SC1: Educational leadership

1. Outstanding capacity for visionary and exemplary educational leadership of a school.
2. Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC2: Financial, managerial and administrative ability

1. Outstanding financial, organisational and resource management skills.

SC3: Planning, policy and program development and review

1. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
2. Demonstrated ability to implement Department policies to a high level.
3. An understanding of and a commitment to, the use of learning technologies to improve teaching and learning.

SC4: Leadership of staff and students

1. A highly developed capacity to motivate staff, develop their talents and build an effective team.
2. A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

SC5: Interpersonal and communication skills

1. Highly developed interpersonal and communication skills in individual, small group and community contexts.
2. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
3. An ability to work with parents and the community to develop a strong learning environment.

SC6: School Specific

1. Demonstrated high-level ability to lead, monitor and evaluate high quality teaching and learning within an autism spectrum disorder education setting, inclusive of the outstanding use of data, to improve student-learning outcomes.
2. High-level capacity to contribute to system wide improvements utilising the Framework for Improving Student Outcomes and a Professional Learning Community/Community of Practice approach.

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.

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;

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

The Department of Education and Training 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.

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

Please ensure that your application includes the following to be selected for an interview:

• A resume including relevant experience as well as personal details (name address and contact numbers (business and home)
• A section addressing the selection criteria and the requirement for application under the Who May Apply section
• Name and contact numbers (telephone and email if possible) of two referees

Please note the selection panel may seek additional referees beyond those you name.  Consistent with policy we shall advise you if we will take this action.

• 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.

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

BULLEEN HEIGHTS SCHOOL PROFILE

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 school’s Strategic Plan 2019 - 2022 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 240 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 center. Both campuses are in residential areas close to public transport and local community facilities such as the Macedon Square and Bulleen Plaza shopping centers and the Bulleen Library.

The school provides excellent teaching programs and learning experiences designed to develop and extend the particular 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 Behavior Analysis teaching techniques, continues to be an option predominantly for students in our Primary School. Applied Behavior 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 VCAL program offered by the school. 

Specialist programs in Health and Physical Education, Performing arts 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 takes place within many contexts including the community and is structured to be functional and meaningful. Social, academic, independent living, recreational, behavioral and vocational goals are developed for each student.

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