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Community Liaison Officer

3 months ago

Melbourne, United States Schools (Government) Full time

Role

At Jennings Street School we believe that all students have a right to an equitable learning experience. Students with a disability can require a greater degree of parental or family involvement in their education and care.

Responsibilities

The Community Liaison Office will carry out the following with a high level of autonomy (within broad guidelines), professional leadership and mimimal day to day direction:

 Provide support and advice for parents and carers to build their capacity to understand, advocate for and access appropriate NDIS and community funded support services available to students. Develop and maintain relationships with parents, carers, school staff and local services to enable productive working relationships between school, parents, carers, the NDIS and community agencies. Support collaborative practices between NDIS funded services and the school by providing appropriate information, documentation and/or logistical support for approved NDIS funded therapist on-site visits. Working collaboratively accross the school the community liaison officer will support families and carers to resolve issues experienced with the NDIS, through appropriate channels.

The Community Liaison Officer will NOT:

Contact the NDIS or NDIS funded agencies on behalf of families or carers EXCEPT in limited circumstances following consultation with the Principal. Act as an advocate for families, carers and students in matters that are the responsibility of the school.

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 ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

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:

Other Information

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

Please ensure that your application includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

Location Profile

Jennings Street School is located in the South Western Victoria Region at Laverton. JSS is a prep to year 12 autism specific school situated adjacent to the Laverton P-12 College, providing potential opportunities as the school develops for shared educational programming and use of facilities. Officially opening in 2015 with an enrolment of 40 students aged 9-12 years, the school reached its enrolment capacity of 120 students in 2017. Jennings Street School consists of 3 discrete learning communities, specialist work spaces, a café, and play areas enclosed by landscaped surrounds. The school's location provides potential opportunities for shared programming, and use of community facilities based on Individual learning plans. Jennings Street School aims to equip students with a high quality learning and teaching environment based on current research as it applies to students with ASD. There is a strong focus on student well-being and building effective home school partnerships. Professional Learning Teams and an integrated service model including Speech Pathologists, Psychologists, and Occupational Therapists, form the basis for building staff instructional capacity, high standards of professional engagement, a strong sense of collegiality, and a culture of excellence underpinned by evidence based differentiated learning. Bright and spacious facilities are designed to meet the needs of 21st century learners, multi modal learning strategies will incorporate technologies to cater to interests and maximise engagement in learning.