Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1525055
1. Demonstrated capacity to provide effective case management and collaborative support for students with complex needs:
Demonstrated ability to work collaboratively with students, families, school staff, wellbeing teams, external agencies, and Department of Education personnel to support students with a range of wellbeing, mental health, behavioural and learning needs. This includes the capacity to contribute to coordinated case management, Student Support Group processes, risk assessment, safety planning, referral pathways, and intervention planning for students requiring targeted or intensive support.
2. Strong understanding of the educational context and the role of psychology within a school setting:
Demonstrated understanding of how psychological practice operates within a Victorian government school context, including the relationship between wellbeing, engagement, learning, and behaviour. This includes knowledge of learning difficulties, disability and inclusion, behavioural support, trauma-informed practice, school attendance concerns, reasonable adjustments, and the role of school-based documentation in supporting student access, participation, and achievement.
3. Demonstrated experience in assessment, counselling, and evidence-informed intervention:
Demonstrated experience conducting psychoeducational and behavioural assessments, including cognitive, academic, social-emotional, and functional assessments, where appropriate to the role. Demonstrated capacity to provide evidence-informed, short-term counselling and targeted therapeutic intervention for students, with a clear understanding of referral pathways and the limits of school-based psychological support.
4. Proven ability to translate assessment and wellbeing data into practical school-based strategies:
Demonstrated ability to analyse assessment information, wellbeing data, observations, and professional input to develop practical recommendations that can be implemented in a school setting. This includes contributing to Individual Education Plans, Behaviour Support Plans, Student Safety Plans, Disability Inclusion documentation, reasonable adjustments, classroom strategies, and targeted interventions that support student learning, regulation, engagement, and participation.
5. Highly developed communication, consultation, and interpersonal skills:
Demonstrated capacity to build respectful and productive relationships with students, families, teachers, education support staff, school leaders, external professionals, and community services. This includes the ability to communicate complex information clearly and appropriately, provide professional advice to staff, contribute to multidisciplinary planning, and work with local area services to strengthen support for students and families.
6. Demonstrated understanding of child safety, professional ethics, privacy, and information-sharing obligations within a Department of Education school setting:
Demonstrated understanding of the Child Safe Standards, ethical practice requirements, privacy obligations, and Department of Education policies as they apply to psychologists working in schools. This includes recognising that the role operates within an educational setting rather than a private therapeutic context, and requires appropriate school-based documentation, record keeping, and communication in line with Departmental requirements. The successful applicant must understand the importance of professional confidentiality while also meeting lawful and reasonable obligations to share relevant information with the principal or their delegate where required to support student safety, wellbeing, duty of care, risk management, reasonable adjustments, and the effective operation of the school.
Top of Form
POSITION TITLE: ES ¿ Educational Psychologist (1.0)
DEPARTMENT: Student Support Services ¿Inclusion & Student Wellbeing Team
CLASSIFICATION LEVEL: ES1 - 4
TIME FRACTION: 1.T0 HOURS OF DUTY: 8.30am to 4.36pm (30 min lunch)
OFFICE LOCATION: Fish Bowl(M) with option for wellbeing office Wednesdays only
Note that appointment to the College may be subject to a satisfactory police check and Working with Children Check and must remain valid at all times of employment.
Attendance during school holiday periods is not required
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 Educational Psychologist at Kurunjang Secondary College supports students with specific social and emotional needs for the purpose of engagement in their education, specifically under the umbrella of inclusion and learning support offering services within the multi-tiered system of support primarily at tier 3.
An integral component of this role is to facilitate support for students at risk of disengaging from school due to a diagnosed learning and/or behavioural need. The Psychologist also contributes to the development of high-quality, evidence-based programs that promote wellbeing and engagement throughout the College that are reviewed and evaluated periodically as part of their Mental Health Practitioner initiative duties. The Educational Psychologist supports the Mental Health Practitioner initiative and has responsibilities to this at a 0.4 time fraction with regards to caseload.
Psychologist (Tier 3 MTSS) / Mental Health Practitioner (Tier 1, 2 & 3).
The psychologist reports to the Assistant Principal for Student Support Services and supports students¿ learning and social-emotional functioning including behaviour support on a short-term and early intervention orientated basis. They aim to help create a safe, supportive, inclusive school environment, identify and respond to psychological or learning needs, and collaborate with staff, families and external agencies to support student success. Our psychologist works within the tier 3 space via allocation of case load via appointment basis only.
