Psychologist / Wellbeing and Community Liaison
Department of Education Victoria – Wyndham Vale VIC
Manor Lakes P-12 College opened in 2009 and is located in Minindee Rd, Wyndham Vale. The college currently has an enrolment of 3000 students. The enrolment is expected to stabilise and possibly decline in the primary years (additional primary schools opening in the neighbouring area) and to continue to increase at secondary level. The backgrounds of our students reflect a cultural and socio-economic diversity. The college has a Student Family Occupation (SFO) of 0.552 which indicates that there is a level of disadvantage within our community. Approximately 16% of our student population come from a language background other than English.
The vision of Manor Lakes P-12 College is "Dream, Believe, Achieve". The college aspires to create a vibrant and harmonious community of learners who have a confident belief in their ability to learn, grow and succeed.
We strive to provide the best possible education for our students and support for our staff. The philosophy of our teaching practice is focussed on students' learning needs, and this is backed by current research about how students learn.
The College aims for an inclusive and welcoming culture for all families and students within our Designated Neighbourhood Area. We have established a number of programs and structures to provide appropriate learning environments and programmes for all students including students with additional learning needs, complex and/or multiple disabilities.
The College has, and will continue to have, a relentless focus of continuous improvement in all aspects of College life, particularly focusing on improving learning outcomes for all students. All staff are members of Professional Learning Teams and School Improvement Teams which focus on using data and evidence to identify areas to improve, and will work towards achieving goals as set out in the college's Strategic Plan.
All new staff to Manor Lakes P-12 College participate in a comprehensive induction program which clearly outlines the college vision, expectations and pedagogical approaches. Regular communication with all members of the community is achieved through keeping the college website, newsletters, Facebook, Compass, face‑to‑face meetings and information sessions and forums.
Our staff are committed to enhancing their skills and developing their capacity as teachers by involving themselves in professional learning opportunities (external and internal), coaching, mentoring, and being actively involved in Professional Learning Teams and the Professional Learning Community.
The College is committed to developing, maintaining and sustaining relationships between the school and home through events such as: Open Classrooms, Celebrations of Learning, Parent Helpers, Parent Information sessions, Community Forums, Year level celebrations such as Year 12 graduation, and Performing Arts showcases.
Manor Lakes P-12 College is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision making.
Manor Lakes P-12 College has zero tolerance for child abuse.
Manor Lakes P-12 College is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.
Every person involved in Manor Lakes P-12 College has a responsibility to understand the important and specific role that they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
Selection Criteria
* 1. Demonstrated Psychological Assessment Expertise – Ability to administer, score, and interpret a wide range of cognitive, educational, behavioural, and social‑emotional assessments, and to translate assessment data into clear, actionable recommendations for teachers, parents, and students.
* 2. Capacity to Deliver Evidence‑Based Interventions – Knowledge and application of evidence‑based therapeutic and behavioural interventions to support student wellbeing, learning, and engagement, including individual counselling, group programs, and crisis intervention.
* 3. Strong Consultation and Collaboration Skills – Proven ability to work collaboratively with teachers, school leadership, families, and external agencies to develop and implement effective learning and wellbeing plans for students.
* 4. Knowledge of Child Development, Learning and Disability – Comprehensive understanding of child and adolescent development, learning difficulties, disability frameworks, and risk and protective factors impacting student wellbeing, including requirements related to inclusion and education support.
* 5. High‑Level Communication, Reporting and Ethical Practice – Excellent written and verbal communication skills, including the ability to prepare professional psychological reports, maintain accurate records, communicate complex information clearly, and adhere to ethical and legislative requirements (e.g., privacy, mandatory reporting, professional standards).
Role
Attendance may be required for up to 6 days during school holiday periods. A leave purchase of 72.47% of the hourly rate will be paid for any additional attendance undertaken during the school holiday periods.
* Provide senior leadership and coordination of P‑12 wellbeing, engagement and mental‑health systems that support students across all developmental stages.
* Lead the multidisciplinary wellbeing team (primary, secondary and allied‑health staff), ensuring consistent, evidence‑informed practice across the whole school.
* Serve as the school's senior advisor on wellbeing, behaviour, inclusion and community partnerships, guiding approaches that suit early childhood through to adolescence.
* Oversee holistic case management and complex support planning, ensuring smooth transitions between year levels and sub‑schools.
* Build and maintain strong partnerships with external agencies, DE area teams, youth services and early‑years providers to ensure continuity of care.
* Contribute to whole‑school strategic planning, wellbeing policy development, and evaluation processes that improve outcomes across all year levels.
Responsibilities
* Coordinate whole‑school wellbeing structures, ensuring consistent processes for identification, referral, assessment and response from Prep through Year 12.
* Provide expert consultation to teachers and leaders across all sub‑schools on developmentally appropriate behaviour support, mental‑health risk, and inclusion strategies.
* Lead assessments and intervention planning for students with complex or persistent needs, ensuring supports address age‑specific developmental requirements.
* Facilitate case conferences, transition meetings and multi‑disciplinary planning, ensuring seamless support as students move between early years, middle years and senior pathways.
* Develop and implement age‑appropriate wellbeing and prevention programmes (e.g. social‑emotional learning, resilience, bullying prevention, respectful relationships) across the school.
* Lead risk assessments, safety planning and critical‑incident responses, providing guidance to teams across all year levels.
* Build staff capability through targeted professional learning and coaching that supports developmentally informed practice across P‑12.
* Monitor wellbeing, behaviour and attendance data to identify P‑12 trends and advise leadership on strategic priorities and targeted interventions.
* Work with families/carers to strengthen home‑school partnerships, ensuring communication and planning reflect diverse cultural and developmental needs.
* Ensure compliance with DE policy and uphold professional, ethical and confidentiality standards across all wellbeing practices.
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 email.
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:
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:
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 programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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