Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1533576
Bundoora Secondary College is a secondary school committed to educational excellence and to providing students with the opportunity to learn to the best of their ability in a safe, supportive and inclusive environment. The College¿s Statement of Values and School Philosophy emphasise trust, respect and valuing others, while the current strategic direction highlights flexible and customisable learning, student agency and empowerment, entrepreneurship, and sustainable and responsible practices.
The College¿s public-facing vision and school narrative describe learning as bold, flexible and student-driven, with a strong commitment to personalised pathways, authentic student voice and real-world learning. The school¿s model includes a vertical curriculum structure across Entry, PACE21 and Graduate stages, supported by mentoring, strong wellbeing structures and a broad range of curricular and co-curricular opportunities.
Bundoora Secondary College is grounded in the values of Respect, Responsibility, Resilience, Relationships and Rigour, and seeks to empower students to become life-ready, purpose-driven and world-ready young people. The College values staff who are collaborative, improvement-focused, student-centred and willing to contribute to the development of innovative school structures that support both excellence and inclusion.
This role sits within that context. It will appeal to a highly capable teacher leader who understands that the quality of a school¿s operational design has a direct impact on learning, wellbeing and the success of whole-school improvement. The successful applicant will join a school that values initiative, flexibility, strong systems, authentic learning and a deep commitment to supporting every learner to thrive.
SC1 Demonstrated capacity to lead and manage a significant whole-school function with a high degree of independence, including the development, implementation and continuous improvement of operational systems that support curriculum delivery, student engagement and staff effectiveness.
SC2 Demonstrated expertise in the construction and management of complex school timetables, including the coordination of allotments, rooming, blocked lines, special timetable arrangements and the management of timetable changes arising from staffing or student program needs.
SC3 Demonstrated ability to work strategically with Principal Class and other leaders to support workforce planning, teacher allotments, school calendar design and the equitable organisation of school programs in a way that maximises student success and student and staff wellbeing.
SC4 Demonstrated highly developed interpersonal, communication and leadership skills, with the capacity to collaborate effectively with teaching and education support staff, contribute to consultative processes, and build shared understanding and confidence in school-wide operational systems.
SC5 Demonstrated capacity to lead the planning and coordination of co-curricular programs, extracurricular events, examinations, transition activities and other whole-school programs requiring strong organisational oversight, attention to detail and effective risk-aware planning.
SC6 Demonstrated understanding of and commitment to the values, culture and strategic direction of Bundoora Secondary College, including a commitment to flexible and personalised learning, student agency, inclusive practice and the creation of operational structures that support a bold, future-focused and student-centred school environment.
Leading teachers are highly skilled classroom practitioners who 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 are expected to make a significant contribution to policy development relating to teaching and learning in the school and usually have direct impact and influence on the achievement of school goals and strategic priorities.
The Director of Operations will be a member of the School Leadership Team and will lead a substantial whole-school portfolio focused on operational excellence, strategic organisation and the design of systems that enable high-quality learning and strong staff and student outcomes. This role is designed to attract an existing Leading Teacher, or a highly accomplished teacher aspiring to Leading Teacher responsibilities, who is ready to move beyond a narrow administrative focus and lead a significant school improvement function through systems, structures and collaboration.
At Bundoora Secondary College, this role is central to shaping the conditions in which the school¿s curriculum, co-curricular opportunities and daily operations can flourish. It is a role for a leader who can think strategically, act practically, manage complexity and work with others to create coherent, responsive and student-centred structures across the school.
The Director of Operations will be responsible for:
Leading the development and implementation of effective administrative systems that support the school¿s programs and strategic priorities.
Constructing an efficient and effective timetable to ensure the delivery of the school curriculum plan and to maximise student success and student and staff wellbeing.
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.
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
Applications should include:
Consideration will be given to a later start date to 27 January 2027.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.