THE DEPARTMENT FOR EDUCATION AND CHILD DEVELOPMENT
JOB AND PERSON SPECIFICATION
Title of Position:
Psychologist
Administrative Unit:
Department for Education and Child Development (DECD)
Directorate:
Office for Education
Classification Code:
AHP2
Type of appointment:
Ongoing
Term
Temporary
Term
Up to 5 years
Casual
Position Reference Number:
Various
Unit:
Regional Office
Job Analysis:
 Originated by: School and Regional Operations
 Classified by: Corporate HR
Version Number: 5
Version Date: 6 November 2013
Job and Person Specification Approval
__________________ ___/___/___
Delegate
JOB SPECIFICATION
1. Summary of the broad purpose of the job and its responsibilities/duties.
The Psychologist is responsible to the Manager Regional Support Services for:

Contributing to the planning and provision of a quality educational psychology service with a focus on prevention
and intervention which improves the educational outcomes of children and students with additional needs

Contributing to positive outcomes for children and students with additional needs, through the development and
evaluation of appropriate strategies in partnership with families, preschool, school and support services staff,
within a region

Contributing to building the capacity of educational communities and other support services staff

Providing a psychological perspective and advice which contributes to the achievement of organizational
objectives and the development of organizational policy at the regional level

Contributing to the effective delivery and maintenance of a multidisciplinary support service at the regional level

