Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1490515
Location Profile
Jackson School is a collaborative learning community for all. We aim to develop independence through safety, respect and responsibility. We aspire to offer authentic, quality educational experiences that develop futures, create opportunities and inspire student potential; enabling our students to be valued and contributing members of the wider community. We share and celebrate our successes and achievements.
Our values are learning, independence, safety, respect and responsibility. These incorporate our PBIS (SWPBS) expectations.
Jackson School was established in 1976 and is situated in the suburb of St Albans, in the South-West region of Victoria and Brimbank-Melton area as part of the Keilor-St Albans network. The community is well established with a total of 325 students enrolled in 2025. The Student Family Occupation and Education Index (SFOE) is 0.5233 (High) which reflects the socio-economic position of the community. The school is a Special School for students with a mild intellectual disability. All students must have a mild intellectual disability with a FSIQ within the 50-70 range and be funded under the Program for Students with Disabilities (PSD) or Disability Inclusion (DI).
Some students also have a secondary disability such as: Autism Spectrum Disorder (ASD), Down Syndrome and ADHD with a small number of students with a minor physical disability. 72% of students are male and 28% are female. 6% identify as Aboriginal and Torres Strait Islander students. 68% of students are identified as disadvantaged. 57.5% of students were born in countries other than Australia. 24.53% of all students speak a language other than English at home of which 19.5% are Australian born. Overall, only 40.33% of all students are Australian born with 17% of students born in Vietnam. 31 language backgrounds are represented by our families with 37% of EAL students speaking Vietnamese at home. Only 5.66% are eligible for EAL funding. 1.6% are refugees.
50% of students arrive to school by eight school bus lines funded by DE Student Transport, 48% are either brought/collected by families some or all of the time, and 2% are independent travellers to and from school. The majority of families live within a 10km radius from school. Out of the three networks within the Brimbank-Melton area, around 50 feeder schools fall within Jackson School's Designated Transport Area (DTA).
As a collaborative learning community, our school improvement priorities are aligned with the Framework for Improving Student Outcomes (FISO) and our SSP goals and targets to enable us to meet our aspirations. The 2024-2028 SSP is focused around the following goals:
1. Learning: Improve student learning growth in literacy and numeracy.
2. Wellbeing: Improve the health and wellbeing for all students.
The school has three Principal Class Officers (Principal and two Assistant Principals), business and operations manager, six Leading Teachers, three Learning Specialists supported by eight Assistant Learning Specialists (PLT Leaders). We have 55 teaching staff and 81 Education Support staff. Our distributed leadership structure was implemented in 2021 and is aligned to FISO 2.0. Following our 2024 AMP capital works, our school is now structured into three collaborative learning communities (Junior School, Middle School, Senior School).
In 2025 we are running 30 classes with between 8-12 students in each class supported by a Teacher and at least one Education Support Staff.
Our curriculum programs are firmly developed from the Victorian Curriculum F-10 (including A-D) 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 transition from VEYLDF. Learning in Years 3 to Year 8 is strongly focused around English, Mathematics, Integrated Learning (Science and Humanities), PBIS, RRRR and eSMART.
DE Careers Curriculum Framework has influenced our school designed World of Work program for Years 9-10 to prepare our students for their 2-year VPC or ASDAN transition programs. We offer a diverse range of onsite and offsite experiences with our school-ran cafe, travel training, supported work experience opportunities, VET and SBATs (including Head Start) 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
Selection Criteria
¿ SC1- Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
¿ SC2 - Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
¿ SC3 - Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
¿ SC4 - Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
¿ SC5 - A commitment to professional learning and growth.
Role
The Allied Health staff at Jackson School involves supporting the wellbeing and development of students with diverse abilities and additional needs.
