Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Grampians - Ballarat
Reference: 1518287
Ballarat Specialist School
Ballarat Specialist School provides high¿quality education for students aged 3 to 18 years with diagnosed intellectual disabilities ranging from mild to profound. We are a dual¿campus K¿12 setting structured around four stages of learning: Early Learning (3¿5 years), Primary School (5¿12 years), Middle School (12¿15 years) and Senior School (15¿18 years).
Our Early Learning to Middle School programs operate from our Gillies Street Campus, while our Senior School is located at our 8.09¿hectare FARM Campus in Norman Street. We currently support approximately 440 students across both sites.
Our Mission and Approach
Our mission, ¿Achieving Personal Success Together,¿ guides everything we do. We are committed to creating a safe, flexible and stimulating learning environment where both students and staff can reach their full potential. Our curriculum is personalised, balanced and designed to celebrate individual achievement.
Teaching and learning at Ballarat Specialist School is grounded in the Victorian Early Years Learning and Development Framework, the Victorian Pathways Certificate, a strong focus on Literacy and Numeracy, and Individual Education Plans for every student. Our pedagogy is evidence¿based and supported by a gradual release of responsibility model. Professional Learning Communities drive curriculum, assessment, inquiry and reflection across the school.
Small Class Sizes and Classroom Support
A key strength of our school is our commitment to small class sizes, ensuring students receive targeted, responsive and meaningful instruction. Each classroom is supported by Education Support (ES) staff allocated according to student need, enabling a high level of individualised attention and consistent support throughout the school day.
This structure allows teachers and ES staff to work closely together to implement personalised learning goals, support communication and engagement, respond to sensory and wellbeing needs, and create safe, predictable and inclusive learning environments.
Integrated Services Team
Our comprehensive Integrated Services Team works across all areas of the school to support students in achieving their academic, functional and personalised goals. The team includes Occupational Therapists, Speech Pathologists, Physiotherapists, Exercise Physiologists, Allied Health Assistants, Mental Health Practitioners, NDIS¿funded practitioners (in collaboration with families) and Registered Nurses.
This multidisciplinary team partners with teachers, ES staff and families to embed therapeutic, communication, health and wellbeing supports into everyday learning. Their work strengthens student engagement, independence and readiness for future pathways.
Pathways and Real¿World Learning
Ballarat Specialist School is committed to preparing students for meaningful, fulfilling futures. Our pathways model provides students with authentic, hands¿on learning experiences that build independence, confidence and employability skills.
Key pathway opportunities include school¿based enterprises such as the Vintage Soul Op Shop and cafés at both campuses, Mini Woolies at Gillies Street, and accredited vocational pathways including Certificate I in Life Skills and Certificate II courses delivered onsite in partnership with local TAFE providers. Industry¿aligned learning areas include Kitchen Operations, Retail, Horticulture, Visual Arts, Sport and Recreation, Music Industry and Work Skills.
These programs support students to explore interests, develop practical skills and transition confidently into post¿school options including supported employment, open employment, community participation and further training.
Individualised Support
Every student has an Individual Education Plan developed through a collaborative Student Support Group involving parents and carers, external agencies, classroom teachers, education assistants and our Integrated Services Team. This ensures each student¿s learning, wellbeing and communication needs are understood and supported.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of classroom teacher may include but is not limited to:
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.
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.
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
Hours of Employment:
Monday to Friday 8.30 a.m. to 4.35 p.m.
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.
Induction and support programs will be provided.
Detailed information on all terms and conditions of employment is available on the Department's website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx.
What can you expect from our school?
Our school has a strong focus on assisting our students to reach their full potential. We are committed to the development of our Education Support staff with professional development programs offered in relevant areas.
You will be part of a vital, stimulating and challenging learning environment. The skills you bring to this environment will be accepted and used.
Our school has a committed School Council and we share a good relationship with our broader school community
Preparing your application:
Applicants must respond to the Key Selection Criteria for this position in their application. If you do not address the selection criteria you may not be offered an interview.
You are also requested to name two confidential referees that we can contact for further information.
Our selection process:
After the closing date, our Selection Panel will meet and consider the applications submitted by applicants. The Panel will short list applicants for interview, interviews will be conducted and referees contacted prior to a decision being made.
The successful applicant completes a Validation of Personal Information declaration and a Pre-Employment Health declaration.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.