Undertaking professional duties of a straightforward nature or limited complexity under reducing professional
support
2. Reporting/Working Relationships
Reporting lines are as follows:
MANAGER
REGIONAL SUPPORT SERVICES
XXX
XXX
Psychologist
(AHP2)
XXX
XXX
The Psychologist is responsible to the Manager Regional Support Services and works as a member of a multidisciplinary team within a region or designated area within a region. Key working relationships required to
support performance outcomes are:
Internal:
External:
AHP3 psychologists, support services staff within and across regions, other regional staff, early
years, preschool and school staff, Special Education and other key state office personnel
government and non-government agencies, professional associations and other relevant bodies,
authorities, families and groups in the community
3. Special Conditions
Travel:
Out-of-hours:
Location:
Performance targets:
Conditions:
Intrastate travel as required
Some out of hours work may be required
Regional Office (metropolitan and/or country)
The incumbent will be required to achieve performance targets that are negotiated
with the Manager Regional Support Services
Successful applicants may be subject to a criminal history screening check prior to
confirmation of appointment
Successful applicants will be required to complete Responding to Abuse and
Neglect – Education and Care Training at the beginning of employment
Public Sector Act 2009 conditions
A current Driver’s License and a willingness to drive is essential
4. Statement of Key Responsibilities/Duties
The Psychologist is responsible to the Manager Regional Support Services for:
4.1 Contributing to the planning and provision of a quality educational psychology service with a focus on
prevention and intervention which improves the educational outcomes of children and students with
additional needs by:
 monitoring, reviewing and evaluating the effectiveness of service delivery using performance indicators and
other quality measures
 collecting and using qualitative and quantitative data to inform service improvements at the regional level
 applying relevant policy knowledge in the delivery of services
 maintaining up-to-date data systems and record management in accordance with DECD record
management requirements and professional standards
 promoting principles of evidence-based practice, professional standards of conduct, codes of ethics,
departmental policies and legislative requirements
 promoting, initiating and maintaining client consultation in service planning
 developing and maintaining professional skills and keeping up-to-date with new knowledge and methods in
psychological practices
 participating in statewide processes to ensure a consistent approach to standards of quality service and
practice across the state
 implementing and monitoring systems, processes and practices which deliver effective client outcomes
4.2 Contributing to positive outcomes for children and students with additional needs, through the
development and evaluation of appropriate strategies in partnership with families, preschool, school
and support services staff, within a region by:
 gathering comprehensive information from a range of sources, including previous assessments and
interventions
 conducting effective and efficient psychological assessments that consider the child/student holistically,
using a range of approaches including interviews, observations, formal and informal testing
 identifying and assessing children and students across a range of areas, including developmental, cognitive,
social, emotional, behavioural and physical functioning
 using all relevant information and assessments to inform recommendations and interventions
 providing written reports detailing results of assessment and recommendations in a clear and concise manner
 designing and evaluating a range of evidence based prevention and intervention strategies and programs to
meet the identified learning, behavioural or social-emotional needs at the individual or group level, in
collaboration with other relevant staff
 providing a discrete professional consultancy service to preschools and schools
 contributing to effective services for children and students at critical transition points
 providing information and recommendations regarding educational options for students with disabilities
and/or additional needs
 facilitating and supporting the inclusion of children and students with additional needs and/or disabilities into
preschools and schools
 participating in child and student review processes, panels and case management meetings, as relevant
 working collaboratively with other support services staff and other agencies to ensure an integrated
approach to service delivery, including case management as negotiated
 effectively managing a varied workload
4.3 Contributing to building the capacity of preschool, school and other support services staff by:
 working in close partnership with preschool and school staff and their communities to enhance their
capacities to support children and students
 implementing and evaluating professional development for site staff and other support services
 providing professional mentoring and support to other psychologists, as negotiated
 providing professional supervision (if eligible as accredited supervisor with the Psychology Board of
Australia) and/or peer support to provisionally registered and fully registered DECD psychologists
 providing professional supervision to provisional psychologists and students on placement, as negotiated
with the Manager Regional Support Services (if eligible as an accredited supervisor with the Psychology
Board of Australia)
4.4 Providing a psychological perspective and advice which contributes to the achievement of
organizational objectives and the development of organizational policy at the regional level by:
 contributing to the proper administration at the regional level of central policy and operational funding
programs, relating to the Disability Support Program and Preschool Support Program
 contributing to quality assurance processes relating to the Disability Support Program and Preschool
Support Program
 providing advice to the Manager Regional Support Services and senior management on professional issues
as required
 contributing to the implementation and evaluation of DECD policies, plans and objectives at the regional
and/or statewide level
 participating in working groups and committees, as negotiated with the Manager Regional Support Services,
which may be at the regional and/or state level
 collecting and analyzing data that informs evaluation and planning processes at the regional level
 participating in research and consultation processes which inform policy development
4.5 Contributing to the effective delivery and maintenance of a multidisciplinary support service at the
regional level by:
 being actively involved in formulating team aims and objectives and contributing towards their attainment
 actively contributing to regional team and planning meetings and working groups
 contributing to the recruitment, selection, induction and orientation of new psychologists and other support
services staff, as required
 actively building relationships with key stakeholders within DECD and with other agencies to provide
appropriate practice and connected services
 applying and promoting the Public Sector principles and practices, employee conduct standards, equal
opportunity and Occupational Health, Safety and Welfare
4.6 Undertaking professional duties of a straightforward nature or limited complexity under reducing
professional direction by:
 monitoring trends and planning at the regional level to identify local needs and priorities
 contributing to the development, implementation and evaluation of initiatives, programs and innovative
models
5. Authority
Departmental delegations and policies define levels/limits of authority in relation to finance, human resources
and administrative requirements
6. Job Challenges/Context
This position will contribute to improving the learning outcomes of children and students and contribute to
achieving the desired outcomes and priorities of the department within the region. The Psychologist will assist the
Manager Regional Support Services and other key regional staff to contribute to the development of a culture of
high performance within all DECD preschools and schools and services across the region. The Psychologist will
work under reducing professional support from other more senior personnel.
Acknowledged by Occupant
/
/
PERSON SPECIFICATION
Essential Minimum Requirements (Those characteristics considered absolutely necessary).
Educational/Vocational Qualifications
Appropriate degree or equivalent qualification which entitles registration (general) with the Psychology Board of
Australia
Personal Abilities/Aptitudes/Skills

Proven ability to apply high level interpersonal skills and effective communication, both written and verbal, with a
diversity of individuals and groups in a range of forums

Proven ability to develop effective relationships with people at all levels both within and outside the organization
and to work within a multidisciplinary team context

Ability to collect, analyse and apply information and professional expertise to support children and students,
operations and corporate directions
Experience (including community experience)

Experience in providing psychology services using a range of psychological assessments and interventions with
children or adolescents

Successful experience in applying knowledge of psychology to develop, implement and evaluate strategies and
programs
Knowledge

Knowledge of relevant legislation, psychological theory, current research, issues and trends in child and
adolescent development, early intervention, social-emotional wellbeing, behaviour management and learning
difficulties applied within the educational context

A sound working knowledge of policies relating to Work Health and Safety, EEO and Public Sector principles and
practices as they apply to the scope of the position
Desirable Requirements
Educational/Vocational Qualifications

Other relevant gradate or post-graduate qualifications

Registered as an accredited supervisor with the Psychology Board of Australia