Social Worker 0.8 & Mental Health Practitioner 0.2

Jacana School for Autism currently caters for 231 students and is located off the Western Ring Road close to public transport, Broadmeadows Shopping Centre, Broadmeadows Leisure Centre and the Hume Global Learning Centre/Library.  The school commenced operation in January 2013 as a specialist school that exclusively addresses the educational and social needs of students with an Autism diagnosis and often experiencing co-morbidities. Autism impacts an individual¿s experience of day-to-day learning, communication style and observed behaviour. Students are aged between 5 and 18 years and travel to the school from a wide geographical area.     Our school is well supported by an infrastructure that includes: 27 classroom learning spaces, a Community Learning Hub, staff collaboration/conference rooms, meeting rooms, occupational therapy rooms, student kitchens, a Vocational Education and Training (VET) workshop and commercial kitchen, Living Skills learning space, visual art rooms, music room, library, an indoor gym/performing arts space and sick bays. The school is divided into 4 sub schools (Primary, Middle and Secondary and Senior Secondary), each led and managed by a Leading Teacher. Classes generally comprise of small flexible groups of 8 to 14 students, according to age (stages of schooling), ability and the individual needs of the students. Each class is taught by a teacher and 2 education support staff, working in partnership for the benefit of the students. Teachers are responsible for the development, delivery and evaluation of all classroom activities and individual student programs while maintaining Autism affirming classrooms.The school employs 6 Learning Specialists who support the effective implementation of Autism specific practice and School Wide Positive Behaviour Support. Specialist programs provided across the school include Health & Physical Education; The Arts (Visual and Music) and Technologies (Food Technology and Design). Our therapy team is comprised of 1.6 speech pathologists, 2 occupational therapists and an allied health assistant which support classroom teams to provide an inclusive and accessible learning environment. Jacana School for Autism currently has 3.0 principal class, 8.2 EFT leading teachers, 25.6 EFT teacher class staff, 50.6 EFT education support staff, 1.6 EFT speech pathologists, 2 EFT occupational therapists, 1 Mental Health Practitioner/Social Worker, 0.8 Mental Health & Wellbeing Leader, 0.6 NDIS Navigator and 0.6 Community Engagement Officer. Our administration team of 8.0 supports the day-to-day running of the school, including a maintenance staff member who ensures that the grounds and buildings are well maintained.   Staff are encouraged to belong to professional network groups. Close relationships have been developed between network schools and nearby mainstream schools into which our students are integrated.ENROLMENTStudents who attend Jacana School for Autism must meet the Program for Students with Disabilities (PSD) eligibility criteria for Autism, as determined by the Department of Education of Victoria and Early Childhood. Once eligibility has been established and the Department has approved students¿ applications for funding, enrolment may proceed.SCHOOL VISIONJacana School for Autism fosters personal and social resilience alongside lifelong learning, enabling students to be engaged participants in family and community life.PURPOSEThe school uses evidence informed reflective professional practices and a committed multi-disciplinary team to consistently implement highly customised teaching and learning programs. We strive to ensure all students access an inclusive curriculum within a safe and supportive environment that actively develops the personal and educational potential of all students.PEDAGOGICAL PHILOSOPHYJacana School for Autism believes that by developing our student¿s capacity to:manage themselves personally and in their interactions with others; andunderstand the world in which they live to positively engage in their wider community, they will increase their experienced successes.Jacana School for Autism provides:a flexible, Autism-specific curriculum and teaching strategies that support the individual needs of students; Individual Education Plans outlining specific learning adjustments, focusing on communication, social /interpersonal skills, personal learning and academic skills.a safe and secure learning environment that respects students¿ dignity and develops self-esteem;school wide implementation of the Positive Behaviour Support program;scope for individualised career planning and workplace learning opportunities based on student preference.regular support to participate in the wider community.Jacana School for Autism includes:individual and small group instructional models;Speech and Occupational therapy consultation;Wellbeing consultation, including group supports and 1:1 counselling;ongoing professional development for staff;learning programs informed by current research and evidence-based practice. CURRICULUMThe JSA curriculum:reflects current educational reform at an international, national and state level, and is informed by the principles and practices of inclusive education.Supports inclusive education and the rights of every student to participate in the range of programs and services offered by the education system on the same basis as their peers.Provides an inclusive curriculum so teachers can equip all students with the knowledge, skills and behaviours to help them succeed in a world that is increasingly complex, rapidly changing and rich in information and communications technology. Victorian Curriculum 2.0Future Ready programSenior Secondary programs Victorian Foundations Pathway Certificate (VPC), Certificate of Individual Achievement, School Based Apprenticeships and Traineeships (SBAT) and Vocational Education and Training (VET) in Schools.Collect a variety of evidence and data to summarise growth and inform future planning;Consider alternative ways for students to demonstrate their understanding and achievement of the goals developed in their Individual Learning Plan (or IEP).JSA develops and provide education programs that are meaningful for all students including: STUDENT PROGRESS JSA uses an integrated approach to assessment across several learning areas. Our schoolwide assessment schedule allows for students to undertake a range of scheduled assessments. In assessing students, teachers:Student Support Group (or SSG) meetings are held termly and provide an important focus for reporting student learning progress with parents, identify areas of strength and outline areas for improvement in future learning.PROFESSIONAL LEARNINGJacana School for Autism provides comprehensive induction process and on-going professional learning programs for all members of staff. Teachers attend weekly Professional Learning Community meetings and Curriculum Team Meetings to facilitate the ongoing collaborative planning. PLC instructional leaders lead teams to collaboratively focus on the core work of improving instruction and student outcomes. Professional Practice sessions are routinely delivered during our allocated Curriculum Days.COMMUNITY ENGAGEMENTWe have an extensive Cultural calendar of community events for families to attend with their children onsite, to encourage schoolwide connectedness and a sense of community across the school. Parents/carers are encouraged to join the volunteer program as well as participate in the parent/carer led Fundraising Committee (FRC) to support the wonderful JSA community.     

KS1.Demonstrated experience in assessing, conceptualising, and analysing wellbeing issues, and providing evidence-based direct counselling for a range of mental health issues.

KS2.Demonstrated experience in planning and implementing evidence-based interventions intervention strategies for clients with complex needs.

KS3.Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing.

KS4.Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions.  Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. 

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal.  Management responsibility extends to ensuring appropriate support levels are maintained across the school.  Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

• Manage the delivery of support services to students, teachers, parents and other school clients.
• Ensure all external providers deliver the required service.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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 *******@education.vic.gov.au

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.

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• 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 programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

• 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 programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

No job description available