• 24 SCHOOL PSYCHOLOGISTS

The application of the provisions contained within this Part only applies to persons employed as a School Psychologist, Senior School Psychologist, and Advanced Skills School Psychologist.
 
Where a provision in this Part is inconsistent with any other provision contained within this Agreement, the provisions of this Part will apply. 

Within the context of a changing environment and addressing more complex student needs, the Employer will continue to examine practices with a view to determining the resourcing for the provision of student services. 

• 24.1    School Psychologists
  • (a)    The Parties acknowledge there is a need to retain experienced and competent School Psychologists in duties directly associated with quality school psychology practice.  To achieve this, a new School Psychologist career structure will be introduced to enhance career opportunities for School Psychologists and recognise their professionalism and engagement in ongoing professional learning.
  • (b)    School psychologists, Level 1 will progress to School Psychologist, Level 2 subject to the following requirements:
    •  (i)    full registration status with the Psychologists Board of Western Australia; and
    •  (ii)    12 months on the maximum of School Psychologists, Level 1.5.
• 24.2    Senior School Psychologists
  • (a)    A Senior School Psychologist classification will be introduced to enhance career opportunities for School Psychologists and to recognise their professionalism and engagement in ongoing professional learning.
  • (b)    Progression from Senior School Psychologist Level 1 to Senior School Psychologist Level 2 will be by annual progression, subject to satisfactory performance.
  • (c)    Senior School Psychologists are required to perform duties and responsibilities including:
    • (i)     an effective contribution to the leadership of developing, implementing and evaluating relevant areas of school psychology practice;
    • (ii)    an effective contribution to the leadership of the district’s student services and/or schools including identification, development, planning and implementation of priorities and formal decision making processes;
    • (iii)    oversee the implementation and management of specialist programs or policies;
    • (iv)    mentoring, supervision, peer support, counselling and guidance for School Psychologists (including supervision of provisionally registered psychologists) concerning effective practice, psychological support for schools and resource development; and
    • (v)    other duties as identified by the Manager of Student Services and the Director Schools/Executive Team which arise out of the priorities identified in the Department/district student services plan and/or school development. Allocation of duties will be negotiated with the line manager and take into consideration workload implications.
  • (d)    Criteria for Progression to Senior School Psychologist. To progress to the Senior School Psychologist classification, School Psychologists must:
    • (i)    complete a minimum of 12 months (1 year) full-time equivalent service at level 2.4 of the salary scale; and
    • (ii)    undertake relevant professional learning or relevant study at a university or TAFE college or equivalent related to the draft competency framework,  including delivery of professional learning,  as agreed between the Parties.
    • (iii)    School Psychologists may make application to commence required professional learning in the year at which they reach level 2.2 salary.
• 24.3    Transitional Arrangements for Senior School Psychologist
  •  (a)    Effective from the date of registration of the School Education Act Employees’ (Teachers and Administrators) General Agreement 2006, School Psychologists who have been one (1) year or more at level 2.4 may apply for Senior School Psychologist status.
  • (b)    On receipt of an application outlining professional development over the past three (3) years, the School Psychologist will progress to Senior School Psychologist, using an agreed pro-forma to be developed by the Parties.
  • (c)    The transition process will remain available for 12 months from the date of registration of the School Education Act Employees’ (Teachers and Administrators) General Agreement 2006.  After this time all applications need to be made according to clause 24.2(d).
•  24.4    Advanced Skills School Psychologist
  • (a)    An Advanced Skills School Psychologist status will be introduced in recognition of and to reward School Psychologists who demonstrate exemplary practice and a commitment to ongoing professional learning.
  • (b)    Criteria and selection processes will be jointly developed using the draft competency framework for School Psychologists during the life of this Agreement.
  • (c)    The Advanced Skills School Psychologist information and guidelines, including agreed responsibilities, will be jointly developed by the Parties.
  • (d)    Advanced Skills School Psychologists will be required to negotiate agreed responsibilities as per the Advanced Skills School Psychologist information and guidelines.
  • (e)    Permanency: On appointment to Advanced Skills School Psychologist status, School Psychologists will be granted permanent status to the Department.    
• 24.5    Competency Framework
• The Parties will continue the joint work on the competency framework for School Psychologists, describing professional competencies and work related standards for each phase of the School Psychologists’ career structure.
• 24.6    Flexible working hours of School Psychologists will continue to apply in accordance with the following guiding principles:
  • (a)    an improved service to schools and teachers in the delivery of support and professional development occurs;
  • (b)    the requirement for out of hours work by a School Psychologist is the direct result of a request by teachers or a school for support or professional development or other reasonable requirements of a District Office or Central Office to participate in professional development activities;
  • (c)    time worked out of hours is to include the support of schools, liaison with schools, presentation of professional development and any travel which may directly occur as a result of these activities;
  • (d)    a consultative process between the School Psychologist, their direct line manager and the group requiring out of hours support or professional development has occurred;
  • (e)    all time worked out of hours will be acknowledged in a time off in lieu arrangement on a one for one basis;
  • (f)    issues such as duty of care, health, safety and welfare, equity and other legislative requirements have been allowed for;
  • (g)    the workload, career aspirations and family circumstances of the School Psychologist have been allowed for;
  • (h)    the individual circumstances of the School Psychologist have been fairly and reasonably considered;
  • (i)    the distribution of hours is equitable with no School Psychologist being required to work more than 10 days in a 14 day period; and
  • (j)    specifically excluded from these arrangements are double shifts.  Split shifts are also excluded unless agreed to by the individual School Psychologist, the consultative process outlined above has occurred, and an appropriate allowance determined and paid.

• 24.7    Laptops
• School Psychologists are entitled to enter the notebooks program under the same terms and conditions as Teachers and School Administrators.
• 24.8    Psychologists’ Leave Management
• The District Office will ensure that in situations when a School Psychologist is absent from the workplace, the relevant duties and responsibilities to schools will continue to be undertaken, subject to staff availability.

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