Role
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 ( therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 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.
Responsibilities
1. Undertake systems design, program design and specification and direct programming changes necessary to enhance, modify or maintain a computer system.
2. Evaluate and report on the operational efficiency of computer systems in production, making recommendations for improvement where appropriate.
3. Examine and report on the efficiency and effectiveness of hardware configurations, software operating systems, data transmission networks and generalised software packages.
4. Develop and conduct training programs for computer systems users.
5. Modify and adapt accepted methods and guidelines and interpret and analyse complex data across several sub-disciplines.
6. Develop techniques and procedures that will affect work practices beyond the work place.
7. Manage a technical program with a broad scope across the school.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
8. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
9. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
10. A probationary period may apply during the first year of employment and induction and support programs provided.
11. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Conditions of Employment
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Location Profile
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 2023 - 2026 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: