D16/ SENIOR SCHOOL PSYCHOLOGIST APPLICATION GUIDELINES

Transcription

1 D16/ SENIOR SCHOOL PSYCHOLOGIST APPLICATION GUIDELINES Effective date: 1 January 2018

2 INTRODUCTION Senior School Psychologists demonstrate higher-level individual competencies and the capacity to instruct and mentor their colleagues. The achievement of Senior School Psychologist status recognises attainment of all the competency standards at Phase 2 of the Department s Competency Framework for School Psychologists in the following dimensions of practice: 1. Outcome-focused scientific practitioner decision making; 2. Intervention and evaluation; 3. Communicating, assessing, reporting and providing feedback; 4. Partnerships in education; and 5. Ethics, professional learning and leadership. As highly skilled and experienced practitioners, Senior School Psychologists receive increased remuneration and play a significant role in providing high quality service and undertake additional responsibilities as described in the School Education Act Employees (Teachers and Administrators) General Agreement HOW TO BECOME A SENIOR SCHOOL PSYCHOLOGIST Applications for Senior School Psychologist status are in writing. The process requires: a written application detailing your professional knowledge and practice demonstrated at Phase 2 of the Competency Framework for School Psychologists; and nomination of two professional referees who can verify your claims; one of your referees must be your current professional manager or line manager. Applicants are assessed against each of the five (5) Competency Standards and their Critical Elements at Phase 2 of the Competency Framework for School Psychologists (see Appendix A). There is no limit on the number of people who can achieve Senior School Psychologist status. ELIGIBILITY To be eligible to apply for Senior School Psychologist status you must: have current permanent or fixed-term employment with the Department of Education in a school psychologist position; be working for a minimum of 0.4 FTE (four days a fortnight); and be at Level 2.6 of the school psychologist salary scale. 1

3 APPLICATION DATES Applications for Senior School Psychologist status are assessed four times a year. In 2018, the closing dates for applications are 4.30pm on: Friday 9 March (end Week 6, Term 1); Friday 8 June (end Week 6, Term 2); Friday 24 August (end Week 6, Term 3); and Friday 16 November (end Week 6, Term 4). Late applications are not accepted. Applications must be submitted electronically to School.Psychology.Service@education.wa.edu.au The receipt of your application is acknowledged electronically. SALARY The remuneration for Senior School Psychologists is detailed in Table 16 of the School Education Act Employees (Teachers and Administrators) General Agreement Successful applicants are credited with Senior School Psychologist status Year 1 from the date of the assessors determination. Progression from Senior School Psychologist Year 1 to Senior School Psychologist Year 2 is by annual progression subject to satisfactory performance. Salary is calculated on a pro-rata basis for part-time employees. NEGOTIATING THE ROLE Responsibilities are determined in consultation and collaboration with the professional manager and line manager, with consideration given to workload implications. As the professional manager for all school psychologists, it is expected that the Lead School Psychologist is involved in negotiating the role and liaises with principal/s as required, particularly where the Senior School Psychologist is employed directly by an Independent Public School. The role should reflect the context of system and/or School Psychology Service priorities and the professional interests and expertise of the Senior School Psychologist. Section 17 of the School Education Act Employees (Teachers and Administrators) General Agreement 2014 outlines the duties and responsibilities of Senior School Psychologists (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 leadership of school psychology in the region and/or schools including identification, development, planning and implementation of priorities and formal decision making processes; iii. overseeing the implementation and management of specialist programs and/or policies; 2

4 iv. supervision, of provisionally registered psychologists, mentoring, peer support providing consultation to other school psychologists regarding effective practice; psychological support for schools and resource development; and v. other duties, as identified by the employer which arise out of the priorities identified by the Department. 3

5 ASSESSMENT PROCESS As an applicant, you are assessed against each of the five (5) Competency Standards and each of their Critical Elements at Phase 2 of the Competency Framework for School Psychologists (see Appendix A). Your achievement against each Competency Standard is determined through an independent assessment of your written application by two assessors and verified by your nominated referee/s. The pool of assessors comprises Lead School Psychologists, Advanced Skills School Psychologists and Senior School Psychologists. Assessors are trained in the assessment process and have expertise to assess against the Competencies Each Critical Element for each Competency Standard is rated as Achieved or Not Achieved. All Critical Elements must be assessed as Achieved for you to be awarded Senior School Psychologist status. You will receive a letter advising if you have been successful in your application, including written feedback. Feedback is provided against each of the five (5) Competency Standards and their Critical Elements. Comments provided are intended as constructive feedback and a guide only. You may apply more than once each calendar year. REVIEW If you are unsuccessful and can provide evidence that assessment procedures have been breached, you can contact the Senior School Psychologist Project Manager to discuss your concerns. If you are still not satisfied, you may request a review of your case. Your request for review needs to focus on the procedures of the assessment and be submitted in writing to the Manager, School Psychology Service within 10 working days of the letter advising you of the assessment outcome. The Senior School Psychologist review panel, comprising representatives of the Department and State School Teachers Union of Western Australia, considers review submissions. You are advised in writing of the review panel s decision. 4

