Job ID: 1223053
Location: Peter Lalor Secondary College
Department: Peter Lalor Secondary College
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 04/17/2021
Contact Name: David McKay
Phone: 0400 631 001
School Website: www.peterlalor.vic.edu.au
Peter Lalor Secondary College is a school for high-quality Vocational Education based on best teaching and learning principles and practice for 14-19-year-old students. Peter Lalor Secondary College has undergone a vast transformation to a specialist senior vocational college specialising in delivery of the Victorian Certificate of Applied Learning (VCAL) & Vocational Education and Training (VET). The college has grown from 60 students in 2012 to a projected 210 students in 2021. In addition, a number of students attend from other schools to undertake a range of Vocational Education and Training in Schools (VETiS) programs.
There are high expectations that students will succeed. Curriculum is strongly connected to the real world beyond the classroom. There are personalised programs and choices that reflect students’ own interests and background. The learning environment is supportive. Independence, self-motivation and team work are promoted and individual learning styles are accommodated.
An Applied Learning approach provides practical outcome-based learning and caters for a range of learning styles. It focuses on skill development and measures competency. The approach allows students to learn skills through “doing tasks” that are part of the real world, promoting the development and “hands on” skills. It develops employability skills such as teamwork, communication, self-management, problem solving, planning and organising, technology, initiative and enterprise. Finally, it creates an environment where workplace issues such as OHS are relevant.
Literacy is a priority, while the key skills of numeracy, ICT and an on-going interest in learning underpin all courses. Students receive specific support to achieve their potential in these areas.
Vocational Education provides a clear, well-defined pathway to a wide range of further education, training and employment options and the College supports students to move into meaningful post-school pathways. Students’ weekly program involves three days of VCAL, one day at VET and one day in a structured work placement.
Peter Lalor College is the lead school for the $6.4 million Outer Northern Trade Training Centre (ONTTC) and is therefore responsible for the day to day management of the centre. The ONTTC is located at the High Street front of the college campus and is governed by a board of principals from the eight government schools in the ONTTC consortium.
Peter Lalor College has strong links with the local and wider community through the community garden, community kitchen, men’s shed, regular community education programs and culturally inclusive activities. The vocational focus of the college is supported and strengthened by ties to local business and industry and to other schools in the area, particularly those belonging to the Trade Training Centre consortium and the Northern Metropolitan VET cluster.
Underpinning the school’s mission to provide its students with the best possible pathways is a commitment to a Positive Education approach. This approach builds resilience and self-awareness in our young people and fosters in them a high level of confidence in their capacity to achieve their goals and their dreams.
SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.
SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.
SC6 Demonstrated ability to design, implement and assess an integrated VCAL curriculum.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricular activities.
The role of classroom teacher may include but is not limited to:
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.