Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 2, Range 6
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1508359
Ability to administer, score, and interpret a wide range of cognitive, educational, behavioural, and social¿emotional assessments, and to translate assessment data into clear, actionable recommendations for teachers, parents, and students.
2. Capacity to Deliver Evidence-Based InterventionsKnowledge and application of evidence-based therapeutic and behavioural interventions to support student wellbeing, learning, and engagement, including individual counselling, group programs, and crisis intervention.
3. Strong Consultation and Collaboration SkillsProven ability to work collaboratively with teachers, school leadership, families, and external agencies to develop and implement effective learning and wellbeing plans for students.
4. Knowledge of Child Development, Learning, and DisabilityComprehensive understanding of child and adolescent development, learning difficulties, disability frameworks, and risk and protective factors impacting student wellbeing, including requirements related to inclusion and education support.
5. High-Level Communication, Reporting, and Ethical PracticeExcellent written and verbal communication skills, including the ability to prepare professional psychological reports, maintain accurate records, communicate complex information clearly, and adhere to ethical and legislative requirements (e.g., privacy, mandatory reporting, professional standards).
The School Psychologist plays a critical role in supporting the academic, behavioural, social, and emotional wellbeing of students. Working as part of the school¿s wellbeing and learning support teams, the School Psychologist provides psychological assessment, counselling, intervention, consultation, and crisis response services. The role contributes to the development of a safe, inclusive, and supportive school environment that promotes student resilience, engagement, and achievement.
Conduct comprehensive assessments of cognitive, academic, behavioural, and social¿emotional functioning.
Interpret assessment data to identify student strengths, needs, and barriers to learning.
Prepare detailed, professional reports with clear recommendations for educators and families.
Provide short-term individual or group counselling using evidence-based therapeutic approaches.
Develop and implement behaviour support plans and social¿emotional learning interventions.
Support crisis intervention and risk assessment processes (e.g., for students experiencing mental health or safety concerns).
Work collaboratively with teachers, parents/carers, school leadership, and external service providers.
Participate in multidisciplinary team meetings to develop and monitor personalised learning and wellbeing plans.
Provide guidance on classroom strategies, learning adjustments, behaviour management, and inclusion.
Contribute to school-wide wellbeing initiatives, policies, and programs.
Support the implementation of evidence-based practices that promote positive behaviour, mental health literacy, and student engagement.
Assist with staff professional learning on mental health, behaviour, and wellbeing topics.
Maintain accurate and confidential records in accordance with legal and ethical standards.
Follow relevant legislation, school policies, professional guidelines, and mandatory reporting requirements.
Engage in ongoing professional learning and supervision to maintain high standards of practice.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
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
Great Ryrie Primary School was built in 1998 as a result of the amalgamation of three small, local schools. In 2004 the school was further extended after the closure of the adjacent Heathmont College site. Our school is located approximately 20 kilometres east of the CBD. Our students are catered for at their individual point of need in classes by age across all years.
In 2025 school our enrolment is approximately 550 students representing approximately 400 families. We have 57 full-time and part-time staff, including a Principal and Assistant Principal, three office staff including a First Aid Officer, a part-time Wellbeing Coordinator, a part-time High Abilities teacher, a part-time EAL teacher, Multicultural Educational Aide, Integration Aides, a Canteen Manager, and a part-time Library Technician. The school also has the services of a School Chaplain.
The student population includes approximately 130 students from other countries, many of whom have a refugee background. Accordingly our school is culturally diverse with 35% of families having a Language Background Other Than English (LBOTE), with the largest LBOTE groups being Burmese (representing several distinct dialects), Chinese and Indian. The school also has four Koorie families enrolled.
Great Ryrie has a Student Family Occupation index of 0.364 which indicates that we are in the medium SFO percentile range and that overall our school is of medium socio-economic status. Approximately 30% of the school community receive CSEF. However, Great Ryrie has a diverse social demographic, ranging from families where one or both parents are relatively high-income earning professionals or business owners, to low income, single parent families.
Our school has a strong reputation in the local community and we celebrate the cultural diversity of our families, while providing quality learning programs in all curriculum areas. We also offer a wide range of extra-curricular activities including extensive Performing Arts and Sports programs as well as Chess, Tennis and other special interest programs. Student wellbeing is given a high priority and we offer many programs designed to support students over a range of issues, as well as a comprehensive suite of student leadership programs.
The new Victorian Curriculum provides the basis of the school curriculum program, within an integrated model designed to maximise student engagement. Teachers work in teams to plan and deliver curriculum that caters for the individual needs of students in multi-age classes. Each student has their own Individual Learning Plan (ILP) developed through collaborative processes involving the student, parents and teacher. We have specialist facilities with dedicated specialist staff teaching programs in Sport and Physical Education, Science and Technology, Visual Arts, Performing Arts and Indonesian.
Great Ryrie has an attractive, safe and stimulating learning environment, enhanced by relatively new and well-maintained facilities and extensive grounds. The school is well resourced in IT, including interactive whiteboards and a bank of laptops in every classroom.
Partnerships between parents and staff are encouraged and parents are involved as classroom helpers, in student conferences, school committees, fundraising and social activities. The work of the School Council and the parent community is evident throughout the school in improved programs, facilities and equipment for students and teachers. A large number of enthusiastic parents and community members provide many hours of voluntary work to support student learning and the smooth running of the school.