School Leadership

Government schools; Melbourne; Presencial; AUD 110.000 - 160.000; Jornada completa

Descripción de la vacante

Bulleen Heights School in Melbourne's eastern suburbs is seeking an experienced Leading Teacher to enhance teaching and learning across the school and, where appropriate, in linked schools. The role focuses on leadership of teaching practice and curriculum development within a supportive, collaborative environment.

The Leading Teacher will coordinate staff to achieve improvements in teaching, model, coach and contribute to policy development, with strategic alignment to the Department's

Formación

• Demonstrated ability to lead planning and implementation of high impact teaching strategies.
• Ability to monitor and assess student learning and use data to drive improvement.
• Strong interpersonal and leadership skills with collaboration across staff, parents and community.

Responsabilidades

• Lead and manage whole-school improvement initiatives related to the school strategic plan.
• Coordinate curriculum planning/delivery and professional development for staff.
• Develop and implement assessment and reporting policies and practices.
• Support staff performance and development through coaching and mentoring.
• Contribute to policy development relating to teaching and learning.
• Assist with school code of conduct development and discipline policies.

Conocimientos

Curriculum leadership

Literacy & numeracy

High impact teaching

Data-informed practice

Professional leadership

Autism spectrum disorder (ASD)

Educación

VIT registration

Descripción del empleo

SC1Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2Demonstrated ability to lead the planning and implementation 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.

SC3Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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.

SC4Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

SC6 Demonstrated knowledge and teaching skills related to the educational needs of students with autism spectrum disorder.

Role

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range.The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

Responsibilities

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
• Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
• Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
• Leading and managing staff performance and development (review of staff);
• Leading and managing the development of the school's assessment and reporting policies and practices;
• Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
• Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
• Responsibility for general discipline matters beyond the management of classroom teachers;
• Contributing to the overall leadership and management of the school;
• Contributing to the development of proposals for school council consideration;
• Developing and managing the school code of conduct.

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.

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 (see Workplace 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 [e-mail]

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 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:

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:

• 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.

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).

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.

Applications close Monday 9 November 2026 at 11.59pm