Psychologist (Ed Support Level 1-range 4)
Lyndhurst Secondary College (Years 7-12) is situated just north of Cranbourne in the south-western corner of the City of Casey – one of the fastest growing municipalities in Australia. Our College is projected to have an enrolment of 630 students in 2020 and is projected to rise further. Over recent years the cultural mix of the College has changed dramatically with approximately 35 per cent of our students now having a Language Background Other Than English.
With regard to facilities, the College has a large, double-court Gymnasium, a well-resourced Drama Theatre, a large Library, as well as significant facilities in specialist areas: Music, Food Technology, the Visual Arts, a Trade Training Centre (Automotive), separate Wood and Metal technology rooms, as well as extensive Science based classrooms. The College also has a dedicated `Inquiry Centre’ purpose-built to support the Year 9 Inquiry program as well as a Senior School area set aside for VCE and VCAL classes. The College also supports a one to one student netbook program.
The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment which champions individual differences, excellence and integrity in order to develop open-minded citizens capable of contributing confidently and responsibly to an ever-changing world. We aim to be a progressive learning community whereby we are, ‘Empowering students for learning and life’. Our core values are excellence, commitment, integrity and respect, with an overarching belief in high expectations for all.
The College has a clear focus on maintaining an orderly environment. We recognise that positive student behaviours are most effectively supported through relationship-based, whole-school and classroom practices. Lyndhurst Secondary College has firmly embedded a practice of ‘Routine and Respect’, as an approach to the maintenance and consistency of order. Our award winning ‘Multipride’ program celebrates cultural diversity and also promotes harmony within the school. In addition to this we have a highly effective Wellbeing Team, and are now recognised as a ‘White Ribbon’ School.
Presently the major focus for staff is to develop classroom pedagogy through a range of evidence-based teaching and learning strategies, in an effort to further improve outcomes for students. In addition, teachers meet regularly and work collaboratively in smaller Teaching and Learning Teams. These teams collect and analyse student assessment data in order to inform teaching practice. The objective is to teach to each student’s point of need, regardless of where they on the learning continuum.
To meet the individual needs of our students we offer a range of flexible learning options and support programs. We also have a wide range of co-curricular programs. As a smaller school, we believe in getting to know our students well and we use these programs as just one of the ways to engage and learn more about the young people with whom we work. We understand the importance of ‘student voice’ in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community.
The current College Leadership Team profile consists of the Principal, two Assistant Principals, one Teaching and Learning Leader, three Sub-School Leaders (aligned to Junior, Middle and Senior School), one Community and Innovations Leader and the College Business Manager.
SC1 Proven capacity to work effectively with young people with an intellectual disability, complex needs and challenging behaviours, their families/carers, service providers and other key stakeholders in the delivery of psychological services.
SC2 Experience in the initiation, development and implementation of programs, procedures and policies that foster resilience in children and young people and address their social, emotional and educational needs.
SC3 Capacity to manage the delivery of a comprehensive psychology service addressing the social, emotional and educational need of students and families in an education environment, including psychological assessments, complex case management, Functional Behaviour Assessments, counselling, referral for students and families, and critical incident support.
SC4 Well-developed communication, networking and interpersonal skills.
SC5 Demonstrated ability to lead aspects of the School Wellbeing Policy and use appropriate practices to support students and families.
SC6 Demonstrate the school values working collaboratively from a student centred, holistic approach
SC7 Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards.
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.
- Provide highly developed direct services to students including short term counselling, restorative practice, complex case management, triage, risk assessment and crisis intervention.
- Coordinate referrals to the schools Program for Students with Disabilities (PSD), including the provision of ongoing consultation regarding students funded under the PSD.
- Support health promotion initiatives in the College including school-wide and cohort-wide proactive programs.
- Consultation with the College leadership team utilising professional knowledge of student wellbeing to guide policy and strategic decision making within the school.
- Maintenance of accurate data collection on the provision of wellbeing services and supports.
- Preservation of confidential files and records in accordance with professional guidelines, ethical codes, health records and privacy legislation.
- Liaison, consultation and development of partnerships with external support agencies (e.g., Child Protection, Headspace, Monash Health) to support student wellbeing.
- Consultation and meetings with Sub School Leaders, Subject Leaders, teachers, education support staff and other allied health professionals (e.g., Student Support Services Officers).
- Secondary consultation to College staff.
- Membership of the College’s Crisis Management Team.
- Consultation for students on behaviour management plans, individual learning plan, suspensions and expulsions.
- Provision of Professional Development to staff on a range of student wellbeing issues (e.g., Child Safe Standards, Mental Health, trauma).
- Facilitation of Tier 1, cohort presentations to College students (e.g., time management, coping skills).
- Financial management of student wellbeing and proactive programs budgets.
- Other duties as directed by the Principal and/or Assistant Principal(s).
- Work as a key member of a Leadership Team that includes a member of the Principal Team as well as other designated Educational Leaders and Wellbeing Leaders
- Supporting the applications of funding for students with special needs
- Leading and managing the Complex Cases and the PACE class
- Working with a range of teams and leaders to ensure staff are aware of relevant processes and strategies to support students with complex needs..
- Liaising with the Leadership Team and other relevant staff to ensure that the College Professional Development Plan reflects relevant Professional Learning around managing and working with Complex students.
- Working and building capacity of all staff.
- Working with the Principal Team and other staff as necessary to compile relevant induction materials that relate to working man supporting students with complex needs to be included in packages for new staff.
General Expectations of all Educational and Support Leadership Roles at LSC:
School Strategic Plan:
- Working to ensure the achievement of relevant goals and targets in the Strategic Plan and Annual Implementation Plans. This is a shared responsibility and specific expectations will be negotiated with the Principal in formulating your annual performance improvement plan.
People & Resources:
- Ensure, that at all times, principles of Equal Opportunity are upheld.
- Be aware of issues related to Occupational Health and Safety that affect staff.
- Maintain a safe working environment and report any perceived problems to the HSR.
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- Staff professional accountability
- Working with the staff to improve the teaching and learning environment
- Building strong, positive links with our community
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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
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