,

Psychologist

Job posted: 30/09/2024
Applications close: 13/10/2024 (Midnight)
8 days remaining

8 days remaining

Job Description

Location: Melbourne | Cranbourne

Job type: Full time / From 21/10/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Health and Allied Health

Reference: 1439922

Reference: 1439922

Occupation: Health and Allied Health

Salary Range: Salary not specified

Work location: Melbourne | Cranbourne

Location Profile

Marnebek School is a prominent dual-campus specialist school located in Cranbourne, dedicated to providing exceptional educational outcomes for students with intellectual disabilities from Foundation to Year 12. Recently, Marnebek School received a significant investment of $38.34 million from the State Government to modernize and enhance our facilities.

This substantial funding has enabled the creation of new purpose-built classroom learning environments on both campuses, alongside state-of-the-art resource spaces. These spaces now house specialized programs in STEM, Food Technology, Physical Education, Art, and Library facilities.

To gain insight into the Marnebek experience, please view our promotional video at the following link: Marnebek School Experience Video. This video illustrates our commitment to supporting our students in achieving the highest learning outcomes possible.

Our educational approach is guided by a clear vision and set of values:

School Vision: Marnebek School is committed to fostering a stimulating and engaging environment where students can embrace learning and realize their full potential. We prioritize their social, emotional, and physical well-being, empowering them to become active and valued members of their community.

School Values: At Marnebek School, we uphold the values of Resilience, Respect, and Responsibility in every facet of our community:

  • Resilience: We hold ourselves and each other accountable within our school community.
  • Respect: We value and celebrate the diversity of others throughout our school community.
  • Responsibility: We operate with honesty, ethics, and transparency across our school community.

Our strategic focus centres on enhancing literacy and numeracy skills among our students throughout our comprehensive four-year plan. This initiative stems from our self-evaluation report, which identified areas for improvement under the Framework for Improving Student Outcomes (FISO) in Teaching and Learning.

Throughout this strategic plan, we aim to build the capacity of our educators to deliver high-quality teaching tailored to students with diverse disabilities. We set rigorous standards for professional teaching practices, empowering our staff to take ownership of student learning and fostering a collaborative, supportive school culture.

Should you have any further inquiries or wish to learn more about Marnebek School, please do not hesitate to contact us.

Selection Criteria

  1. Demonstrated capacity to identify, assess and diagnose a wide range of additional learning needs/learning disorders and the ability to provide teachers with advice and support to address these needs in the classroom.
  2. Demonstrated capacity to work as part of a collaborative, multi-disciplinary professional team and contribute significantly to the achievement of the team. 
  3. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues and providing evidence-based direct counselling support to clients with a range of mental health needs.
  4. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
  5. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
  6. Ability to provide professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.

Role

Will usually be a member of 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.

A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5.  Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.

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.

Responsibilities

  • Work collaboratively as member of the Inclusion Team, Wellbeing Team and the school.
  • Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students¿ wellbeing, learning and developmental outcomes.
  • Conduct educational and psychological assessments.
  • 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.
  • 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.
  • Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.
  • 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.
  • Facilitate small group programs targeting developmental issues and/or behaviours with identified students as directed by the Inclusion and/or Wellbeing Leader.
  • Develop and facilitate staff professional learning related to student learning, engagement, and development.
  • 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.
  • Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.
  • 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).

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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 marrung@education.vic.gov.au

Child Safe Standards

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

DE Values

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

Other Information

  • All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.
  • Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

 

Please ensure that your application includes:

  • A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • A section addressing the selection criteria and the requirements for application under the Who May Apply section
  • Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

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.

Conditions of Employment

  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.
  • Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Psychologist

Job type:

Full time / From 21/10/2024

Job classification:

Ed Support Level 1-Range 5

Contact:

Jodie Chapman | 59963858

Psychologist