Classroom Teacher

Jacana School for Autism currently caters for 200 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 site has well maintained, secure and recently upgraded playgrounds. A multi-million dollar refurbishment was completed in 2011. Students also access local parks, playgrounds and indoor play centres under staff supervision. Facilities include a multipurpose room, occupational therapy rooms, visual arts room and two student kitchens. The school is divided into 2 sub schools -Primary 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 in PE, Visual and Performing Arts 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, 5.0 EFT Leading Teachers, 28 EFT Teacher class staff, 45.9 EFT Education Support staff, 3.8 EFT Speech Pathologists, 3.0 EFT Occupational Therapists and 0.6 Psychologist. 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.

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. Student's 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.

Mission Statement

Students are supported by a committed professional multi-disciplinary team, working towards developing their personal and educational potential.

The school strives to continually develop highly customised teaching and learning programs in line with evidence based practice in a safe and supportive environment.

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 with an Autism Spectrum Disorder.

• Individual 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

  Teaching and Learning

  Jacana School for Autism follows and implements teaching and learning protocols to promote consistent educational approaches

  - in the development of positive relationships with all students,

  - that provide classrooms that are structured, organised and expectations are clearly defined

  - that provides each individual student with an educational program ensuring each child's cognitive, communicative and sensory needs are met,

  The school follows the Victorian Curriculum and provides VCAL and VET opportunities for  Senior secondary students.

  It uses ABLES tool to assist in assessing students current level of ability and planning individual programs.

  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

  Each student's current level of performance is identified and programs are implemented to address their individual learning needs. Individual Learning Plans are developed by teachers for each student through discussion with the multidisciplinary team, parents and education support staff at Student Support Group (SSG) meetings. The learning objectives developed for each student are extended or revised at subsequent meetings. Four formal Student Support Group meetings are conducted each year, or as required. Individual progress is formally recorded and reported upon at the SSG meetings and in written reports to parents/carers at mid-year and end of the year.

  Professional Learning

  Jacana School for Autism provides comprehensive induction and on-going professional learning programs for all members of staff. Professionals from outside the school are regularly engaged to provide formal programs and, in addition, all teachers participate in professional learning teams on a weekly basis.

  Community

  Jacana School for Autism offer Learning Hub meetings each regulary. 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 fundraising committee provide Mother's and Father's Day stalls, special lunch order days, special raffles and other community events. Parents/carers are invited to join the School Council. Each year the community are invited to the beginning of the year Fun Run / Walk and School Performance. 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 of Teaching may apply. Preference will be given to applicants who have an approved special education qualification.

  When the vacancy was advertised as ongoing position and an external applicant who does not have an approved special education qualifications is selected that the person can only be offered fixed term employment for a period not exceeding five years.

SC1         Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2         Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3         Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4         Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5         Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6        Demonstrated understanding of School Wide Positive Behaviour Support and high level abilities to implement Positive Behaviour Support strategies when working with a range of students with an autism spectrum disorder.

The classroom teacher classification comprises two salary ranges- range 1 and range 2.  The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes.  The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. 

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.  Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. 
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.  New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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.

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

• 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.