|Location:||Ballarat Specialist School [Multiple Location Campus]|
|Department:||Ballarat Specialist School|
|Role Type:||General Admin|
|Ongoing/Fixed Term:||Fixed Term|
|Classification:||Ed Support Level 1-Range 2|
|Contact Name:||Deborah Forte|
|Phone:||03 5334 1302|
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 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.
The 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 experience and skills in coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.
Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy.
This may include the supervision and coordination of other education support class staff within the work area or educational program.
Supervision and coordination would be limited to ensuring routine tasks are performed to required standards.
Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.
Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.
Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1.
Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time.
The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options.
Routine technical support in libraries, science and information technology laboratories would be typical examples.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.
Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.