6 Introduction Applying for Senior School Psychologist status requires a written application where you must provide statements and examples that demonstrate you meet all five (5) Competency Standards at Phase 2 of the Competency Framework for School Psychologists. You are required to write your own application. Your written application must include: a completed application form; a covering letter; a curriculum vitae; a professional statement; and referee contact details. The covering letter and professional statement enables you to explain in detail how you meet each of the five (5) Competencies and each Critical Element at Phase 2 of the Competency Framework for School Psychologists. The covering letter and professional statement should clearly demonstrate your knowledge, attributes and professional practice. You may cross reference statements/claims made. Application form On the application form (Appendix B) you need to include: personal details; and your line manager s or professional manager s signature acknowledging they are aware of your application. For further information and assistance contact: Senior School Psychologist Project Manager Telephone: School.Psychology.Service@education.wa.edu.au 5

7 Covering letter The covering letter provides an overview of your professional context and the responsibilities you undertake as a school psychology professional. It should include: philosophy, practice and approaches within the context of delivering school psychology services; and major skills and strengths as a school psychology professional. The covering letter must be no more than one (1) one-sided A4 page in length (11 point Arial font) and include your name and Department ID number. Curriculum vitae (CV) Your CV must be no more than three (3) pages detailing your work history and key achievements. Do not include referees in your CV as they are detailed elsewhere. Professional statement The professional statement details information, examples and evidence that demonstrate achievement of Phase 2 of the Competency Standards and their related Critical Elements of the Competency Framework for School Psychologists within the context of your roles, responsibilities and outcomes achieved. It must be no more than five (5) one-sided A4 pages in length (11 point Arial font) and include your name and Department ID number on each page. Referee verification Referees verify your written statements and validate the standard of your work. You should nominate two referees. Your first referee MUST be your nominated professional manager 1 or line manager. Assessors contact your nominated line manager or professional manager. They are asked about all Competencies and further information may be sought about your application. If you are in a new position, or your line manager or professional manager is new (less than 12 months), you should provide details of your previous line manager or professional line manager. Assessors may contact your second referee for specific Competencies if your current (or former) line manager or professional manager is not able to provide verification. Both referees should be familiar with your work, the Competencies and your written application. Referee contact details should be recorded on the template at Appendix C. 1 Your professional manager is likely to be your Lead School Psychologist. 6

8 APPENDIX A: COMPETENCY FRAMEWORK PHASE TWO CRITICAL ELEMENTS DIMENSION 1: OUTCOME-FOCUSED SCIENTIFIC PRACTITIONER DECISION MAKING COMPETENCY STANDARD: School psychologists are change agents at individual, group and system levels. They apply skills in situational analysis, problem conceptualisation and the identification of strengths and needs to inform decision making. These skills include research, consultancy, development, implementation and evaluation processes to enhance educational outcomes. PHASE TWO Use and encourage others to apply scientific practitioner models, and to incorporate research and other data collection methods to inform decision making. DESCRIPTOR Phase 2 school psychologists integrate the above processes into their practice and apply them independently in a wide range of situations. They influence and encourage others to use the scientific practitioner model and demonstrate the capacity to analyse and synthesise the data gathered to ensure the planning of effective interventions. CRITICAL ELEMENTS Provide leadership and support in the development, implementation and evaluation of programs, processes and practices. Evaluate evidence and research findings and apply to practice

9 DIMENSION 2: INTERVENTION AND EVALUATION COMPETENCY STANDARD: School psychologists use their knowledge of psychological, social and organisational learning theories and assessment processes to support schools in developing, implementing and monitoring interventions to achieve appropriate outcomes for a diverse range of students and school communities. These include psychological processes (cognitive, perceptual and neurological), lifespan and development, intercultural and abnormal psychology. PHASE TWO Apply extensive knowledge and skills to complex or critical situations, and evaluate the effect of these applications. DESCRIPTOR Phase 2 school psychologists have developed a range of intervention frameworks and have a clear rationale to inform their practice. They are able to work independently across a wide range of situations including those that are complex and critical in order to engage with schools to facilitate optimum change in the promotion of safe, supportive and inclusive environments. CRITICAL ELEMENTS Apply current information and research knowledge and encourage others to do so. Collaborate and consult with school communities to maximise engagement and encourage practices that promote safe and supportive schools. Evaluate the effectiveness of individual, group and systemic interventions. Investigate identified issues relevant to the delivery of the school psychology service. 8

