Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1499160
SC1 - Demonstrated expertise in psychological assessment and intervention
Proven ability to conduct, interpret, and apply psychological assessments to inform effective classroom-based adjustments and targeted supports for students with additional needs.
SC2 - Knowledge and experience with Disability Inclusion Profile (DIP) processes
Capacity to support teachers and the Inclusion Leader in developing high-quality profiles that secure appropriate funding and enable evidence-based planning for student inclusion.
SC3 - Commitment to evidence-based practice in student wellbeing and behaviour support
Demonstrated ability to work with the Inclusion & Engagement Team to implement research-informed strategies that address the needs of students presenting with complex social, emotional, or behavioural challenges.
SC4 - Strong collaborative and consultative skills
Ability to provide professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.
SC5 - Understanding of inclusive education and school-wide frameworks
Knowledge of Multi-Tiered Systems of Support (MTSS) and other frameworks that ensure equitable and structured inclusion and support for all students.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 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.
The role of the Psychologist is to:
The role provides a proactive focus for the promotion and prevention of mental health and wellbeing through assessment and implementation of context-relevant programs, approaches and initiatives based on a broad and extensive knowledge of the needs of the school.
Will usually consult with 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.
1. Work collaboratively as member of the Wellbeing Team and the school.
2. Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve student wellbeing, learning and developmental outcomes.
3. Conduct educational and psychological assessments when required.
4. Conduct safety and risk assessments as required in consultation with Wellbeing Leader.
5. 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.
6. 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.
7. 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.
8. Facilitate small group programs targeting developmental issues and/or behaviours with identified students as directed by the Inclusion and/or Wellbeing Leader
9. Act as school representative in meetings as required.
10. Attend Wellbeing Team meetings as required.
11. Other duties as directed by the Wellbeing Leader.
12. 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.
13. Liaising with other department areas (including school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.
14. Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.
15. 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).
Required
Desirable
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
Reservoir West Primary School was established in 1954 and is located ten kilometres north of the centre of Melbourne. Our school is built on a proud tradition of excellence in academic, cultural and sporting achievements. We provide a friendly and caring environment where a love of learning and the personal growth and wellbeing of all students is fostered. RWPS strives to create a welcoming environment for families and invites them to participate as partners in the education of their children.
The following values underpin all that we do:
EVERY STUDENT MATTERS EVERY DAY.
EVERY STUDENT CAN BE A HIGH ACHIEVER.
Our current goals are: to maximise learning growth and achievement for all students, to empower students to be more actively engaged in learning and to improve the social and emotional wellbeing of all students.
Based on the schoolls 2025 Student Family Occupation and Education Index, the school has a low-medium level of socio-economic disadvantage (0.2698). The proportion of parents born in Australia is 66%. The proportion of students born in Australia is 94%. 78 students speak a language other than English at home. This is 13% of the student body. 56 of these students were born in Australia, but speak a language other than English at home. They represent 9.3% of the student body.
In 2025, a total of 46.8 FTE staff are employed at the school (40.9 teaching and 9.53 non-teaching). This includes 3 Principal Class Officers and 5.73 FTE Education Support staff as well as a first Aid Officer and 2.2 FTE Student Wellbeing Leaders. Staff place an emphasis on providing individualised learning for our students in a team-oriented environment. All staff are committed to continued Professional Learning.
An enrolment ceiling has been in place since 2013. In 2025, the student enrolment is 601. Currently, the gender breakdown is 48% girls and 52% boys. The proportion of students with a Language Background Other Than English is 34%. The proportion of English as an Additional Language (EAL) students is 14%. The proportion of indigenous students is 2.83%.
Students are currently organised for learning in a mixture of straight and composite classes. Foundation to Year 4 are straight classes apart from one Year 3/4 composite class. The 5/6 classes are composite. Facilities provide the opportunity for flexible groupings of students and collaborative teaching. In 2025 there are 25 home groups, supported by specialist teachers and support teachers who work as a team to deliver a comprehensive curriculum. Students attend specialist classes in Art, PE, Library, Digital Technologies, Science, and Spanish & Music. Teacher Support, EAL and Intervention and Tutor Initiative programs are provided.
The school is extremely well supported by a strong Wellbeing team of two full-time Student Wellbeing, Engagement and Inclusion Leaders and another part-time teacher. Our Wellbeing team aslo provide support for our community in the area of Child Safety.
Reservoir West Primary School provides a comprehensive curriculum based on the Victorian Curriculum. Staff have developed literacy and numeracy continuums, which are supported by an appropriate assessment schedule. Whole school agreements are outlined for curriculum areas and include expectations, assessment tools, common language and evidence-based explicit instructional strategies. The coherent, school-wide methodology applied to planning, assessment and the sharing of effective practices has built a unified teaching approach focused on making a positive impact on student learning. The diverse learning needs of students are catered for through purposefully designed teaching and learning programs.
The school uses digital technologies routinely across the curriculum with all students in the Senior School having access to their own devices. School iPads are used in the Junior School.
The school offers Before and After School Care, along with Pupil-Free day and Vacation programs. The School Council is a robust and supportive body and meets monthly. The School's Parents and Friends' Association is a small but strongly-committed group which has done amazing things for our school this year and last with regard to social activities and fundraising.