Job Description
Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 5
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1521891
Selection Criteria
SC1 Demonstrated experience, skills and knowledge relevant to the position responsibilities. Current registration with Australian Health Practitioner Regulation Agency as a psychologist in educational, developmental or clinical psychology.
SC2 Demonstrated experience in conducting psychoeducational assessments, including cognitive, academic and behavioural assessment, and the ability to interpret and communicate findings through high-quality written reports.
SC3 Demonstrated ability to translate assessment data into practical, evidence-based interventions and adjustments that support student learning.
SC4 Highly developed organisational, communication and interpersonal skills, with the ability to work collaboratively within a multidisciplinary team and provide professional leadership in complex cases.
SC5 Demonstrated capacity to engage effectively with students, families, teaching staff and external professionals to support positive educational and wellbeing outcomes.
SC6 Demonstrated experience in designing, delivering and evaluating targeted, time-limited small group interventions (e.g. language for learning, social communication, executive functioning, study skills) to support student access to learning and wellbeing.
Role
This position has been advertised as fulltime however the college is willing to negotiate a lesser time fraction and working days for the successful applicant. Remuneration is in line with the current VGSA2022 Education Support Salary ES1-5. Please contact the college HR manager for further information.
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
As a member of the leadership team within a school/s responsible for the management of the following:
Management of the delivery and quality of professional student support services involving multi-disciplinary functions e.g. therapist, psychological and social work services.
Provide professional assessment, interventions and support services to students within the parameters of school policy and guidelines.
Conduct psychoeducational assessments, including cognitive, academic and behavioural assessments, to identify learning needs, inform targeted intervention, and contribute to diagnostic understanding where appropriate.
Demonstrated ability to administer and interpret standardised assessments (e.g. WISC, Vineland, WIAT or equivalent).
Provide professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others.
Provide expert advice to influence the strategic approach to student support and learning.
Based on results of assessments and observations, utilise a team approach to support staff in developing appropriate goals and interventions designed to achieve successful learning outcomes and positive emotional wellbeing for students with a disability.
Support the collection and documentation of evidence for NCCD and other funding applications through high-quality assessment and reporting.
Contribute to and support a structured referral and prioritisation process to ensure equitable and strategic allocation of support.
Use student data and assessment outcomes to inform school-wide planning and intervention strategies.
Support families to understand assessment outcomes and appropriate pathways for further support.
Collaborate with allied health professionals (e.g. Speech Pathologist) to provide integrated support for students
Design, implement and evaluate targeted small group interventions (e.g. executive functioning, study skills, and self-regulation) to support students¿ learning and engagement.
Deliver time-limited group programs that build student independence and reduce reliance on individual support.
Creating psychological reports and recommendations to direct Student Support Group (SSG) meetings, Individual Education Plans (IEPs), and teaching staff, with the aim of enhancing academic outcomes and student wellbeing.
Developing Behaviour Support Plans (BSPs) when required for students with a disability.
Referring students to suitable external services for additional support.
Assisting staff in implementing interventions and strategies to support students facing difficulties.
Collaborate with the Assistant Principal of Inclusion to evaluate and enhance student learning & engagement.
Lead and conduct group sessions with students with a disability to aid in enhancing their ability to self-manage their social, emotional, and educational needs.
Conduct training and consultation to school colleagues within the professional field.
Contribute, develop and implement key policy initiatives in the school in regard to Inclusion.
Provide relevant professional learning to school staff and leadership around supporting students with a disability
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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 marrung@education.vic.gov.au
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.
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
Location Profile
Keysborough Secondary College is a multi-campus school with one campus in Keysborough (Acacia Campus) and one in Springvale South (Banksia Campus). Both campuses offer programs for students in years 7-12 with an organisational structure arranged around Junior and Senior sub-schools.
Enrolments in the College stand at around 2300 and are growing. The College provides a broad range of VCE, VCE-VM and VET subjects for our students across the two campuses. The College also has a significant International Students Program with its own ELC.
Student achievement and engagement is generally above Like School groups and retention is high. Our student population is culturally and linguistically diverse and characterised by families of high SFOE as a result of which the college attracts significant Equity Funding. General Satisfaction with the College, as measured by the Parent Opinion Survey, is consistently high and in 2024 was 86%.
Our College Vision states that: At Keysborough College, we are a diverse learning community where every student thrives. Our RED values (Respect, Excellence, and Diversity) are at the heart of our College. By prioritising wellbeing and fostering student agency, we empower students to take ownership of their learning through meaningful and individualised pathways. Through the promotion of the RED Values, implementation of the SWPBS framework, our students thrive.
At Keysborough Secondary College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our Teaching and Learning model employ evidence-based practices aligned with the VTLM 2.0 to create engaging learning environments that foster academic and personal growth. We have a strong emphasis on teaching teams through the Professional Learning Communities and Domain Teams, which enables staff to work collaboratively to provide an engaging and rigorous curriculum. Provision of opportunities for targeted intervention, and extension and enrichment are included in the learning program to ensure that students are supported at the point of need.
Keysborough Secondary College has undergone an extensive renewal program with the construction of two Junior Village neighbourhoods, a Senior Village neighbourhood, and a purpose-built STEM Centre on each Campus. Construction or refurbishment of a Food Technology, The Arts and Technology Centre on each campus has also been completed. The final stage has been completed for the new Administration Centre on the Banksia Campus and the refurbishment of the Music area at the Acacia Campus.
