KSC 1 - Educational leadership
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Outstanding capacity for visionary and exemplary educational leadership of a school or college.
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Highly developed skills in leading and managing change including the leadership of others in the process of change.
KSC 2 - Financial, managerial and administrative ability
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Outstanding financial, organisational and resource management skills.
KSC 3 - Planning, policy and program development and review
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Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
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Demonstrated ability to implement Department policies to a high level.
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An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
KSC 4 - Leadership of staff and students
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A highly developed capacity to motivate staff, develop their talents and build an effective team.
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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.
KSC 5 - Interpersonal and communication skills
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Highly developed interpersonal and communication skills in individual, small group and community contexts.
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Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
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An ability to work with parents and the community to develop a strong learning environment.
KSC 6 - Local criteria
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Demonstrated capacity to lead and sustain improvement in inclusive education, building the capability of others and contributing to a positive, collaborative and high-performing culture in a senior secondary environment.
The Assistant Principal Inclusive Education provides strategic leadership of inclusive education and targeted student support, ensuring equitable access, participation and successful learning outcomes for students requiring additional support.
The role leads the Inclusive Education portfolio, including Disability Inclusion, reasonable adjustments, targeted student supports and inclusive classroom practices. The role provides strategic oversight of inclusive education systems, ensuring coordinated, responsive and effective support for students across the college.
As a member of the Student Engagement Team, the role contributes to the development, implementation and evaluation of student engagement, wellbeing and inclusion priorities. The role works collaboratively with the Curriculum Leadership Team, Student Coordination Teams and external agencies to strengthen inclusion, participation and student success. The role builds leadership capability, provides line management and strengthens collaboration, accountability and continuous improvement across the portfolio.
Success is reflected through coordinated student support systems, effective adjustments, inclusive practices and strong partnerships that enable students to participate, engage and achieve success in their chosen pathway.
Reporting relationships
Reports to: Assistant Principal Engagement & Wellbeing
Direct reports: DI Team, Student Mentors and Inclusive Classroom Support (ICS) Coordinator
Success in the role
Student outcomes
Staff outcomes
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Staff experience clear expectations, professional support and opportunities to strengthen capability in inclusive education, reasonable adjustments and responsive support practices. (Disability Inclusion and inclusive practice; Staff leadership and support)
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Inclusive Education staff experience collaborative working relationships, clear direction and opportunities to strengthen leadership, capability and professional practice. (Staff leadership and support)
College outcomes
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Students requiring additional support experience improved access, participation, engagement and pathway outcomes through coordinated and effective inclusive education systems. (Inclusive education leadership; Student support systems and adjustments; Disability Inclusion and inclusive practice)
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Inclusive education and student support systems operate consistently, effectively and collaboratively across the college. (Inclusive education leadership; Portfolio leadership and improvement)
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Disability Inclusion, NCCD and associated compliance requirements are implemented effectively and support high-quality planning, adjustments and student outcomes. (Disability Inclusion and inclusive practice; Data, monitoring and compliance)
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Student support, referral, escalation and case coordination processes are aligned, responsive and effective. (Case coordination and escalation; Targeted support alignment)
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Portfolio resources, workforce capability and targeted supports are aligned to student needs, college priorities and continuous improvement. (Resource and portfolio management)
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Partnerships with students, families and carers, feeder schools and external agencies strengthen inclusion, participation, transition and student success. (Case coordination and escalation; Targeted support alignment)
Other requirements
Teaching allotment: The role includes a teaching load, currently equivalent to two classes (420 minutes per week), and a role as an Advisor for approximately 16 students.
College events:This role includes participation in parent and student information evenings, Open Days and other college-wide events, some of which may occur outside normal school hours.
Core Responsibilities
Portfolio leadership and improvement
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Lead the implementation and continuous improvement of inclusive education priorities aligned to the School Strategic Plan, Annual Implementation Plan and college improvement agenda.
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Work collaboratively with college leaders to ensure inclusive education systems support teaching, learning, engagement, wellbeing and student success.
Inclusive education leadership
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Lead the design and continuous improvement of inclusive education systems.
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Lead effective planning and monitoring of inclusion, adjustment, classroom support and targeted support resources aligned to student learning and wellbeing needs.
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Establish clear expectations and consistent approaches for inclusive practice across the college.
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Ensure alignment between inclusion, engagement, wellbeing and teaching and learning systems.
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Monitor system effectiveness and drive continuous improvement.
Student support systems and adjustments
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Lead implementation of targeted and intensive student support systems.
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Ensure effective identification, planning and implementation of reasonable adjustments and student supports.
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Work with Student Coordination Teams to coordinate responses for students requiring additional learning, wellbeing or engagement support.
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Ensure targeted mentoring, classroom support and intervention resources are deployed effectively to support student engagement, participation and success.
