Classroom Teacher in Ballarat

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 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.

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.

Selection Criteria

• SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.
• SC2 Demonstrated high-level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
• SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
• SC4 Demonstrated high-level written and verbal communication skills and high-level interpersonal skills, including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
• SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

Role

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.

Responsibilities

• 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.

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.

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.