Applications close Wednesday 22 April 2026 at 11.59pm
Posted
26 March 2026
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 5
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1521891
Selection Criteria
SC1 Demonstrated experience, skills and knowledge relevant to the position responsibilities. Current registration with Australian Health Practitioner Regulation Agency as a psychologist in educational, developmental or clinical psychology.
SC2 Demonstrated experience in conducting psychoeducational assessments, including cognitive, academic and behavioural assessment, and the ability to interpret and communicate findings through high-quality written reports.
SC3 Demonstrated ability to translate assessment data into practical, evidence-based interventions and adjustments that support student learning.
SC4 Highly developed organisational, communication and interpersonal skills, with the ability to work collaboratively within a multidisciplinary team and provide professional leadership in complex cases.
SC5 Demonstrated capacity to engage effectively with students, families, teaching staff and external professionals to support positive educational and wellbeing outcomes.
SC6 Demonstrated experience in designing, delivering and evaluating targeted, time-limited small group interventions (e.g. language for learning, social communication, executive functioning, study skills) to support student access to learning and wellbeing.
Role
This position has been advertised as fulltime however the college is willing to negotiate a lesser time fraction and working days for the successful applicant. Remuneration is in line with the current VGSA2022 Education Support Salary ES1-5. Please contact the college HR manager for further information.
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
As a member of the leadership team within a school/s responsible for the management of the following:
Management of the delivery and quality of professional student support services involving multi-disciplinary functions e.g. therapist, psychological and social work services.
Provide professional assessment, interventions and support services to students within the parameters of school policy and guidelines.
Conduct psychoeducational assessments, including cognitive, academic and behavioural assessments, to identify learning needs, inform targeted intervention, and contribute to diagnostic understanding where appropriate.
Demonstrated ability to administer and interpret standardised assessments (e.g. WISC, Vineland, WIAT or equivalent).
Provide professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others.
Provide expert advice to influence the strategic approach to student support and learning.
Based on results of assessments and observations, utilise a team approach to support staff in developing appropriate goals and interventions designed to achieve successful learning outcomes and positive emotional wellbeing for students with a disability.
Support the collection and documentation of evidence for NCCD and other funding applications through high-quality assessment and reporting.
Contribute to and support a structured referral and prioritisation process to ensure equitable and strategic allocation of support.
Use student data and assessment outcomes to inform school-wide planning and intervention strategies.
Support families to understand assessment outcomes and appropriate pathways for further support.
Collaborate with allied health professionals (e.g. Speech Pathologist) to provide integrated support for students
Design, implement and evaluate targeted small group interventions (e.g. executive functioning, study skills, and self-regulation) to support students¿ learning and engagement.
Deliver time-limited group programs that build student independence and reduce reliance on individual support.
Creating psychological reports and recommendations to direct Student Support Group (SSG) meetings, Individual Education Plans (IEPs), and teaching staff, with the aim of enhancing academic outcomes and student wellbeing.
Developing Behaviour Support Plans (BSPs) when required for students with a disability.
Referring students to suitable external services for additional support.
Assisting staff in implementing interventions and strategies to support students facing difficulties.
Collaborate with the Assistant Principal of Inclusion to evaluate and enhance student learning & engagement.
Lead and conduct group sessions with students with a disability to aid in enhancing their ability to self-manage their social, emotional, and educational needs.
Conduct training and consultation to school colleagues within the professional field.
Contribute, develop and implement key policy initiatives in the school in regard to Inclusion.
Provide relevant professional learning to school staff and leadership around supporting students with a disability
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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 marrung@education.vic.gov.au
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.
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
Location Profile
Keysborough Secondary College is a multi-campus school with one campus in Keysborough (Acacia Campus) and one in Springvale South (Banksia Campus). Both campuses offer programs for students in years 7-12 with an organisational structure arranged around Junior and Senior sub-schools.
Enrolments in the College stand at around 2300 and are growing. The College provides a broad range of VCE, VCE-VM and VET subjects for our students across the two campuses. The College also has a significant International Students Program with its own ELC.
Student achievement and engagement is generally above Like School groups and retention is high. Our student population is culturally and linguistically diverse and characterised by families of high SFOE as a result of which the college attracts significant Equity Funding. General Satisfaction with the College, as measured by the Parent Opinion Survey, is consistently high and in 2024 was 86%.
Our College Vision states that: At Keysborough College, we are a diverse learning community where every student thrives. Our RED values (Respect, Excellence, and Diversity) are at the heart of our College. By prioritising wellbeing and fostering student agency, we empower students to take ownership of their learning through meaningful and individualised pathways. Through the promotion of the RED Values, implementation of the SWPBS framework, our students thrive.
At Keysborough Secondary College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our Teaching and Learning model employ evidence-based practices aligned with the VTLM 2.0 to create engaging learning environments that foster academic and personal growth. We have a strong emphasis on teaching teams through the Professional Learning Communities and Domain Teams, which enables staff to work collaboratively to provide an engaging and rigorous curriculum. Provision of opportunities for targeted intervention, and extension and enrichment are included in the learning program to ensure that students are supported at the point of need.
Keysborough Secondary College has undergone an extensive renewal program with the construction of two Junior Village neighbourhoods, a Senior Village neighbourhood, and a purpose-built STEM Centre on each Campus. Construction or refurbishment of a Food Technology, The Arts and Technology Centre on each campus has also been completed. The final stage has been completed for the new Administration Centre on the Banksia Campus and the refurbishment of the Music area at the Acacia Campus.
Applications close Wednesday 22 April 2026 at 11.59pm
Posted
26 March 2026
💡 Quick Summary
Seeking a career-building opportunity? The Educational Psychologist (ES1-5) *TF negotiable* position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.