Health & Wellbeing Services
¿ Delivery of a professional support service/s in a school/s, including the development of policy and operational practices that will guide the work of others, including school staff
¿ Provide expert advice in the professional field, which will influence the strategic approach to student support and learning
¿ Provide leadership, training and development for others in the adaption and application of professional fields
¿ Apply sound theoretical knowledge and practical expertise in developing service delivery options
¿ Undertake advanced interventions in dealing with particularly complex cases that may require cross-profession or agency collaboration
¿ Actively promotes primary health care, mental health, or wellbeing within the education curriculum. Provides information and facilitates links between the school community and relevant services
¿ Delivers health and wellbeing education and promotion programs in collaboration with school community. Provides health and wellbeing advice to the school community
¿ Implements evidence-based health promotion and preventive care within the school community
¿ Undertakes nursing and/or health and wellbeing assessments and plans ongoing care to effectively address healthcare needs of individual students and groups within the school community. Acts on referrals by parents, guardians and employees
¿ Delivers primary health care, counselling, wellbeing, and therapeutic services to students (or staff) in allocated schools through health education, assessment, support, referral and health and wellbeing promotion activities
¿ Provides support for students (or staff) on sensitive health and wellbeing issues
¿ Works actively to reduce negative health and wellbeing outcomes and risk-taking behaviours
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.
Responsibilities
¿ Develop and deliver Allied Health Service Delivery (SP/OT) in line with DE and School Policy Guidelines
¿ Develop and deliver Tier 1 Intervention/Therapy Programs including: Jackson Social, Play (SP) & Gross-Motor Program (OT)
¿ Analyse Whole-School and Cohort Data to inform differentiated groups, students goals and session foci
¿ Co-manage Therapy Allocations and Case Load including PSD/DI assessments
¿ Work with enrolment and transitions team regarding new enrolments, transitions in, through and out of Jackson including PSD/DI assessments
¿ Conduct kinder/school transition for new enrolments
¿ Attend Allied Health PLT weekly and Planning Day termly
¿ Supervise and mentor team members (ES1-3) and student SP and OT
¿ Work as part of the wider Leadership team to deliver the SSP and AIP and lead an aspect of Tier 1 adjustments and support across the school
¿ Liaise with visiting teacher services (Hearing Australia, Visiting Teachers for Hearing, Deaf, Vision and Mobility) where required
¿ Lead the promotion and communication to parents/carers about Allied Health Service Delivery (Newsletters, SSGs)
¿ Provide recommendation about NDIS Therapy in Schools to AP/Principal
¿ Represent the work of the Allied Health Team to external stakeholders
¿ Provide clinical recommendations to bus providers and equipment for SDTP buses
¿ Work autonomously and collaborative within the team to deliver high level therapy to improve student¿s access and participation in learning
¿ Undertake interventions that support students and staff development
¿ Influence leadership and other professional colleagues with respect to speech therapy or occupational therapy strategies for students with additional needs
¿ Provide complex professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others, e.g. PSD/DI assessment for Entry, Year 6, Reappraisal including transitions into, through and out of Jackson)
¿ Develop and deliver professional learning, training and instruction for teachers/ESS (1/term for SP and OT)
¿ Provide clinical professional services to students within the parameters of DET and school policy and guidelines, as well as the standards set by the relevant registration body
¿ Explain professional concepts and approaches to clients/students, stakeholders, colleagues and staff
¿ Facilitate individual (Tier 3) or group therapy programs (Tier 2) for students within timetabled and allocated case load
¿ Apply sound theoretical knowledge and practical expertise
¿ Collaborate with and provide advice to other team members and staff
¿ Liaise with community service organisations, SSSO, DH/DFFH, NDIS, hospitals, specialist programs and other professionals regarding the support needs for students
¿ Keep quality case notes and Records of Specialist Involvement using Xuno
¿ Work with teachers and PLTs in Jackson Learner Case Management Meetings (CMM) on Differentiated Teacher Support plans for targeted students (Tier 2 and 3 SP and OT)
¿ Collect intervention assessment data and report to parents using Accelerus
¿ Attend ongoing professional learning to uphold professional registration
¿ Attend meetings as required
¿ Attend ESS Professional Learning
¿ Any other duties requested by Principal Class (beyond the work area or professional field)
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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
Other Information
- Graduate and experienced Occuptional Therapists are encouraged to apply for this position.
- Supervision and external professional learning opportunities will be offered to the successful applicant.
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 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 in preferably a .pdf format.
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.
Conditions of Employment
- 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