Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Grampians - Ballarat
Reference: 1541674
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
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.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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
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.
Eligibility for incentive payments:
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
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.
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.
Teachers who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification. If an applicant does not have an approved special education qualification is selected, that person can only be offered fixed term employment for a period not exceeding 3 years.