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Support equitable access to pathways, work learning, SBAT and transition opportunities for students requiring additional adjustment and inclusion support.
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Oversee coordinated student assessment and referral processes, including SOCS and external assessment pathways. Ensure student support processes are clear, responsive and aligned across teams.
Case coordination and escalation
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Lead coordination of complex student cases requiring targeted or intensive support.
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Work collaboratively across SET and with external agencies to coordinate student supports.
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Ensure clear and effective escalation pathways across inclusive education and student support systems.
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Maintain strong, respectful and solution-focused partnerships with students, families and carers.
Disability Inclusion and inclusive practice
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Lead Disability Inclusion, including associated funding, documentation and support coordination requirements.
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Ensure coordinated and effective implementation of Disability Inclusion Profile (DIP) processes and associated support planning requirements.
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Support staff capability regarding inclusive practice, adjustments and differentiated support approaches.
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Lead consistent inclusive teaching, engagement and participation practices across the college.
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Strengthen inclusive approaches that support student connection, participation and success.
Targeted support alignment
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Work in partnership with the Assistant Principals for Student Engagement to align targeted supports and inclusive education systems.
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Ensure targeted support processes are consistent, effective and aligned to escalation pathways.
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Support Student Coordination Teams to identify and respond to emerging student needs.
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Work collaboratively with Bendigo Education Plan (BEP) feeder schools and external partners to support effective transition processes and inclusion planning for students requiring additional support.
Data, monitoring and compliance
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Ensure effective use of data to monitor student participation, access, engagement and outcomes.
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Maintain oversight of inclusion and disability compliance requirements, including NCCD reporting.
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Identify trends and areas for improvement. Ensure accurate documentation and reporting.
Resource and portfolio management
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Lead the effective planning, allocation and monitoring of staffing, workforce capability, funding and resources across the portfolio.
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Ensure resources are aligned to student needs, college priorities and evidence-informed practice.
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Monitor performance, evaluate impact and use data to inform decision-making, service delivery and continuous improvement.
Staff leadership and support
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Provide leadership and strategic direction for the portfolio.
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Build leadership capability, establish clear expectations and support effective performance and continuous improvement across the portfolio.
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Foster collaboration, professional trust and continuous improvement through coaching, feedback, professional learning and shared leadership.
BSSC seeks applicants who embody the principles of the College's leadership capability framework and Ways of Working. Applicants should demonstrate outstanding leadership capabilities, including the ability to guide and motivate teams, exercise effective decision-making, and foster a culture of achievement and continuous improvement.
Appropriately qualified individuals must be currently registered or eligible for registration with the Victorian Institute of Teaching.
Ways of working
Value people - Build positive and respectful relationships. Recognise, support and develop the contribution of others while fostering inclusion, belonging and high expectations.
Build trust and collaboration - Work collaboratively across teams, portfolios and partnerships. Communicate clearly, follow through on commitments and contribute to shared success.
Lead with integrity and accountability - Demonstrate professionalism, consistency and sound judgement. Maintain clear expectations and take responsibility for actions and outcomes.
Prioritise wellbeing and connection - Promote a culture of care, inclusion and belonging. Maintain a student-centred and relational approach.
Promote learning and growth - Use evidence, feedback and reflection to inform improvement. Build capability through coaching, collaboration and professional learning.
Inspire purpose and optimism - Take initiative to improve practice, culture and outcomes. Focus on solutions, innovation and continuous improvement while contributing to a culture where students and staff can thrive.
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
[email protected]
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.
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
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
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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 at Recruitment in Schools.
Bendigo Senior Secondary College (BSSC) is a Year 11 and 12 school located in one of Victoria's strongest and fastest growing regional areas. With an enrolment of 1870 students, we are the largest provider of the Victorian Certificate of Education (VCE), VCE Vocational Major (VCE VM) and Vocational Education and Training (VET) delivered in schools in the state.
Our ROLE at BSSC is to empower learners for individual, community and global leadership, underpinned by the values of Respect, Optimism, Learning and Engagement. We are proud of the significant role we play supporting young people from the Greater Bendigo community to access high quality education programs, tailored to meet the individual needs and pathway goals of every student.
BSSC is located within the Rosalind Park precinct in the centre of Bendigo and has enjoyed an unrivalled picturesque location on this site for more than a century. The entire college site is on the Victorian Heritage Register. Staff, students and the broader community value the history of the college, and the contribution it has made to the city and to state education.
The college provides an inclusive learning environment which supports students to develop attributes and behaviours necessary to be respectful community members, independent and resourceful learners and to achieve success within and beyond school. We foster a strong study culture with high expectations around student effective use of private study time in the various study spaces around the college. Students are provided with free access to an extensive range of high quality learning support and exam revision opportunities.
