Sub School Leader Primary Years

Jacana School for Autism currently caters for 224 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.

The school employs two Teaching and Learning Coaches who support the effective implementation of ASD practice and Positive Behaviour Support across the school. Specialist programs include Health & Physical Education; The Arts (Visual and Music); The Technologies (Food Technology and Design), and are provided across the school. A therapy team of speech pathologists, occupational therapists and an educational psychologist supports the work of the classroom team.  Jacana School for Autism currently has 3.0 principal class, 7.2 EFT leading teachers, 41 EFT teacher class staff, 50 EFT education support staff, 4 EFT speech pathologists, 3.0 EFT occupational therapists and 0.4 social worker.

Jacana School for Autism has an administration team of 4.8 which supports the day ¿ to - day running of the school, and 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 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:

• Manage themselves as individuals and in their relations to others.
• Understand the world in which they live, and act effectively in their wider community

Jacana School for Autism provides:

• A curriculum that supports the individual needs of students, using specific teaching strategies that cater to students on the Autism Spectrum.
• Personalised Learning Plans to cater for specific learning needs and styles, focusing on communication, social /interpersonal skills, personal learning and academic skills.
• A safe and secure environment that enhances students¿ self-esteem and respects students¿ dignity.
• School wide implementation of the Positive Behaviour Support program.
• Regular participation in the wider community.

Jacana School for Autism includes:

• Individual and small group instruction.
• Speech therapy consultation.
• Occupational therapy consultation.
• Psychology consultation.
• Ongoing professional development for staff.
• Programs that are 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, 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.
• 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
• Advance program
• 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 wel

SC1      Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2      Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3      Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4      Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5      Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range.  The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
• Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
• Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
• Leading and managing staff performance and development (review of staff);
• Teaching demonstration lessons;
• Leading and managing the development of the school's assessment and reporting policies and practices;
• Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
• Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
• Responsibility for general discipline matters beyond the management of classroom teachers;
• Contributing to the overall leadership and management of the school;
• Contributing to the development of proposals for school council consideration;
• Developing and managing the school code of conduct.

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.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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

Sub School Leader- Primary Years.

¿        Responsible for the leadership, management, and operations of the Sub School

¿        PLC - Instructional Leader

¿        Analysing school data and drawing on evidence of best practice to plan and implement targeted PLC inquiry cycle protocols related to literacy and numeracy, under the direction of PLC Instructional Leaders and AP-Excellence in Teaching and Learning.

¿        Mentor an Aspirant Curriculum Team Leader, to implement high-level expertise in teaching and learning practice

¿        Build staff capacity through leading and implementing evidence based universal Autism and SW-PBS evidence-based practices at a Tier I level

¿        Collaborating with other SSLs to improve whole-school system and organisation

¿        Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration

¿        Working with the School Improvement Team, Curriculum Team and Student Engagement Team, to develop a shared view of highly effective teacher practice 

¿        To share knowledge and build expertise across the Sub School and broader school community by designing and delivering professional presentations

¿        Develop shared understandings and a common professional language in the school and broader communities

¿        Ensure communication is disseminated effectively with reports for school community

¿        Provide educational directions for the School Strategic Plan (SSP) and Annual Implementation Plan (AIP)

¿        Actively lead within Curriculum Teams, developing a key focus on improving student outcomes in line with the SSP an AIP

¿        Support the principal class team and staff with Performance Development Plans (PDPs)

¿        Provide leadership to classroom teams focusing on empowering teachers to implement practices and/or seek support to improve student engagement and wellbeing

¿        Provide classroom-based coaching, and/or other duties as requested by the principal class team

¿        Improve student health, safety and wellbeing

¿        Actively enhancing their knowledge and expertise through attendance of targeted literacy and numeracy professional learning opportunities when available

¿        Building their literacy and numeracy leadership capability through participation in Networks and Communities of Practice

¿        Coaching and mentoring classroom teachers to evaluate and plan teaching and learning programs, using assessment data that are differentiated for the specific learning needs of students. This includes developing staff capacity to develop content knowledge about the curriculum, formative, summative and diagnostic assessment, assessment moderation, and pedagogy of literacy and numeracy

¿        Co-designing professional learning opportunities with the Reading/Mathematics SIT, to assist with the implementation of a whole school literacy and numeracy curriculum

In the absence of a full time teacher, to oversee the scheduling of assessments, conduct Student Support Meetings as well as write student reporting documentation

• 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 a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.