Duties include but are not limited to:
¿ Collaboration with school staff including the Inclusion team to best plan for and meet the needs of students to engage with education
¿ Psycho-education assessment via referral to learning support team
¿ Case management for students with complex needs whilst external intervention is determined and referred for, with no individual student management lasting more than one school term or 10 weeks.
¿ Crisis and risk management support with direction from PCO
¿ Keep professional notes as per the college expectations on private school drive and topic notes via compass.
Mental Health Practitioner Initiative component of psychologist¿s role (Tier 1, 2 & 3 MTSS)
The psychologist with mental health practitioner initiative responsibilities, reports to the Assistant Principal for Student Support Services and works flexibly within the school¿s existing wellbeing
team across three tiers of support. They works via appointment basis for individual student support and scheduled interventions and programs.
They work to:
¿ enhance mental health promotion and prevention activities in the school by:
¿ embedding mental health promotion and prevention strategies and programs
¿ building the capability of teaching and school leadership staff to manage student health and wellbeing
¿ contributing to whole school health and wellbeing plans
¿ collaborating with school staff including the Wellbeing team to best plan for and meet the needs of students to engage with education
¿ collaborate in shared role with other mental health practitioner in the college for mental health fund initiatives
¿ provide early intervention and supports for students with mild to moderate mental health needs, including counselling support for individual students and/or small groups facing social, emotional, behavioural or mental health issues with a case load no larger than 25 students (or otherwise in consultation with AP for SSS).
¿ coordinate supports for students with complex needs by proactively working with regional staff and other health professionals where required.
¿ Attend MHP meetings and PL provided by area and share learnings with the wider team.
¿ Meet areas requirements for data collection and provision of evidence base for all interventions.
¿ Keep professional notes as per the MHP role requirements via area documentation, as well as internal KSC processes.
Range 4 is distinguished by the introduction of management responsibility including finance and human resources management and accountability for the delivery of professional support services and/or staff development. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations, or educational programs including the inclusion program.
This position description describes in general terms the normal duties which the Education Support - Educational Psychologist is expected to undertake. However, the duties described may vary or be amended from time to time without changing the level of responsibility associated with the position.
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
Please ensure that your application (online via School Jobs Victoria) includes:
Please note that the selection panel may seek additional referees beyond those you name. Where we take this action, we will notify you of our intention.
Be part of Kurunjang¿s next chapter as we lead whole-school transformation through clarity, consistency, and high expectations.
Kurunjang Secondary College is a government school in Melbourne¿s west, with an enrolment of approximately 890 students from Years 7 to 12. The college is inclusive and community-focused, with a strong commitment to academic growth, student engagement, and equitable access to future pathways. Guided by the shared purpose ¿we learn, grow and achieve together,¿ the college prioritises high expectations and collective achievement.
The college is undertaking a significant phase of renewal, aligned with the Victorian Teaching and Learning Model (VTLM 2.0), Multi-Tiered System of Supports (MTSS), and the Science of Learning. These frameworks inform all aspects of practice -curriculum, engagement, wellbeing, and leadership¿ensuring clarity, consistency, and evidence-based decision-making across the college.
The Kurunjang Literacy Program (KLP) delivers explicit, targeted literacy instruction in Years 7¿ 9, incorporating the Science of Reading, structured phonics, and comprehension strategies. Numeracy pathways provide scaffolded support and extension through classroom-based intervention, co-teaching, and differentiated instruction.
In 2025, the college trialled a Ready to Learn Room to strengthen Tier 2 engagement and behavioural support. Outcomes from this trial will inform future planning as Kurunjang continues to enhance its multi-tiered support systems. The college is also transitioning to the Positive Climate for Learning ¿ Managing Schoolwide Behaviour (PCMS) model, establishing a consistent approach to expectations, routines, and consequence systems aligned with DE guidance.
Kurunjang operates a vertical House structure across Years 7¿12, with four Houses led by dedicated House Leaders and support teams. Senior students access a broad curriculum, including VCE (VM and VPC), VET, and vocational pathways, with acceleration opportunities and access to Western Edge Cluster programs.
Major capital works commenced in September 2025, including construction of a new Learning Centre to enhance contemporary, inclusive learning spaces. These developments reflect the college¿s strategic commitment to becoming a future-focused, high-performing school of choice within the Melton community.
Located just 35¿40 minutes from inner Melbourne via V/Line or major arterial roads, Kurunjang offers a more efficient and predictable commute than many schools in the inner-west or northern growth corridors. The college provides a collaborative and professional environment for staff dedicated to evidence-informed practice, student growth, and collective responsibility.