10 DIMENSION 3: COMMUNICATING, ASSESSING, REPORTING AND PROVIDING FEEDBACK COMPETENCY STANDARD: School psychologists establish rapport and communicate effectively and appropriately to the needs of the audience; communicate the purpose and nature of the assessment and intervention to the audience; provide timely and appropriate information to school community members, colleagues and other agencies; interpret and report on the assessment and intervention to inform future planning. PHASE TWO Assist others to communicate and provide explanations for complex concepts for a variety of audiences and purpose. DESCRIPTOR Phase 2 school psychologists demonstrate the capacity to deliver complex information to a variety of audiences, accommodate diversity and take into consideration the context and dynamics of the participants. CRITICAL ELEMENTS Clarify and communicate complex concepts for a variety of audiences. Develop and synthesise a variety of perspectives and information on complex issues. Provide comprehensive and objective reporting on complex situations

11 DIMENSION 4: PARTNERSHIPS IN EDUCATION COMPETENCY STANDARD: School psychologists consult collaboratively with students, teachers, parents, administrators and agencies to develop effective strategies; clarify roles and responsibilities; negotiate service outcomes and participate as effective team members. PHASE TWO Collaborate, develop and facilitate diverse partnerships to formulate and implement outcomes. DESCRIPTOR Phase 2 school psychologists establish positive partnerships and networks with school communities, so that as valued members of school teams they can consult collaboratively and provide constructive feedback and advocate for safe and inclusive practices in schools. They support colleagues in the management of diverse and complex partnerships. CRITICAL ELEMENTS Facilitate, build and maintain partnerships using a broad repertoire of skills. Select and use the collaborative process appropriate to a particular situation. Plan with others to develop appropriate consultative groups. Support colleagues in intervening and advocating in complex situations. 10

12 DIMENSION 5: ETHICS PROFESSIONAL LEARNING AND LEADERSHIP COMPETENCY STANDARD: In applying ethical understandings, school psychologists are actively involved in the development of the profession. They routinely evaluate their own knowledge, skills and practice and use this for the ongoing professional learning of themselves and others. PHASE TWO Share knowledge and skills to support and facilitate ethical understandings and professional learning of colleagues. DESCRIPTOR Phase 2 school psychologists have a clear understanding of the practice of psychology in education; a commitment to ongoing learning and a responsibility to share that learning. They are mentors facilitating the growth of the profession. They support their supervisees and/or other colleagues in developing the required skills, knowledge and attributes. CRITICAL ELEMENTS Share professional knowledge, understanding and skills, and facilitate learning of others. Provide professional support, mentoring and/or supervision to colleagues. Support the induction of colleagues

13 APPENDIX B APPLICATION FOR SENIOR SCHOOL PSYCHOLOGIST STATUS Office Use Date received: Time received: Application Number: Received by: Please complete all sections and submit this page at the front of your application. PERSONAL DETAILS Title Surname Given names ID No. Telephone (W) Current workplace (H) (M) Home/postal address (all correspondence will be sent to this address) (you access regularly) ELIGIBILITY Are you a current permanent or fixed-term employee of the Department of Education in a school psychologist position? Yes No Are you working for a minimum of 0.4 FTE (four days a fortnight)? Yes No Have you reached Level 2.6 of the school psychologist salary scale? Yes No APPLICANT S DECLARATION I, declare the information in this application is a true record of my professional practice. Signature Date

14 ACKNOWLEDGEMENT OF APPLICATION BY LINE MANAGER OR PROFESSIONAL LINE MANAGER I, Line manager Professional manager Please tick which applies acknowledge that (applicant s name) is seeking to obtain Senior School Psychologist status. Signature Date 13

15 APPENDIX C REFEREE VERIFICATION Please note, referees need to be available for contact. Referee 1: Line manager/professional manager Name Home telephone Mobile Current location Work telephone Professional relationship to applicant (please outline) This referee is my current line manager Yes No If so, length of time as line manager This referee is my current professional manager Yes No If so, length of time as professional manager Former line manager/professional manager (only if applicable see page 6) Name Home telephone Mobile Current location Work telephone Referee 2 Name Home telephone Mobile Current location Work telephone I confirm that referees have a copy of my application. Applicant s signature Date 14