PLC Leader

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Grampians - Ballarat

Reference:

Selection Criteria

• KSC 1: Demonstrated knowledge of the relevant curriculum, including literacy and numeracy integration, and the capacity to respond to diverse learning needs.

KSC 2: Ability to plan and implement high-impact teaching strategies, informed by understanding of how students learn, and to evaluate the impact on learning growth.

KSC 3:Monitoring and assessing student learning, using data to inform practice and providing feedback to students and parents.

KSC 4: Interpersonal and communication skills, maintaining collaborative relationships with students, parents, colleagues, and the broader school community to support learning, wellbeing, and engagement.

KSC 5: Behaviours aligned with Department values, along with reflective practice and engagement in ongoing professional learning.

KSC 6: Proven ability to support the implementation of Professional Learning Communities (PLCs) by planning, facilitating and documenting team progress, and embedding practices that align with the school¿s strategic plan.

Role

PLC instructional leaders are critical to our schools as work directly with teachers to improve classroom practice. PLC leaders facilitate teams to work collaboratively through structured cycles of inquiry which allow staff to delve into the how and why of student learning to improve student outcomes for all.

PLC instructional leaders are critical to our schools as work directly with teachers to improve classroom practice. PLC leaders facilitate teams to work collaboratively through structured cycles of inquiry which allow staff to delve into the how and why of student learning to improve student outcomes for all.

Responsibilities

• Lead teams of teachers and build the capacity of staff to use collaborative practices that will have a positive impact on learning outcomes.
• Collaboratively use the BSS PLC inquiry cycle to measure the impact of their teaching through student learning growth and identify areas for team professional learning.
• Work with Learning Specialists and Leading Teachers to develop appropriate and relevant Professional Learning in accordance with above.
• Plan, prepare and administer PLC meetings as a place where student and teacher learning is at the centre of all activities
• Collaborate with PLC leaders to build relational trust, self-awareness and leadership skills that develop collective efficacy through a culture of high expectations for all.
• Communicate relevant information to teams after meetings.
• Through the MTSS framework, work with the Integrated Services Team, deepen understanding of how to implement effective classroom observation and feedback and how these fit into the BSS inquiry cycle.
• Delegate administrative tasks and upskill teachers, through distributive leadership across the team to maintain professional learning through inquiry cycles.
• Provide teachers non face-to-face teaching time by teaching classes throughout the week when applicable.
• Manage teacher and student timetables, schedules, streaming groups, student data, extracurricular activities, incursions and assessment.
• Working with Leading Teachers to facilitate student behaviour and parent communication.

Who May Apply

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.

EEO AND OHS Commitment

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.

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).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

DE Values

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:

Conditions of Employment

• 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

Program Benefits

This position has been advertised as part of the Regional Relocation Incentives (RRI) and includes retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.

Payments and support on offer (subject to candidate eligibility criteria, see below):

• Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.
• $10,000 (before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.

RRI candidate eligibility criteria:

• The successful candidate must be a new employee to this school.
• The successful candidate must remain employed at this school for 2 years to receive their initial retention payment, and remain for subsequent years for the third-year and fourth-year payments.
• The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
• The successful candidate's ordinary place of residence is not classified as Remote Australia (Vic.)' orOuter Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
• Where the recruiting school is located within Inner Regional Australia (Vic.), the successful candidate's ordinary place of residence is not classified asInner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.

For further information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').

Further information regarding this offering is available on the department's website at

VIT LANTITE

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.

Location Profile

Ballarat Specialist School caters for students aged 3 to 18 years with a diagnosed intellectual disability ranging from mild to profound. The school operates across two campuses and is structured around four stages of learning:

• Early Learning (Ages 3-5)
• Primary School (Ages 5-12)
• Middle School (Ages 12-15)
• Senior School (Ages 15-18)

Students from Early Learning through to Middle School are based at our main Gillies Street Campus, while our Senior School students attend the FARM Campus on Norman Street, an 8.09-hectare property. Current enrolment is approximately 430 students.

Our mission is Achieving Personal Success Together. We are committed to providing a safe, stimulating and flexible learning environment where students and staff are supported to reach their full potential. Student learning is personalised, achievement is celebrated, and success is shared.

Ballarat Specialist School delivers an inclusive and rigorous learning program designed to challenge and engage students as passionate, lifelong learners. Our curriculum is guided by the Victorian Early Years

Learning and Development Framework and the Victorian Pathways Certificate, with a strong focus on Literacy and Numeracy. Curriculum maps are developed for each mini-school to reflect the needs of learners at every stage, supported by Individual Education Plans (IEPs) for all students. Communication is embedded across all learning areas, and our pedagogy reflects current research and best practice, using a gradual release of responsibility model to foster independence.

Staff collaborate through Professional Learning Communities, engaging in curriculum design, assessment, reflection, and inquiry into student work. This collective approach strengthens teaching practice and improves outcomes for all learners.

We also provide a wide range of specialist programs, including Science, Performing Arts, Visual Arts, Physical Education and Hospitality. In addition, the school operates the Vintage Soul Op Shop and a café at the FARM Campus, offering practical work experience and pathways to employment. Students can complete accredited courses onsite through local TAFE providers, including Certificate I in Life Skills and Certificate II courses in Kitchen Operations, Retail, Horticulture, Visual Arts, Sport & Recreation, Music Industry, and Work Skills.

At our Gillies Street Campus, our 'Mini Woolies' supermarket provides a real-world retail environment for Primary and Middle School students to practice everyday skills.

IEPs are developed collaboratively by the Student Support Group (SSG), which includes parents/carers, external agencies, and school staff. These plans are implemented by teachers and education support staff, with further assistance from our Integrated Service Team to ensure individual needs are met.

Applications close Monday 15 September 2025 at 11.59pm

Posted

3 September 2025

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