Staff are committed to supporting the academic progress and wellbeing of students where strong, respectful relationships are the basis for all communication. Students are encouraged to interact closely with their teachers and seek help at any time.
The college has a reputation for exemplary use of ICT and delivery of online learning. Students have high level access to ICT and the college operates a Bring Your Own Device (BYOD) model where students provide their own laptop or other device to support their learning. There is an emphasis on the use of blended delivery, which allows students to access digital curriculum resources to support the classroom instruction provided by teachers. This is enhanced by access to digital content developed through the Victorian Virtual Learning Network, a BSSC initiative where the college provides VCE online to students in schools around the state in a range of VCE studies.
An online portal is available which allows parents to monitor attendance, work completion and achievement in real time and provides for the approval of absences. Teachers upload key assessment outcomes and comments in a progressive reporting model.
A strength of our college is the expertise and commitment of our dedicated staff. Teachers at BSSC play a leading role in state wide curriculum development, subject associations, VCAA assessment processes and in the professional learning of teachers across the state. All staff are expected to demonstrate the highest professional standards and a commitment to excellence. The college has a culture of self-reflection and continuous improvement which is supported by a rigorous performance and development process, allowing recognition of outstanding work and identification of areas for further improvement.
A wide range of VCE studies is offered and students can select units in Business and Information Technology, English, Health & Physical Education, Languages & EAL, Humanities, Mathematics, Performing Arts & Media, Science, Technology and Visual Arts. An accelerated learning program operates in conjunction with Bendigo's four government 7-10 colleges where students are able to undertake some VCE studies whilst in Year 10 and are then encouraged to undertake a Unit 3/4 study in their first year at the college.
Students have access to the VCE's Vocational Major offering and the Victorian Pathways Certificate and also to Head Start school based apprenticeships and traineeships.
Student programs are tailored to meet the learning, wellbeing and pathway goals of each student. Programs can include combinations of studies at Unit 1/2 and 3/4 level, completing the VCE over three years or negotiating a program to meet individual student health, school-based apprenticeship or elite sport training commitments. We have a close relationship with the four government Year 7-10 colleges in Bendigo and work together around orientation activities and pathways advice to support students in making informed program choices and a positive transition to our college.
The college is a Registered Training Organisation with many Vocational Education and Training (VET) programs on its scope of registration. Strong relationships with other training providers in Bendigo and our Trade Training Centre provide our students with access to excellent vocational training facilities and opportunities.
As a senior secondary education provider, we specialise in assisting students to make a positive transition to the next stage of their lives, whether that is to University or other study, apprenticeships or traineeships or directly on to employment. Extensive careers and pathways advice is available to students and is complemented by the individual support each student receives from their Advisor who closely monitors their wellbeing and progress. Additional support to assist students to stay engaged with their learning is provided through our Wellbeing Team. Students can access support from our Student Wellbeing Team and other visiting department staff.
NETschool is a second campus of the college, providing curriculum access for 15 to 18 year old students who have been outside mainstream schooling or training. NETschool provides access to VCE, VCE VM and VET subjects from its central city location.
The college provides outstanding facilities to support student learning in a combination of historic and modern facilities. These include the Ulumbarra Performing Arts Centre which incorporates a 1000 seat theatre, café and foods/hospitality facilities. Other recent modernised or new building projects include the Student Services Centre, Library, Multimedia Centre, refurbishment of the historic Maths building and an outdoor recreation area. Other purpose-built facilities include our Language Centre and Trade Training Centre. Each of these areas contain casual student study spaces, kitchenettes and high-level access to ICT.
One of the features of the college for many years has been the presence of students from other countries who come to study as fee paying students or through exchange programs. International students are supported in homestay arrangements with local families who provide cultural and language enrichment experiences. We are proud of the work we do to support New Arrival and refugee students, including through our intensive EAL program.
The college highly values the presence and contribution of our Aboriginal and Torres Strait Islander student population. These students are assisted by a range of additional support services which are closely linked to families and Community.
The international focus of the college is wide ranging and includes sister school relationships in China, France, Germany and Indonesia. When travel conditions allow, students can participate in curriculum and intercultural learning exchanges to these countries, and also to Italy and Greece. College curriculum has also developed a focus on the building of student global perspectives.
The college runs a very successful Confucius Classroom program in partnership with a Chinese agency and a Chinese sister school. This program attracts high quality Chinese teachers to Bendigo who deliver Chinese language and culture programs into over twenty Bendigo primary and secondary schools, and evening classes for the broader Bendigo community. This program is supporting young people from around the region to access an additional language and build their intercultural competence.
At BSSC we believe that every child is capable of achieving and has a right to a high-quality education which will empower them with the attitude, knowledge and skills necessary for success in life and work beyond school.
For further information about the College visit www.bssc.edu.au
