBS (School Wide Positive Behaviour System). The College values are : Respect Resilience Responsibility We have a system of 'values points' to recognise the positive behaviour within our student cohort. The prime purpose of our College is to maximise the opportunities and choices for all of our students to ensure they are confident individuals who make positive contributions to their communities. The connection between Wellbeing and Teaching and Learning is always a key focus. Our College supports the needs of all students in terms of wellbeing, a safe and positive learning environment and striving for excellence in academic outcomes for all students to improve choice and opportunity when their time at Bairnsdale Secondary College is concluded. Parent Satisfaction has seen significant improvement, falling just shy of the state average for Victorian Secondary Schools. Measures of endorsement by the staff on the College Climate, has seen significant improvement, being above the state average for Victorian Secondary Schools. These factors combined show a significant development in our desire for whole school improvement. Whilst we celebrate fabulous progress being made in all areas at the College, we continue to strive for continuous improvement. #J-18808-Ljbffr