• Demonstrated ability to deliver a comprehensive psychology service to schools including undertaking psychological assessments, counselling and referrals for students and families.
• Demonstrated capacity to work as part of a collaborative, multi-disciplinary professional team and contribute significantly to the achievements of the team.
• Demonstrated ability to design, deliver or broker professional learning, preferably for teachers and other relevant professionals, related to student engagement and wellbeing.
• Strong capacity to apply highly-developed assessment, conceptual and analytical skills in the provision of student support services and work with children, young people and their families.
• Highly developed communication, networking and interpersonal skills, including the ability to liase effectively with a wide range of people within the education community and beyond.

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.

• Substantial experience in the development and implementation of programs, procedures and policies that foster resilience in students and address their social, emotional and educational needs. 
• Conducting individual assessments regarding development learning and behavioural difficulties and, risk assessments for serious mental health issues.
• Completing assessment reports
• Providing individual counselling and support, group interventions or family engagement related to educational and wellbeing outcomes for students.
• Supporting teachers by providing advice about relevant teaching and learning strategies
• Assisting teachers with program development and implementation
• Providing support and advice about the requirements of the Program for Students with Disabilities including acting as a DET nominee if required.
• Providing professional learning to teachers and school communities
• Providing advice to schools on wellbeing and engagement policies
• Liaising with community service organisations, DHS, hospitals, specialist programs and other professionals.
• Emergency management and attending critical incidents in schools where appropriate.
• Providing case support, assistance and peer supervision to other psychologists and Student Support Services officers.

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

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

Narre Warren South P-12 College strives to develop young people so they can become fulfilled, positive members and leaders of our society. By recognising and celebrating diversity, high aspirations and positive relations, we create a harmonious school that has a positive sense of purpose and a commitment to each and every person.

Narre Warren South P-12 College is on one campus consisting of two sub schools - Prep to Year 6 and Year 7 to 12. (2,700 students) The school has 350 staff, principal class, teachers and education support staff, including administration, student support and inclusion staff. The school is a welcoming place where students from many cultures learn together in excellent facilities.

• The College is categorized as “low” compared to other State schools in socio-economic terms.
• The school family occupation and education (SFOE) index is 0.5954
• Many students have not attended Kindergarten or day care prior to commencing school.
• Nearly all our students from Year 6 stay on to do their secondary education.
• The College experienced significant change over of students over the 13 years of schooling.
• Cultural diversity is a feature of the College community with at least 50 ethnic groups being represented speaking 64 languages.
• Approximately 50% of the Year 7 enrolments originate from the primary school.
• Approximately 40% of our senior students undertake a VCAL pathway (trade/vocational focus)
• More than half of the College’s student population comes from families where the language background is other than English, and around 50% qualify for the EAL program.
• Attendance rates at both Primary and Secondary levels are better than the state benchmarks.
• Wellbeing support is provided across the College with two counsellors, a number of youth workers, Psychologists and other professionals available
• ‘Compass’ is the main communication system for the College. Compass is available to parents and students to assist with attendance, learning tasks, payments, permissions, reporting etc.
• Careers
• Many community groups access a variety of the College’s facilities for sport and the College is a central facility within the community.

We take great pride in all our students working hard at school and getting excellent results. Our VCE median study score has been stable at 30- 31 for the past seven years, placing us well above the state average. Coupled with our outstanding VCAL and VET results, we are a College that meets the pathway needs of all of our students. This is an outstanding achievement and has gained the school recognition far and wide, including 20 State Awards since 2006 for staff and students in our VCAL program and two Premiers Awards for VCE (perfect study scores). Further to this, we were recognised at the Victorian Education Excellence Awards in 2018 with the team award for Outstanding School Improvement, as well as the overall Lindsay Thompson Award.  In 2020 our efforts were recognised in the Age Schools That Excel awards.  The foundations for these results are found in our exemplary programs in the Primary and early Secondary sections of the College, where our focus on academic achievement and strong civic participation are evident. Student Attitudes to School reflect a strong sense of connectedness to school in both the Primary and Secondary areas of the College. Parent opinion well above state benchmarks is also indicative of a happy and harmonious College community.