Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Grampians - Ballarat
Reference: 1539436
SC1 Demonstrated ability to lead and manage a significant area or function within a school, with experience in coordinating staff to achieve improvements in teaching and learning.
SC2 Demonstrated high-level knowledge of curriculum, pedagogy and assessment for students with diverse learning needs, and the ability to lead the implementation of evidence-based teaching practice.
SC3 Demonstrated capacity to lead professional learning and support the performance and development of teaching staff.
SC4 Demonstrated ability to work collaboratively within a leadership team structure and contribute to whole-school improvement.
SC5 Demonstrated behaviours and attitudes consistent with Department values and the ability to support colleagues to adopt these behaviours and attitudes.
Leading teacher positions at Ballarat Specialist School are classified within the teacher class in accordance with the Victorian Government Schools Agreement (VGSA). Leading Teachers lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
At BSS, the Leading Teacher is the operational leader of their mini school, responsible for the day-to-day leadership of classroom teachers and education support staff, and for driving improvements in teaching and learning within their team. The role sits within a joint leadership model at Gillies Street, reporting to the AP: Teaching and Learning for instructional practice, curriculum and VTLM 2.0 implementation, and to the AP: Wellbeing and Engagement for MARAM, behaviour support and wellbeing dimensions.
Leading Teachers are expected to make a significant contribution to policy development and the implementation of priorities contained in the School Strategic Plan. They have a direct impact on the achievement of school goals and are responsible for leading their team to deliver improved outcomes for students with disabilities and complex needs.
1. Leadership and Management of the Mini School
Lead and manage the day-to-day operational and educational functions of the mini school, including staff timetabling, scheduling, student groupings, relief arrangements, incursions, excursions and assessment administration.
Provide leadership, direction and support to classroom teachers and education support staff within the mini school, fostering a collaborative, high-performing and student-focused team culture.
Serve as the primary operational point of contact for the mini school, problem-solving issues as they arise and escalating to the relevant AP as required.
Communicate relevant information to staff following meetings and bring matters from the team to the Leadership Team.
Lead and manage the implementation of whole-school improvement initiatives and strategic plan priorities within the mini school.
2. Teaching and Learning
Maintain a high standard of classroom practice and model exemplary teaching for students with disabilities and complex learning needs.
Lead and manage the implementation of whole-school improvement strategies related to curriculum planning and delivery, including VTLM 2.0, within the mini school.
Support teachers in the development of curriculum and program planning that is differentiated, adjusted and appropriate for the cohort.
Work with Learning Specialists and PLC Leaders to ensure professional learning is relevant, embedded and has a direct impact on teaching practice within the mini school.
Participate actively in PLC inquiry cycles and contribute to collaborative analysis of student data to refine teaching practice.
3. Staff Performance and Development
Delegate administrative tasks and upskill teachers through distributive leadership, supporting their professional growth over time.
Foster a culture of reflective practice, feedback and continuous improvement within the mini school team.
4. Wellbeing and MARAM
Work alongside the AP: Wellbeing and Engagement on MARAM, wellbeing and behaviour support dimensions of the mini school's operation.
Support consistent implementation of behaviour support plans and wellbeing strategies across the mini school team.
Contribute to the identification and escalation of student wellbeing concerns, working within the school's PROTECT and child safety frameworks.
Lead and manage the implementation of school operations and policies related to student welfare and discipline within the mini school.
5. Compliance and Reporting
Ensure compliance with Department of Education policies and legislative requirements relevant to the mini school's operation.
Contribute data, analysis and reporting on the mini school to the AP: Teaching and Learning and AP: Wellbeing and Engagement as required.
6. Parent and Community Engagement
Lead and coordinate parent and carer communication within the mini school, in partnership with classroom teachers and the relevant AP.
Contribute to Student Support Group (SSG) meetings for students within the mini school.
Build and maintain productive relationships with families, carers and external agencies relevant to the mini school's student cohort.
7. School Leadership Contribution
Contribute to the overall leadership and management of the school, including the development of proposals for School Council consideration where relevant.
Participate in school-wide professional learning, policy development and improvement initiatives.
Undertake any other duties as directed by the Principal or Assistant Principal consistent with the Leading Teacher classification.
The successful applicant must hold or be eligible for registration with the Victorian Institute of Teaching (VIT).
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
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.