Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1496203
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.
The Social Media Mentor at Jackson School involves supporting the wellbeing and development of students with diverse abilities and additional needs.
Health & Wellbeing Services
¿ Delivers care through various health, counselling, wellbeing and therapeutic services to a school(s)
¿ Assesses student needs and delivers a range of services within generally defined parameters
¿ Provides standard professional services independently within defined organisational parameters with professional support and guidance that is close at hand.
¿ Provide standard clinical professional services to students within the parameters of school policy and guidelines and the standards set by the relevant registration body
¿ Provide professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others
¿ Retains accountability for individual practice
¿ Contributes to policy development within the school
¿ Contributes to and/or conducts training and instruction to school colleagues within the professional field and individual scope of the practice
¿ Explain professional concepts and approaches to students, stakeholders, colleagues and staff
¿ Facilitate individual or group programs for students
¿ Apply sound theoretical knowledge and practical expertise
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:
All Staff
¿ Uphold Department and School Values at all times
¿ Work within Department and school policy guidelines, including Occupational Health and Safety
¿ Maintain confidentiality at all times
¿ Check the portal daily for timetable changes and allocations
¿ Check emails daily on EduMail using devices provided and read and like any Microsoft Teams messages
¿ Attend Whole School Briefing (8:30am Tuesday) and PLT Briefing (8:30am Thursday)
¿ Complete mandatory tasks and LearnED modules
¿ Abide by the Staff Dress Code policy
¿ Ensure personal devices, including mobile phones, are only used for work purposes
¿ Provide a child safe environment in accordance with the child safe standards and inform leadership of any wellbeing concerns and record incidents on Xuno
¿ Provide basic first aid to students (first aid trained staff only), record details as a first aid incident on Xuno
¿ Participate in community events, camps and activities as required
¿ Follow Yard Duty and Active Supervision policy and timetable arrangements which are in place for student supervision before, during and after school hours, for example: Recess/Lunch Clubs
Social Media Mentor
¿ Manage and prioritise incoming referral requests in addition to current case load.
¿ Provide staff with a record of specialist involvement.
¿ Design and deliver targeted (Tier 2) and individualised (Tier 3) to provide early intervention, cohort specific or responsive therapy to group and/or individual students (Social Media / Social Skills)
¿ Set therapy goals (Tier 3 Victorian Curriculum Goal Bank) and strategies in Accelerus and report to families on student¿s progress at the end of each semester.
¿ Monitor and record students' progress, adjusting activities as necessary to meet individualized goals
¿ Contribute to and/or conducts training and instruction to classroom staff, alongside the Mental Health Team
¿ Maintain accurate records of student progress, participation, and preferences (case notes) and liaise with teaching staff about student¿s progress and any recommendations
¿ Work in collaboration with the Mental Health and wider Wellbeing Team and Leading Teacher (Mental Health & Wellbeing)
¿ Participate in ongoing professional development opportunities to stay informed about best practices and relevant strategies in line with DE policy guidelines, including external supervision (allocated $4000 professional learning budget)
¿ Attend Mental Health Team meetings and Wellbeing planning days as required
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Desirable
Candiates who are qualified and have previously worked as either a Youth Worker or Student Counseller
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]
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
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 DE), 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 School Jobs Vic in preferably a .pdf format.
The Selection Process will involve at least the following steps:
1. Receipt of application by closing date
2. Shortlisting of applications
3. Interview process (applicants may be invited back for a second interview)
4. 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.
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.