SC1      Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2      Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3      Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4      Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5      Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

SC6     Demonstrated ability to support the implementation of the MTSS Model, to support students with a disability access the curriculum.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.  Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities and the Multi-tiered Support Systems.
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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 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 726 801 or email on: brett.west@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

Our School Appoints Staff 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 forstudents to assist learning and teaching.

Understand the importance of and willingly participate in professional development, professional renewal, reflectionand 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 thedevelopment 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 environmentwill 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 butshould help us to decide if you would fit easily into our school philosophy and learning and teaching team. Yourapplication should clearly state any history that you have working with children. If you are submitting hardcopies ofyour 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 theselection 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 yoursuitability for employment and who can verify your child-safe bona-tides.

Our Selection Process:

After the closing date, our selection panel will meet and consider the material forwarded by applicants.

• 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.

Ballarat 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 three stages of learning - Primary School (Ages 5-12), Middle School (Ages 13-15) and Senior School (Ages 16-18). 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 Senior Campus in Norman Street. Our current enrolment is approximately 433 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 pathways Certificate.  A comprehensive curriculum, with a strong focus on Literacy and Numeracy, is embedded into curriculum maps for each of the three 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. 

The school operates two cafés that are open to the public. The Special Treats Café is located at our Gillies St. campus and the Senior Café is located at our Norman street Senior campus.  We also have a school based Op shop (Vintage Soul) that operates from our Senior 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, Retail, and Life skills (Cert I).

Individual Educational Plans (IEP’s) are developed by the Student Support Group, which can comprise parents and carers, outside agencies, and school staff. The IEPs are then implemented by school staff, including Classroom Teachers and Classroom Assistants and supported by the Integrated Service Team.