Jacana School for Autism currently caters for 228 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 spectrum disorder. Many students also present with a range of associated disabilities and conditions. Students are aged between 5 and 18 years and travel to the school from a wide geographical area.
The site has a range of well-maintained, secure and engaging playgrounds. Students also access local parks, playgrounds and indoor play centres under staff supervision. Facilities include a multipurpose room, occupational therapy rooms, visual arts room, music room and two student kitchens.
The school is divided into 3 sub schools ¿ Primary, Middle and Secondary ¿ each is 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 combination of teachers and teacher aides. Teachers and teacher aides work 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 an autism friendly classroom.
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 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 learning.
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.
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.
Teachers who do not have an approved special education qualification but do have a current provisional or full registration from Victorian Institute.
VisibilityInternal and External
Key Selection Criteria
KSC 1 Demonstrated experience and skills in managing a specific education support function.
KSC 2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
KSC 3 Demonstrated high level oral and written communication skills.
KSC 4 Possesses the technical knowledge and expertise relevant to the position.
KSC 5 Demonstrated capacity to provide advice and support to management in respect to the work area.
KSC 6 Demonstrated commitment to professional learning and growth forth both self and others.
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.
Role Purpose
Lead the Infrastructure team:
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Assist/oversee the scheduling of routine and emergency maintenance on SharePoint Maintenance Log.
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Create weekly agendas & minutes for maintenance team meeting.
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Facilitate daily Toolbox Meetings to
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Liaising and negotiation with contractors for suitable attendance on site
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Management of school mobile phones.
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Preparation of ISC¿s agenda and minutes
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Organisation of quotes and inspections for building and grounds works.
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Oversee the maintenance projects as required by the IS Committee
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Liaise with maintenance staff.
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Preparation of annual program budget proposal for facilities areas based on AIMS and ISC recommendations.
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Work in conjunction with Capital Works manager to support buildings and grounds.
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Preparation of required documentation.
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Member of the Occupational Health and Safety committee
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File all contractors¿ maintenance reports and certificates.
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Ensure all contractors¿ information is current.
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Support General Administration under the direction of the Administration Team Leader.
- prioritise work tasks
- assess equipment required
- assess if external contractor is required
- log any further maintenance items on SharePoint
Support the role of the Infrastructure Sub Committee by:
Support the role of the Infrastructure Sub Committee by:
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Preparation of ISC¿s agenda and minutes
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Organisation of quotes and inspections for building and grounds works.
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Oversee the maintenance projects as required by the IS Committee
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Liaise with maintenance staff.
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Preparation of annual program budget proposal for facilities areas based on AIMS and ISC recommendations.
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Work in conjunction with Capital Works manager to support buildings and grounds.
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Preparation of required documentation.
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Member of the Occupational Health and Safety committee
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File all contractors¿ maintenance reports and certificates.
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Ensure all contractors¿ information is current.
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Support General Administration under the direction of the Administration Team Leader.
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
