Department of Education Victoria – Bulleen VIC

1d ago , from Department of Education & Training Victoria

Effective teaching at Bulleen Heights is the provision of a safe learning environment within which consistency is valued and motivated staff engage, instruct and assess students along a continuum of learning to achieve individual goals.

The Bulleen Heights School community is diverse. It includes all those individuals and groups who work in direct and indirect ways, both at our school and in the wider community, to achieve goals and targets outlined in the schools Strategic Plan 2027-2030 and our vision and mission statements. The school promotes and upholds the values of: integrity, high professional standards, care and support, and consistency.

Bulleen Heights School is a Department of Education (DET) specialist school for students with autism spectrum disorder. Our school currently provides exemplary educational programs for approximately 290 students ranging in age from five to eighteen years. Classes vary in size with staffing reflecting student needs. The school has two campuses: Primary School and Secondary School. Students are in classes based upon a combination of age, developmental level and maturity. Inclusion learning programs are a feature of students¿ programs and involve local primary and secondary schools. DET contracted buses and taxis transport most of our students to and from the school.

Bulleen Heights School is situated across two closely located campuses at Bulleen and Lower Templestowe in the eastern suburbs of Melbourne and approximately 14kms from the city centre. Both campuses are in residential areas close to public transport and local community facilities such as the Macedon Square and Bulleen Plaza shopping centres and the Bulleen Library.

The school provides excellent teaching programs and learning experiences designed to develop and extend the skills and strengths of each student. This is achieved by encouraging decision-making and risk‑taking within a structured, predictable and secure environment. Bulleen Heights is committed to providing core teaching and learning programs and supporting students and their families. It looks at both immediate and long‑term goals in the belief that all students can learn, achieve success and enjoy adult life as contributing members of a community.

Curriculum development and implementation across the school is based on the Victorian Curriculum,providing a framework for planning the whole school curriculum by setting out standards for students to achieve in core areas. This curriculum assists the development of individual learning plans, and assessment and reporting on student achievement and progress. Program delivery, using Applied Behaviour Analysis teaching techniques, continues to be an option predominantly for students in our Primary School. Applied Behaviour Analysis teaching methodologies are implemented by a team of therapists in this specialist area, in partnership with classroom teachers. As an accredited senior secondary school students in Year 11 and 12 maybe enrolled in the VPC program offered by the school.

Specialist programs in Health and Physical Education, STEAM and Visual Arts provide an integrated approach to personalized learning. Our Multidisciplinary Team supports classroom staff in the achievement of exemplary learning outcomes of our students. A psychologist, social worker, occupational therapists, speech therapists, support our extensive educational programs. This team of professionals compliments our educational programs. The school is closely linked with tertiary and post‑graduate students working with the school community to conduct research and complete practicum placements.

Partnerships between parents, siblings, past students, local schools, consultants, universities, government and non‑government agencies and the local community provide vital contributions to programs. The varied characteristics of our student population demand the implementation of a range of evidence‑based teaching methodologies. Individual Learning Plans are developed through Student Support Group meetings involving parents/carers, teachers and other appropriate professionals and/or agencies. Teaching and learning take place within many contexts including the community and is structured to be functional and meaningful. Social, academic, independent living, recreational,



behavioural and vocational goals are developed for each student.

More information is available from our website:http://www.bulleenheights.vic.edu.au

Selection Criteria

1. Educational and Instructional Leadership

Demonstrated capacity to provide visible, accessible and responsive educational leadership that improves teaching and learning and student outcomes in a Foundation¿Year 12 specialist school. Demonstrated ability to lead evidence-informed practice, professional feedback, coaching, collaboration and continuous improvement.

2. Leadership of People, Culture and Wellbeing

Highly developed capacity to develop the capability of staff and build effective, collaborative teams. Demonstrated ability to foster a culture of professional learning, feedback, psychological safety and staff wellbeing, while maintaining high expectations and accountability.

3. Student-Centred and Inclusive Leadership

Demonstrated commitment to inclusive, student‑centred education, with the capacity to lead high‑quality programs that respond to the individual learning, communication, sensory, social, behavioural and wellbeing needs of students with autism and diverse abilities.

4. Strategic and Operational Leadership

Demonstrated capacity to lead strategic planning, change, policy implementation, resource management and complex operational matters. Demonstrated ability to align people, resources, systems and processes with school priorities and improved student outcomes.

5. Relationships, Communication and Community

Highly developed interpersonal and communication skills, with demonstrated capacity to build trust, lead collaboratively, manage complex conversations and engage staff, students, families, allied health professionals and the broader school community. Demonstrated integrity, sound judgement, sensitivity and commitment to respectful professional relationships.

Role

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Responsibilities

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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. 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 (seeWorkplace 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*******@education.vic.gov.au

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.

Child Secure 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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

- 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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

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 atRecruitment in Schools.

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📌 Assistant Principal (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne