Job Description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1521247
Location Profile
Jacana School for Autism currently caters for 231 students and is located off the Western Ring Road close to public transport, Broadmeadows Shopping Centre, Broadmeadows Leisure Centre and the Hume Global Learning Centre/Library. The school commenced operation in January 2013 as a specialist school that exclusively addresses the educational and social needs of students with an Autism diagnosis and often experiencing co-morbidities. Autism impacts an individual¿s experience of day-to-day learning, communication style and observed behaviour. Students are aged between 5 and 18 years and travel to the school from a wide geographical area.
Our school is well supported by an infrastructure that includes: 27 classroom learning spaces, a Community Learning Hub, staff collaboration/conference rooms, meeting rooms, occupational therapy rooms, student kitchens, a Vocational Education and Training (VET) workshop and commercial kitchen, Living Skills learning space, visual art rooms, music room, library, an indoor gym/performing arts space and sick bays.
The school is divided into 4 sub schools (Primary, Middle and Secondary and Senior Secondary), each led and managed by a Leading Teacher. Classes generally comprise of small flexible groups of 8 to 14 students, according to age (stages of schooling), ability and the individual needs of the students. Each class is taught by a teacher and 2 education support staff, working in partnership for the benefit of the students. Teachers are responsible for the development, delivery and evaluation of all classroom activities and individual student programs while maintaining Autism affirming classrooms.
The school employs 6 Learning Specialists who support the effective implementation of Autism specific practice and School Wide Positive Behaviour Support. Specialist programs provided across the school include Health & Physical Education; The Arts (Visual and Music) and Technologies (Food Technology and Design). Our therapy team is comprised of 1.6 speech pathologists, 2 occupational therapists and an allied health assistant which support classroom teams to provide an inclusive and accessible learning environment.
Jacana School for Autism currently has 3.0 principal class, 8.2 EFT leading teachers, 25.6 EFT teacher class staff, 50.6 EFT education support staff, 1.6 EFT speech pathologists, 2 EFT occupational therapists, 1 Mental Health Practitioner/Social Worker, 0.8 Mental Health & Wellbeing Leader, 0.6 NDIS Navigator and 0.6 Community Engagement Officer. Our administration team of 8.0 supports the day-to-day running of the school, including a maintenance staff member who ensures that the grounds and buildings are well maintained.
Staff are encouraged to belong to professional network groups. Close relationships have been developed between network schools and nearby mainstream schools into which our students are integrated.
ENROLMENT
Students who attend Jacana School for Autism must meet the Program for Students with Disabilities (PSD) eligibility criteria for Autism, as determined by the Department of Education of Victoria and Early Childhood. Once eligibility has been established and the Department has approved students¿ applications for funding, enrolment may proceed.
SCHOOL VISION
Jacana School for Autism fosters personal and social resilience alongside lifelong learning, enabling students to be engaged participants in family and community life.
PURPOSE
The school uses evidence informed reflective professional practices and a committed multi-disciplinary team to consistently implement highly customised teaching and learning programs. We strive to ensure all students access an inclusive curriculum within a safe and supportive environment that actively develops the personal and educational potential of all students.
PEDAGOGICAL PHILOSOPHY
Jacana School for Autism believes that by developing our student¿s capacity to:
manage themselves personally and in their interactions with others; and
understand the world in which they live to positively engage in their wider community, they will increase their experienced successes.
Jacana School for Autism provides:
a flexible, Autism-specific curriculum and teaching strategies that support the individual needs of students;
Individual Education Plans outlining specific learning adjustments, focusing on communication, social /interpersonal skills, personal learning and academic skills.
a safe and secure learning environment that respects students¿ dignity and develops self-esteem;
school wide implementation of the Positive Behaviour Support program;
scope for individualised career planning and workplace learning opportunities based on student preference.
regular support to participate in the wider community.
Jacana School for Autism includes:
individual and small group instructional models;
Speech and Occupational therapy consultation;
Wellbeing consultation, including group supports and 1:1 counselling;
ongoing professional development for staff;
learning programs informed by current research and evidence-based practice.
CURRICULUM
The JSA curriculum:
reflects current educational reform at an international, national and state level, and is informed by the principles and practices of inclusive education.
Supports inclusive education and the rights of every student to participate in the range of programs and services offered by the education system on the same basis as their peers.
Provides an inclusive curriculum so teachers can equip all students with the knowledge, skills and behaviours to help them succeed in a world that is increasingly complex, rapidly changing and rich in information and communications technology.
