Role
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 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
1. Manage the delivery of support services to students, teachers, parents/carers and other school clients.
2. Ensure all external providers deliver the required service.
3. Provide high level psychology support services to school age students (primary and secondary) in our cluster to improve student learning.
4. Provide high level professional advice in relation to issues involving student wellbeing.
5. Undertake advanced wellbeing interventions that support students and schools.
6. Support Disability and Inclusion processes, including assessments as required.
7. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, including school-based staff, and manage the associated risks.
8. Work collaboratively with the schools to contribute to policies and operational practices that will guide the work of others, including other school wellbeing and inclusion staff and teachers.
9. Demonstrate leadership and provide professional learning to others, such as teachers and other school wellbeing and inclusion staff, to build the capacity of schools to improve students¿ learning and developmental outcomes.
10. Liaise with other health professionals, including school-based staff (cluster level) and external service providers where necessary to provide support to students, particularly in respect to students with additional needs.
11. Maintain professional competence and continued professional learning, including actively engaging in local schools¿ Wellbeing and Inclusion cluster meetings, events and professional development activities throughout the year.
12. Meet relevant policies and legislative requirements in relation to student health information privacy.
13. Please note:
¿ The relevant enterprise agreement underpinning this position is currently the .
¿ Continued professional learning 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
Required
14. Applicants must be qualified as a psychologist (graduate or post-graduate qualification in Psychology or equivalent) and must hold full registration with the Australian Health Practitioners Registration Agency (AHPRA).
15. Have demonstrated direct counselling experience
16. Have a current Working With Children Check
17. Specialisation in education and/or developmental psychology is desirable, but not essential.
18. Must be able to attend either school location (Bacchus Marsh College / Bacchus Marsh Primary School) on specified days and an ability to attend the alternate site in a crisis situation.
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 ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
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:
Other Information
It is envisaged that this position will be shared across Bacchus Marsh College and Bacchus Marsh Primary School with full days allocated at each school as per agreed schedule, with the ability to attend the alternate site in a crisis situation.
Conditions of Employment
19. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
20. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
21. A probationary period may apply during the first year of employment and induction and support programs provided.
22. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at