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Form of workBallarat Specialist School caters for students aged from 3 and 18 years who have a diagnosed intellectual disability ranging from mild to profound. Ballarat Specialist School is a dual-campus K-12 school organised around four stages of learning - Early Learning (Ages 3-5), Primary School (Ages 5-12), Middle School (Ages 12-15) and Senior School (Ages 15-18). Our Early Learning to Middle School students are accommodated on our main Gillies Street Campus. Our Senior School students are located at our 8.09 hectare FARM Campus in Norman Street. Our current enrolment is approximately 430 students.
Our school's mission is "Achieving Personal Success Together". We strive to enable our students and staff to reach their full potential in a safe, stimulating and flexible learning environment. Our educational programs provide a balanced and personalised curriculum where student achievement is acknowledged and celebrated.
Ballarat Specialist School provides an inclusive and rigorous learning program that challenges and engages students to grow as passionate learners. The school's teaching and learning programs are underpinned by the Victorian Early Years Learning and Development Framework, The Victorian Curriculum and the Victorian Certificate of Applied Learning. A comprehensive curriculum, with a strong focus on Literacy and Numeracy, is embedded into curriculum maps for each of the four mini-schools within the school. Each curriculum map is designed to meet the learning needs of students at their individual stages of learning. This is supported by Individual Education Plans for all students. Communication is a keystone of all learning and curriculums within the school. The school's pedagogy reflects current research, and best practice is enacted to maximise student learning outcomes. Our teaching and learning programs are anchored in a gradual release of responsibility model to enable our students to become independent and lifelong learners. Through Professional Learning Communities, Ballarat Specialist School teachers invest in the collective application of curriculum, assessment, shared learning, reflection and they engage in inquiry about student work.
Our specialist programs include: Science, Performing Arts, Visual Arts, Physical Education (PE) and Hospitality. The school also operates two cafés open to the public. The Special Treats Café is located at our Gillies St. campus and the FARM Café is located at our Norman street FARM campus. We also have a school based Op shop (Vintage Soul) that operates from our Gillies Street Campus. Through these enterprises, we can offer students pathways to future employment as these school-based work areas and programs are connected to the specific delivery of Certificate II Courses through local TAFE institutes. The courses conducted onsite are Kitchen Operations, Retail, Horticulture, Visual Arts, Sport & Recreation, Warehousing, Music Industry and Work skills.
Individual Educational Plans (IEP’s) are developed by the Student Support Group, which comprises parents and carers, outside agencies, and school staff. The IEPs are then implemented by school staff, including Classroom Teachers and Education Assistants and supported by the Integrated Service Team.
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:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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 of Education and Training 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 Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@education.vic.gov.au
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Days Required:
Monday - Friday. Applictions will be accepted from teachers who may wish to work less than five days per week.
Our School Appoints Teachers Who:
Are able to demonstrate a sound knowledge of curriculum.
Can articulate a set of beliefs about how students’ best learn.
Can successfully plan, organise and implement programs in a school that has Individual Education Plans for students to assist learning and teaching.
Understand the importance of and willingly participate in professional development, professional renewal, reflection and appraisal.
Show a commitment to whole school life by participating in all school activities.
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 teachers with professional development programs offered in learning, teaching and leadership.
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 an excellent School Council and we share a good relationship with our broader school community.
Preparing Your Application:
Your application should persuade us that you are the best person for this position. It does not need to be long but should help us to decide if you would fit easily into our school philosophy and learning and teaching team. Your application should clearly state any history that you have working with children. If you are submitting hardcopies of your application, please provide the school with three copies.
Applicants must respond to the Key Selection Criteria for this position in their application. If you do not address the selection criteria you will not be offered an interview.
You are also requested to name two confidential referees that we can contact for further information regarding your suitability for employment and who can verify your child-safe bona-fides.
Our Selection Process:
After the closing date, our appointments committee will meet and consider the material forwarded by applicants. The committee will short list applicants for interview, interviews will be conducted and referees contacted prior to a decision being made.
- 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
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