Victorian Curriculum 2.0
Future Ready program
Senior Secondary programs Victorian Foundations Pathway Certificate (VPC), Certificate of Individual Achievement, School Based Apprenticeships and Traineeships (SBAT) and Vocational Education and Training (VET) in Schools.
Collect a variety of evidence and data to summarise growth and inform future planning;
Consider alternative ways for students to demonstrate their understanding and achievement of the goals developed in their Individual Learning Plan (or IEP).
JSA develops and provide education programs that are meaningful for all students including:
STUDENT PROGRESS
JSA uses an integrated approach to assessment across several learning areas. Our schoolwide assessment schedule allows for students to undertake a range of scheduled assessments. In assessing students, teachers:
Student Support Group (or SSG) meetings are held termly and provide an important focus for reporting student learning progress with parents, identify areas of strength and outline areas for improvement in future learning.
PROFESSIONAL LEARNING
Jacana School for Autism provides comprehensive induction process and on-going professional learning programs for all members of staff. Teachers attend weekly Professional Learning Community meetings and Curriculum Team Meetings to facilitate the ongoing collaborative planning. PLC instructional leaders lead teams to collaboratively focus on the core work of improving instruction and student outcomes. Professional Practice sessions are routinely delivered during our allocated Curriculum Days.
COMMUNITY ENGAGEMENT
We have an extensive Cultural calendar of community events for families to attend with their children onsite, to encourage schoolwide connectedness and a sense of community across the school. Parents/carers are encouraged to join the volunteer program as well as participate in the parent/carer led Fundraising Committee (FRC) to support the wonderful JSA community.
Selection Criteria
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Role
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Responsibilities
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
Demonstrating high-level expertise in teaching and learning practice
Modelling exemplary classroom practice including through teaching demonstration lessons
Working with the school leadership team to develop a shared view of highly effective teacher practice
Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
Providing evidence-based feedback to teaching staff to inform their effectiveness and development
Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
Supervising and training one or more student teachers and mentoring and/or coaching teachers
Modelling exemplary use of student data to inform teaching approaches
Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
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
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Saturday 18 April 2026 at 11.59pm
Posted
18 March 2026
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1521247
Location Profile
Jacana School for Autism currently caters for 231 students and is located off the Western Ring Road close to public transport, Broadmeadows Shopping Centre, Broadmeadows Leisure Centre and the Hume Global Learning Centre/Library. The school commenced operation in January 2013 as a specialist school that exclusively addresses the educational and social needs of students with an Autism diagnosis and often experiencing co-morbidities. Autism impacts an individual¿s experience of day-to-day learning, communication style and observed behaviour. Students are aged between 5 and 18 years and travel to the school from a wide geographical area.
Our school is well supported by an infrastructure that includes: 27 classroom learning spaces, a Community Learning Hub, staff collaboration/conference rooms, meeting rooms, occupational therapy rooms, student kitchens, a Vocational Education and Training (VET) workshop and commercial kitchen, Living Skills learning space, visual art rooms, music room, library, an indoor gym/performing arts space and sick bays.
The school is divided into 4 sub schools (Primary, Middle and Secondary and Senior Secondary), each led and managed by a Leading Teacher. Classes generally comprise of small flexible groups of 8 to 14 students, according to age (stages of schooling), ability and the individual needs of the students. Each class is taught by a teacher and 2 education support staff, working in partnership for the benefit of the students. Teachers are responsible for the development, delivery and evaluation of all classroom activities and individual student programs while maintaining Autism affirming classrooms.
The school employs 6 Learning Specialists who support the effective implementation of Autism specific practice and School Wide Positive Behaviour Support. Specialist programs provided across the school include Health & Physical Education; The Arts (Visual and Music) and Technologies (Food Technology and Design). Our therapy team is comprised of 1.6 speech pathologists, 2 occupational therapists and an allied health assistant which support classroom teams to provide an inclusive and accessible learning environment.
Jacana School for Autism currently has 3.0 principal class, 8.2 EFT leading teachers, 25.6 EFT teacher class staff, 50.6 EFT education support staff, 1.6 EFT speech pathologists, 2 EFT occupational therapists, 1 Mental Health Practitioner/Social Worker, 0.8 Mental Health & Wellbeing Leader, 0.6 NDIS Navigator and 0.6 Community Engagement Officer. Our administration team of 8.0 supports the day-to-day running of the school, including a maintenance staff member who ensures that the grounds and buildings are well maintained.
