SC1 Demonstrated expertise as a highly skilled classroom practitioner with a deep knowledge of high-quality teaching, learning and assessment in their specialist area, particularly for students with disabilities and diverse learning needs.
SC2 Demonstrated ability to model exemplary classroom practice and lead the professional learning of colleagues through coaching, mentoring and demonstration lessons.
SC3 Demonstrated capacity to lead curriculum development, implementation and review within a specialist area, with strong skills in planning, assessment and data use.
SC4 Demonstrated ability to work collaboratively within a professional learning community structure and contribute to whole-school improvement initiatives.
SC5 Demonstrated behaviours and attitudes consistent with Department values and the ability to support colleagues to adopt these behaviours and attitudes.
Learning Specialist positions at Ballarat Specialist School are classified within the teacher class in accordance with the Victorian Government Schools Agreement (VGSA). Learning Specialists are highly skilled classroom practitioners who spend the majority of their time in the classroom delivering high quality teaching and learning, and who hold a range of responsibilities related to their specialist expertise.
Learning Specialists at BSS are expected to have deep knowledge and expertise in high quality teaching and learning and the delivery of improved achievement, engagement and wellbeing for students with disabilities and complex needs. The role models excellence in teaching and learning through demonstration lessons and mentors and coaches teachers to improve the skill, knowledge and effectiveness of the teaching workforce.
Learning Specialists operate within PLCs as both leaders and resource people who can be called upon by PLC Leaders, Leading Teachers and classroom teachers. They report to and work closely with the AP: Teaching and Learning, and contribute specialist expertise to the school's MTSS framework, AIP implementation and Strategic Plan priorities.
1. Coaching and Mentoring
Observe classroom teachers and provide structured, evidence-based feedback as part of the school's professional learning cycle, in line with the BSS coaching model.
Mentor and coach classroom teachers in improving the skill, knowledge and effectiveness of their teaching practice, including in areas specific to their specialist domain.
Develop and promote school-wide professional learning structures, processes and protocols through Professional Learning Communities.
Supervise and support pre-service teachers on placement where applicable.
2. Curriculum Leadership
Lead the development, implementation and review of curriculum documentation, scope and sequence, unit plans and teaching resources within their specialist area, ensuring alignment with the Victorian Curriculum 2.0, VTLM 2.0 and the School Strategic Plan.
Lead and manage the development of assessment and reporting policies and practices within their specialist area.
Support teachers in planning and differentiating curriculum for students across a broad range of needs and functioning levels.
Contribute to the development and quality assurance of Individual Learning Plans (ILPs) in relation to goals and adjustments within their specialist area.
3. Professional Learning
Play a key role in the provision of professional learning related to their specialist area, including developing processes and protocols for observation, feedback and inquiry.
Provide expert advice about the content, processes and strategies that will shape individual and school professional learning in their domain.
Participate as a leader and resource person within PLCs, contributing specialist expertise to inquiry cycles and team planning.
Keep current with research and evidence relevant to their specialist area and apply this knowledge to school practice, sharing relevant updates with the Leadership Team.
5. MTSS and Student Support
Support the implementation of the MTSS framework within their specialist area, contributing to the design and review of Tier 1, Tier 2 and Tier 3 approaches.
Work collaboratively with the AP: Teaching and Learning and AP: Wellbeing and Engagement to ensure specialist area work is integrated with broader student support structures.
Focusing on tiered interventions within their area of responsibility.
6. Collaboration and Communication
Collaborate with Leaders, Leading Teachers and PLC Leaders to build collective efficacy through a culture of high expectations for all students.
Communicate relevant information to PLC teams and the wider Leadership Team following meetings, professional learning and planning sessions.
Build productive relationships with families and carers relevant to their specialist area where appropriate, in partnership with classroom teachers and the AP: Teaching and Learning.
Liaise with external agencies, allied health providers and community organisations relevant to their specialist area as required.
7. School Improvement Contribution
Contribute to the development and review of school-wide policies, programs and practices relevant to their specialist area.
Contribute to the School Strategic Plan, Annual Implementation Plan and other improvement initiatives as relevant to their portfolio.
Undertake any other duties as directed by the Principal or Assistant Principal consistent with the Learning Specialist classification.
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
- 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
- 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:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
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.
