Community Engagement Support . (ed Support Level 1-range 2)

Schools (Government)

Melbourne, VIC

Posted 2/12/2019

Location Profile

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 operations 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 15 and 18 years and travel to the school from a wide geographical area.

The site has well maintained, secure and has a range of 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 according to the stages of schooling and each is led and managed by a Leading Teacher. Classes generally comprise of small flexible groups of 8 to 14 students, based according to age (stages of schooling), ability and the individual needs of the students. Each class is taught by combination/s of teacher/s and teacher aide/s. 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 that 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) are provided across the school. A Therapy team of speech pathologists, occupational therapists and an educational psychologist supports the work of the classroom team. The 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 0.6 Social Worker.

Jacana School for Autism has an Admin Team of 4.8 which support the day to day running of the school and a maintenance staff member 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 mainstream schools where our students are integrated.


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. Student's may or may not have an intellectual disability which also impacts on their learning.


Jacana School for Autism fosters resilience and lifelong learning enabling students to be active participants in family and community life.


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


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.


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 AS specific PoLT document. Both the curriculum and teacher practice are informed by current research and are evidence based.


    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 to parents, identify the areas of strength, and areas for improvement for future learning.


    Jacana School for Autism provides comprehensive induction and on-going professional learning programs for all members of staff. Through a comprehensive program of professional learning and suite of implementation supports, all teachers participate in 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.


    Jacana School for Autism offer 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.

Selection Criteria

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

SC7 Demonstrated commitment to School Wide Positive Behaviour Framework



Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles (e.g. enrolled nurses) that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

.Community Engagement Support Role Description

To work under the direction of the Student Wellbeing Coordinator and 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:

  • TAFE- Bridge to Work
  • Co-ordinate VETiS & SBAT’s & liaise with RTO’s
  • School Transition Network / LLEN network
  • ADVANCE (under direction from Secondary SSL)
  • VASS Administration
  • Kefford Grant – application
  • Managed Individual Pathways (MIPS)/ Career Action Plans (CAP’s)
  • SBAT’s / Work placement / Work experience
  • Co-ordinate secondary students’ portfolios
  • Support the Hands on Learning Program
  • NDIS support to families

Co-ordination of the following community events in collaboration with the specialist staff and or PCT

Community events to include:

  • Jacanarama Fun/Run Walk
  • School Awards & Graduation
  • Community Art Displays – eg: Northern Outpatients / JSA Art Exhibition


- Provides coordination support to teachers through rostering and the organisation of the work of a team of aides, including supervision and guidance.
- Conducts routine presentations to parents to assist teachers in communicating objectives and outcomes relating to educational programs and/or students.
- Liaise with external providers of support services.
- Provide medical intervention support that involves a specific medical condition approved by the Department, requires specialised training/instruction that requires regular updating and has clearly defined responsibility for the administration of such support.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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.

Child Safe Standards

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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

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