Junior Primary Classroom Music Teacher

Leibler Yavneh College is seeking a part time Classroom music teacher
to join our vibrant Primary teaching staff.

Candidates must have appropriate qualifications, training and experience.

Successful candidates will be passionate about music education and highly skilled in delivering student-centred, experience based music education.

Instrumental teaching ability an advantage.

Candidates must be VIT registered.

In keeping with our registration as a Child Wise school, all applicants will be rigorously screened and will require a current WWC.

Please submit applications by 1st September 2017 to HR@yavneh.vic.edu.au

Primary Hebrew Teacher

Primary Hebrew Teacher

Part Time –commencing October 9th 2017

Leibler Yavneh College seeks an experienced Primary Hebrew teacher.

The successful candidate will have a passion for Hebrew language and the appropriate VIT registration and qualifications.

Applicants will be subject to a rigorous screening process in compliance with the Yavneh Child Safe Policy.

 

Please submit applications by 31st August 2017 to HR@yavneh.vic.edu.au

School Psychologist

GENERAL

The School Psychologist provides professional expertise and support to the school community in the delivery of psychological services to assist students in achieving positive educational, developmental and learning outcomes.

The School Psychologist will collaboratively negotiate, develop and implement programs for students that have a focus on preventative and early intervention strategies; are responsive to identified personal, social, emotional and educational needs; and aim to foster resilience and personal skills development.

The School Psychologist will contribute towards; comprehensive student support programs that are responsive to the identified and changing needs of students. He / She may need to collaborate with other internal or external organisations in the delivery of these programs.

The School Psychologist must hold registration with AHPRA and hold the appropriate qualifications necessary to undertake this role.

As an employee of the College, the School Psychologist is responsible for ensuring that all information relevant to the ability of the School to provide the optimal learning environment for the student is conveyed to the Principal and/or Head of School and/or Year Level Convenor, as appropriate. Relevant information includes information pertaining to the student’s safety, bullying, major social conflict, defined psychological conditions, factors that may significantly impact on the ability to learn, and major family disruption.

The School Psychologist must continue to meet all the registration requirements of the Australian Health Practitioner Registration Agency (AHPRA), to ensure the provision of ongoing professional support and development.

 

ACCOUNTABILITY

The Psychologist will be accountable and directly responsible to the Principal.

 

DUTIES

The School Psychologist will have responsibility for leading the following activities and delivery of the following key tasks:

  1. Provide psycho-educational assessment and/or individual student support, recommendations and advice to students, teachers and parents concerning educational, behavioural, mental health and family issues.
  2. Provide a short term counselling service to assist students in managing educational, social and emotional matters. (limit of one term)
  3. Plan interventions in collaboration with staff, other professionals and parents
  4. Work as part of a multidisciplinary team and facilitate effective working relationships and partnerships with parents, school personnel and external support agencies in order to provide a comprehensive support, case-management and referral service that optimises students’ access and engagement in educational programs.
  5. Refer to other health professionals as required for long term (longer than 1 term) or intensive support, diagnosis and/or counselling.
  6. Share the relevant information with the appropriate College personnel. This may include the Principal, Head of School, and/or the Year Level Convenor, or others as deemed necessary by the School to support the student’s education and wellbeing.
  7. Conduct activities such as student observation and may conduct psycho-educational assessment in order to determine the nature of student learning difficulties, disability, developmental levels or psychological and emotional status in order to make recommendations for educational adjustments and interventions.
  8. Advise the Heads of School of any student who is experiencing difficulty with interactions with other students and/or with teachers that remain unresolved for more than a term.
  9. Where relevant, assist in the preparation of applications for funding for students identified as having a disability liaising with School staff and Heads of School as well as outside health professionals. Assist with the preparation of NCCDS and other Government data as required.
  10. Provide information to the Education Support staff so that they can develop Individual Educational Plans (IEP).
  11. The Psychologists will perform their duties in a confidential manner consistent with the Australian Psychological Society’s Code of Ethics, and maintain a comprehensive and professional record keeping system consistent with the Australian Psychological Society’s Code of Ethics.
  12. Provide professional learning for staff to build capacity and improve student learning and development outcomes.
  13. Provide psychological input to the development, implementation and evaluation of school learning programs.
  14. Play an active role within the wellbeing team.
  15. Actively participate in the life of the College by attending a range of extracurricular events.

 

Testing Services

(a) Administer appropriate psychometric and other tests to assess needs including learning, psychological and behavioural tests

 

 Counselling Services

  • Provide a short term counselling service to students and staff (and where appropriate, their families) seeking academic or personal assistance with regard to school-related issues..
  • Refer students to suitable outside agencies when appropriate.
  • Act as a consultant to staff when necessary with regard to student’s psychological issues.

 

 Community Development

  • Develop and facilitate workshops for students, staff and members of the School community as required.
  • Assist students in the development of study skills- and self-management. Develop, administer and/or participate in programs which support the pastoral ethos of the School

 

Administration

  • Maintain a record keeping, communication and confidential storage system for all relevant students.
  • Produce reports of formal evaluations and assessments and communicate these with the parents, teachers and management (Heads of School and the Principal) as required.
  • Work in close cooperation with the Heads of School, and other School Psychologists. Provide regular communication to the Heads of School.

 

 Pastoral Care

  • Liaise with the Year Level Convenor, Heads of School regarding students whose issues are not resolved speedily or who are referred out for more intensive or specialised support.
  • Communicate concerns in writing, and proactively advise other School Psychologists where relevant, and the Year Level Convenor /Head of School or Principal as appropriate.
  • When requested, advise the School on current best practice therapeutic trends and programs.

 

ESSENTIAL SKILLS

The Psychologist must be able to demonstrate:

  • An excellent level understanding of psycho-educational assessment.
  • Up-to-date knowledge of counselling practices.
  • Excellent skills in the development of behavioural interventions.
  • Ability to work well in a team.
  • Excellent communication skills.
  • Ability to work independently and meet deadlines
  • Able to design and deliver a range of programs

 

KEY PERFORMANCE INDICATORS

 

KPI 1 Students who receive psychological services acknowledge that the issues that were identified in the initial referral are resolved or resolving within one term of referral, or they have been referred to outside therapists.
KPI 2 Teachers are receiving useful advice regarding student behaviour and learning problems that they can implement to assist students in the classroom.
KPI 3 Parents are reporting that they have received useful assistance with their child’s issues and/or helpful referrals to outside specialists within one term of the initial referral.