1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
5 A commitment to professional learning and growth.
6 Demonstrated ability to assist with the implementation of positive behaviour management strategies for individual students with Autism Spectrum.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
To work under the direction of the Senior Secondary Sub School Leader to support students moving from school to post school options.
The dimensions of work will include supporting students and families with:
One on one career planning and subject selection, as a qualified Career Practitioner.
Coordinate VDSS & SBATs:
Liaise with Employers, Hosts and RTOs
Seek out and plan opportunities for VDSS and SBATs
Build and maintain quality relationships with other schools, colleges and organisations to avail our students of more opportunities
Support students to participate in onsite and offsite VDSS and SBAT
Coordinate staff support for vocational education programs
Track student progress and outcomes
Transitions and Post School Career Options Coordination:
Liaise with students, families, support coordinators, care teams and service providers to find suitable options.
Organise post school service visits for students and families.
Organise and support Come & Try Days for students.
Assist in organisation of Post School Onsite and Offsite Expos.
Attend SSGs to discuss post school transitions.
Attend information sessions on behalf of students and families.
VASS Administration: VPC, VET & SBAT Administration
Career Education:
Investigate & Coordinate Incursions/Excursions to enhance Career Education for students.
Coordinate and administer Morrisby profiling. Attend webinars and meetings to keep informed of Career Education developments.
Network membership: Career Education Collaboration, Head Start Specialist Schools and LLEN network
Liaise with NDIS Navigator to support families to obtain correct post school option funding
Transitions and Post School Career Options Coordination for our Year 12 CIA students:
Liaise with students, families, support coordinators, care teams and service providers to find suitable options
Organise post school service visits for students and families
Organise and support `Come & Try¿ days for students
Assist in organisation of Post School Onsite and Offsite Expos
Attend SSGs to discuss post school transitions
Attend information sessions on behalf of students and families
Support Secondary Sub School Leaders, as required
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
[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
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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
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 and Early Childhood. Once eligibility has been established and the Department has approved students¿ applications for PSD funding, enrolment may proceed.
The effects of autism vary on each individual student's day-to-day learning, communication and behaviour. The impairment may range from mild to severe. Students may or may not have an intellectual disability which also impacts on their learni
SCHOOL VISION
Jacana School for Autism fosters resilience and lifelong learning, enabling students to be active participants in family and community life.
PURPOSE
The school continually implements highly customised teaching and learning programs to ensure all students access an inclusive curriculum using evidence informed practice in a safe and supportive environment. Students are supported by a committed professional multi-disciplinary team, focused on recognising and developing individual personal and educational potential
PEDAGOGICAL PHILOSOPHY
Jacana School for Autism believes that to succeed in the world, students need to develop the capacity to:
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Manage themselves as individuals and in their relations to others.
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Understand the world in which they live, and act effectively in their wider community
Jacana School for Autism provides:
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A curriculum that supports the individual needs of students, using specific teaching strategies that cater to students on the Autism Spectrum.
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Personalised Learning Plans to cater for specific learning needs and styles, focusing on communication, social /interpersonal skills, personal learning and academic skills.
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A safe and secure environment that enhances students¿ self-esteem and respects students¿ dignity.
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School wide implementation of the Positive Behaviour Support program.
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Regular participation in the wider community.
Jacana School for Autism includes:
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Individual and small group instruction.
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Speech therapy consultation.
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Occupational therapy consultation.
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Psychology consultation.
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Ongoing professional development for staff.
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Programs that are informed by current research and evidence based practice.
CURRICULUM
The JSA curriculum:
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Reflects current educational reform at an international, national and state level, and is informed by the principles and practices of inclusive education.
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Supports inclusive education and the rights of every student to participate in, or have access to, the full range of programs and services offered by the education system on the same basis as their non-disabled peers.
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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.
JSA uses a range of standard curriculum options to develop and provide education programs that are meaningful for all students including: -
Victorian Curriculum F-10
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Advance program
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Senior secondary programs Victorian Certificate of Applied Learning (VCAL), Certificate of Individual Achievement and Vocational Education and Training (VET) in Schools.
Teachers are trained in autism specific pedagogy and work in accordance with the school based ASD specific PoLT document. Both the curriculum and teacher practice are informed by current research and are evidence based.
STUDENT PROGRESS
To assess student progress, JSA uses an integrated approach to assessment across a number of learning areas. In assessing students, teachers will: -
Collect a variety of evidence through using a range of strategies.
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Consider alternative or authentic ways in which students can demonstrate achievement based on the goals developed in their PLSP.
The Abilities Based Learning and Education Support (ABLES) program is completed for all students during Semester 1 and Semester 2 of each year. ABLES is used to describe skills and abilities that teachers have observed in everyday school and classroom contexts, and during interactions with other students; moderation is completed to support the accuracy of the assessments.
Termly Student Support Group (SSG) meetings provide an important focus for reporting to parents. Each semester, student reports share student learning progress with parents, identify the areas of strength, and outline areas for improvement in future learning.
PROFESSIONAL LEARNING
Jacana School for Autism provides comprehensive induction and on-going professional learning programs for all members of staff. All teachers participate in a comprehensive program of professional learning, and a suite of implementation supports. They attend weekly Professional Learning Communities and Professional Practice sessions. PLC instructional leaders lead teams to collaboratively focus on the core work of improving instruction and student outcomes.
COMMUNITY ENGAGEMENT
Jacana School for Autism offers regular Community Learning Hub (CLH) meetings. At these meetings the community are provided with opportunities to attend presentations by members of staff as well as informally socialise. Parents/carers are encouraged to join the volunteer program as well as to participate in the parent/carer led Fundraising Committee (FRC). The home/school partnership is highly valued by everyone in the JSA community.