Staff are encouraged to belong to professional network groups. Close relationships have been developed between network schools and nearby mainstream schools into which our students are integrated.
ENROLMENT
Students who attend Jacana School for Autism must meet the Program for Students with Disabilities (PSD) eligibility criteria for Autism, as determined by the Department of Education of Victoria and Early Childhood. Once eligibility has been established and the Department has approved students¿ applications for funding, enrolment may proceed.
SCHOOL VISION
Jacana School for Autism fosters personal and social resilience alongside lifelong learning, enabling students to be engaged participants in family and community life.
PURPOSE
The school uses evidence informed reflective professional practices and a committed multi-disciplinary team to consistently implement highly customised teaching and learning programs. We strive to ensure all students access an inclusive curriculum within a safe and supportive environment that actively develops the personal and educational potential of all students.
PEDAGOGICAL PHILOSOPHY
Jacana School for Autism believes that by developing our student¿s capacity to:
manage themselves personally and in their interactions with others; and
understand the world in which they live to positively engage in their wider community, they will increase their experienced successes.
Jacana School for Autism provides:
a flexible, Autism-specific curriculum and teaching strategies that support the individual needs of students;
Individual Education Plans outlining specific learning adjustments, focusing on communication, social /interpersonal skills, personal learning and academic skills.
a safe and secure learning environment that respects students¿ dignity and develops self-esteem;
school wide implementation of the Positive Behaviour Support program;
scope for individualised career planning and workplace learning opportunities based on student preference.
regular support to participate in the wider community.
Jacana School for Autism includes:
individual and small group instructional models;
Speech and Occupational therapy consultation;
Wellbeing consultation, including group supports and 1:1 counselling;
ongoing professional development for staff;
learning programs informed by current research and evidence-based practice.
CURRICULUM
The JSA curriculum:
reflects current educational reform at an international, national and state level, and is informed by the principles and practices of inclusive education.
Supports inclusive education and the rights of every student to participate in the range of programs and services offered by the education system on the same basis as their peers.
Provides an inclusive curriculum so teachers can equip all students with the knowledge, skills and behaviours to help them succeed in a world that is increasingly complex, rapidly changing and rich in information and communications technology.
Victorian Curriculum 2.0
Future Ready program
Senior Secondary programs Victorian Foundations Pathway Certificate (VPC), Certificate of Individual Achievement, School Based Apprenticeships and Traineeships (SBAT) and Vocational Education and Training (VET) in Schools.
Collect a variety of evidence and data to summarise growth and inform future planning;
Consider alternative ways for students to demonstrate their understanding and achievement of the goals developed in their Individual Learning Plan (or IEP).
JSA develops and provide education programs that are meaningful for all students including:
STUDENT PROGRESS
JSA uses an integrated approach to assessment across several learning areas. Our schoolwide assessment schedule allows for students to undertake a range of scheduled assessments. In assessing students, teachers:
Student Support Group (or SSG) meetings are held termly and provide an important focus for reporting student learning progress with parents, identify areas of strength and outline areas for improvement in future learning.
PROFESSIONAL LEARNING
Jacana School for Autism provides comprehensive induction process and on-going professional learning programs for all members of staff. Teachers attend weekly Professional Learning Community meetings and Curriculum Team Meetings to facilitate the ongoing collaborative planning. PLC instructional leaders lead teams to collaboratively focus on the core work of improving instruction and student outcomes. Professional Practice sessions are routinely delivered during our allocated Curriculum Days.
COMMUNITY ENGAGEMENT
We have an extensive Cultural calendar of community events for families to attend with their children onsite, to encourage schoolwide connectedness and a sense of community across the school. Parents/carers are encouraged to join the volunteer program as well as participate in the parent/carer led Fundraising Committee (FRC) to support the wonderful JSA community.
Selection Criteria
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Role
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Responsibilities
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
Demonstrating high-level expertise in teaching and learning practice
Modelling exemplary classroom practice including through teaching demonstration lessons
Working with the school leadership team to develop a shared view of highly effective teacher practice
Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
Providing evidence-based feedback to teaching staff to inform their effectiveness and development
Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
Supervising and training one or more student teachers and mentoring and/or coaching teachers
Modelling exemplary use of student data to inform teaching approaches
Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
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
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Saturday 18 April 2026 at 11.59pm
Posted
18 March 2026
💡 Quick Summary
Seeking a career-building opportunity? The 2026 Learning Specialist Range 3 position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
