Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 5
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1480143
Staughton College recognises the vital role of the School Psychologist in supporting student mental health, learning and wellbeing. This role is essential in providing psychological services to students, ensuring they have the support needed to succeed academically, socially and emotionally. The School Psychologist will work closely with students, families and staff to assess and address learning, emotional and behavioural challenges. They will play a key role in fostering a supportive and inclusive school environment, developing tailored wellbeing strategies, and guiding staff on best practices for student support. Collaboration with school leaders, external specialists and support services will be essential in ensuring a proactive approach to student wellbeing.
The successful candidate will be a psychologist registered with AHPRA with experience in supporting students from the ages of 11 to adulthood. A strong understanding of school-based psychological interventions and inclusive education is essential. This position offers the opportunity to shape and enhance student wellbeing practices at Staughton College, ensuring all students feel supported and empowered to reach their full potential.
The key responsibilities of the position may include, but is not limited to:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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
Join our outstanding team in 2025! At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities. For us, education is more than just imparting knowledge; it¿s about nurturing the whole individual, fostering a love for learning, and equipping students with the skills and values they need to succeed in life.
Over the past decade, our college has grown significantly, now serving over 1,700 students with a dedicated team of 180 staff members. Our community thrives on the belief that students excel when their learning and well-being are closely connected. We are committed to creating an environment where every student has the opportunity to become the best version of themselves.
Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential. We ensure that all students leave Staughton College with a love of learning, a strong sense of self-worth, confidence, independence, risk-taking skills, and self-discipline. High expectations for learning and behaviour are tied to respect for the rights and responsibilities of all members of our community.
Staughton College is a place where students are empowered to be dynamic members of our community, actively participating in both classroom learning and extracurricular activities. Through our Staughton Student Matrix, we explicitly teach and acknowledge key positive behaviours that enhance learning, effort, and respect. As an accredited Select Entry Accelerated Learning (SEAL) school, we offer specialized pathways for highly able students, ensuring they receive the support and opportunities needed to excel.
A cornerstone of our philosophy is a staff culture that prioritizes strong relationships and open, meaningful conversations about what truly matters. This culture is not just a statement-it's something we live out every day. We consistently model and reinforce these values, ensuring we support one another while also holding ourselves accountable to the highest standards.
We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive. This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership.
Our teaching staff use point-of-need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs. Our instructional model, based on the Marzano/Pollock GANAG framework, is used consistently across classrooms, ensuring deep learning. We also embrace a whole-school approach to curriculum development, where strong practitioners invest in writing robust curriculum frameworks, allowing teaching teams to focus on how to teach content effectively.
At Staughton College, we strive to exceed expectations, fostering a culture where everyone-students and staff alike-can grow, learn, and achieve excellence.