Address
Form of workJackson School is located in St Albans just off the Western Ring Road in Melbourne¿s western suburbs. Our students come from across the city of Brimbank.
We are a collaborative learning community, proud of the learning opportunities, the engaging environment and the partnerships created for our 318 students, 114 staff members, our families and the wider community. The successful applicant will join a dedicated and driven leadership team comprising of: two Principal Class officers, a Operations and Business Manager, five Leading Teachers, four Learning Specialists and a Social Worker. The Teaching and Learning team is also supported by eight PLT leaders.
We have high aspirations for our students who all have a mild intellectual disability and other additional learning needs. Our large Allied Health team of two speech pathologists, one Occupational Therapists and one allied health assistant are a vital part of the interventions and support provided for our students.
Our curriculum programs are firmly developed from the Victorian Curriculum A-10 to educate our students to be equipped with the knowledge and skills needed to be independent, responsible, respectful and safe members of the community.
Learning in our foundation classes is focused around an inclusive and integrated play-based learning program influenced by the VEYLDF. Learning in Years 3 to Year 8 is strongly focused around English, Mathematics, Integrated Learning (Science and Humanities), SW-PBIS, RRRR and Digital Technologies.
DET Careers Curriculum Framework has influenced our school designed World of Work program for Years 9-10 to prepare our students for their 2-year VCAL or ASDAN transition programs. We offer a diverse range of onsite and offsite experiences with project enterprises and school-ran cafe, travel training, supported work experience opportunities, VET and TAFE courses to support our students towards the creation of their Career Action Plans.
We also offer a wide variety of specialist programs, including: Physical Education, Visual Arts, Performing Arts, Design Technology & STEM.
Jackson School is committed to fostering a meaningful relationship with our parent and carer community to build a strong partnership of trust. We offer a number of engaging community opportunities and seek to support our families to partner with us in striving for the best outcomes for their child.
The school is committed to child safety. Students learn best when they are safe, happy and empowered. We are committed to our legal and moral obligations when concerned about the safety of our students. Our policies, procedures and training support us to achieve these commitments.
SC1. Demonstrated knowledge, ability and experience in coordinating the provision of Occupational Therapy Services, in the area of Special Education.
SC2. Expert knowledge and experience in providing range of interventions aiming at increasing student¿s participation in school programs, including prescription of assistive technology and sensory programs.
SC3. A knowledge of the use and application of a wide range of interventions to assist children with an intellectual disability to participate in school based activities including play, sensory regulation, fine/gross motor, self-care.
SC4. Recognise the importance of working collaboratively and autonomously within a multi-disciplinary team in a trans-disciplinary way.\
SC5. Ability to communicate effectively with families, carer, guardians, staff and other professionals on service delivery and client based issues.
SC6. An ability to resource and provide professional learning advice to staff on Occupational Therapy best-practice that can be delivered in every class to build student independence.
The Occupational Therapists at Jackson School assist students to maximise their capacity to independently participate in a variety of activities across the school day. These activities may be academic, such as writing skills as well as non-academic, including the development of social skills, sensory processing and self-care skills.
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.
The responsibilities of this position will be:
- Under direction from the Inculision, Disability and Support Leading Teacher and in collaboration with principal, teachers and parents in the school communities, design, develop and implement Occupational Therapy services for students in classrooms, individual and group setting.
- Collaboratively work with other allied health staff to implement and evaluate the imaginative play program.
- Provide a service utilising specialist knowledge of specific therapies, programs and case management strategies in the education setting.
- Develop and maintain links with community resources and agencies.
- Maintain appropriate records and provide written and oral reports as required.
- To recommend appropriate equipment according to students needs and liaise with external agencies as appropriate.
- To liaise with and educate parents, care givers and staff on student progress and specific therapies and/or equipment.
- To liaise with external health professionals involved with the care of each child as necessary.
- To assess and write appropriate reports for the Educational Needs Questionnaire as required.
- Prescribe and purchase equipment for the school. To ensure that the school equipment is well maintained and safe for use.
- To conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by the Australian Health Practitioner Regulation Agency (APHRA) and OT Australia.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
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
Advice for Applicants
Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:
- A specific response to all of the Key Selection Criteria and position details. It is suggested that applicants limit their response to not more than 7 pages
- A Cover Letter introducing yourself and providing your name, record number (if currently employed by DET), home address, telephone numbers (home, work and mobile) and the vacancy number of the position.
- A summary of experience and qualifications.
- The names and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.
Please note: The selection panel may contact referees other than those listed.
Applications to be submitted via Recruitment Online.
The Selection Process will involve at least the following steps:
- Receipt of application by closing date
- Shortlisting of applications
- Interview process (applicants may be invited back for a second interview)
- Referee checks (these may occur prior and/or after the interviews)
Note: the panel reserves the right to contact others outside of the list of referees provided by the applicant.
On making a decision to appoint, a job offer will be made to the successful applicant.
