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.
ENROLMENT
Students 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 VISION
Jacana School for Autism fosters personal and social resilience alongside lifelong learning, enabling students to be engaged participants in family and community life.
PURPOSE
The 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 PHILOSOPHY
Jacana School for Autism believes that by developing our student¿s capacity to:
manage themselves personally and in their interactions with others; and
understand 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.
CURRICULUM
The 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 2.0
Future Ready program
Senior 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 LEARNING
Jacana 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 ENGAGEMENT
We 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.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for 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 [email protected]
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
