Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1498739
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
Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with school-based staff and a wide range of people, including allied health professionals.
SC5 - Understanding of inclusive education and school-wide frameworks
Knowledge of Multi-Tiered Systems of Support (MTSS), Berry Street Education Model (BSEM), and other frameworks that ensure equitable and structured inclusion and support for all students.
SC6 - Legislative requirements
Thorough understanding of legislative requirements regarding privacy of health information.
This is a 3-day position with the option to increase to 5 days.
[Attendance requirement for this position]
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.
Key responsibilities may include but are not limited to:
Individuals with the aptitude, experience and qualifications to fulfill the specific requirements of the position.
Qualifications:
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 includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Lyndhurst Primary School (LPS) is located in the outer-south eastern suburb of Lyndhurst in the City of Casey. LPS is a Public/Private Partnership (PPP) School where the private sector will maintain the school over a 25-year period and the State will retain school ownership and responsibility for delivering educational services.
At LPS, we foster a vibrant, inclusive learning community where wellbeing, engagement, and achievement go hand in hand. With a strong foundation in our core values - Optimism, Respect, Empathy, Responsibility, and Integrity - we empower students and staff to thrive.
Our rich cultural diversity, with over 50 language groups represented, nurtures global understanding and a deep sense of belonging. This diverse mix enhances the learning environment, fostering cultural understanding, global perspectives, and an inclusive mindset.
Student enrolment is approximately 900 students with a school structure of single line classes, with 5 or 6 classes at each year level, equating to 37 to 38 classes. LPS distributive leadership structure includes 1 Principal, 3 Assistant Principals, 3 Learning Specialists and 8 PLT leaders. The specialist subjects offered at LPS include Arts, Digital Technologies, Music, Spanish, Physical Education and Science.
LPS is more than a school, location, buildings and resources. It is a dynamic space that supports collaboration, curiosity, and excellence. LPS is more than just a place of learning - it is a community where students feel safe, inspired, and supported to reach their potential.
We recognise the vital role that families, support services and the wider community play in education and encourage participation in school life. Our facilities are available for service and community use, reinforcing our commitment to shared learning, wellbeing and development.
Together, we foster a culture of high expectations, respect, and lifelong learning, ensuring that LPS continues to grow as a school that our students, staff, and families are proud of.