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 315 students enrolled in 2024. 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, 44% are either brought/collected by families some or all of the time, and 6% 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 2020-2024 SSP is focused around the following goals:


1. Achievement/Learning: Improve educational outcomes for all students.
2. Engagement: Improve student engagement and participation in learning.
3. Wellbeing: Improve student health and wellbeing.
The school has four Principal Class Officers (Principal and three Assistant Principal, three Leading Teachers, two Learning Specialists supported by eight Assistant Learning Specialists (PLT Leaders). We have 48 teaching staff and 72 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 2024 we are running 29 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 e SMART.
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 Recognised university qualifications in Speech Pathology and eligibility for membership of Speech Pathology Australia.
SC2 Appropriate experience as a Speech Pathologist delivering comprehensive therapy services to students with additional needs in an educational environment.
SC3 Sound knowledge of Speech Pathology therapy techniques and the ability to develop, provide and evaluate Speech Pathology services.
SC4 Ability to work independently, participate effectively in a team environment and to develop collaborative working relationships.
SC5 Demonstration of high quality verbal and written communication skills.
SC6 A willingness to be involved in and contribute to the wider school community.

Role

The Speech Pathology Team at Jackson School support the development of students¿ communication skills to maximise social and academic participation. The role includes providing professional learning to teaching staff, development and implementation of school wide communication strategies, assessment and report writing, and the provision of individual and group targeted intervention programs.

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.

Responsibilities

The responsibilities of this position will be:

• Provide a high level of speech pathology services to students, in collaboration with the allied health team, teaching staff, leadership, parents and carers
• Complete language assessments and write speech pathology reports for the Educational Needs Questionnaire
• Provide professional learning to staff, parents and carers
• Collaboratively work with allied health staff to implement and evaluation the Imaginative Play Program
• Maintain appropriate records and provide written and oral reports in accordance with DET and school policies
• Develop and maintain links with community resources and agencies
• Liaise with external health professionals involved with care of students as necessary
• Attend care team meetings as required
• To conduct oneself inline with school and departmental policies and procedures, as well as those outlined by Speech Pathology Australia

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 marrung@education.vic.gov.au

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

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 Key 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 preferably in a PDF format.
The Selection Process will involve at least the following steps:
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