Mental Health and Wellbeing Officer

Selection Criteria

KSC1 - Well-developed therapeutic skills when working with primary-secondary age students and experience in case management.

KSC2 - Demonstrated awareness and understanding of the issues encountered by young people and the ability to work alongside and support those who are experiencing barriers to education, training and employment.

KSC3 - Demonstrated ability to provide information, advice and support to staff, families and external professionals who are supporting/working with students experiencing difficulties with their social and emotional wellbeing.

KSC4 - Demonstrated ability to understand, empathise with and support students in a variety of challenging personal situations, through a good understanding of trauma and child and adolescent development.

KSC5 - Highly developed communication and interpersonal skills, with the proven ability to work collaboratively within a multi-disciplinary team.

KSC6 - Demonstrate a commitment to professional learning and growth relating to your role and in line with the school¿s vision.

KSC7 - Knowledge and understanding of Child Safe Standards.

Role

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 requiearning (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 ASD specific PoLT document. Both the curriculum and teacher practice are informed by current research and are evidence based.
STUDENT PROGRESS
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 with parents, identify the areas of strength, and outline areas for improvement in future learning.
PROFESSIONAL LEARNING
Jacana School for Autism provides comprehensive induction and on-going professional learning programs for all members of staff. All teachers participate in a comprehensive program of professional learning and a suite of implementation supports. They attend 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.
COMMUNITY ENGAGEMENT
Jacana School for Autism offers 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

Location: Middle Park, AU

Posted Date: 7/3/2024