AddressPeter Lalor Secondary College is a school for high quality vocational education based on best teaching, learning theory and practice for Year 10-12 students. Peter Lalor Secondary College has undergone a vast transformation to a specialist senior vocational college specialising in the delivery of applied learning. The school currently offers the Victorian Certificate of Education Vocational Model (VCE VM).
Peter Lalor Secondary College is a school for high quality vocational education based on best teaching, learning theory and practice for Year 10-12 students. Peter Lalor Secondary College has undergone a vast transformation to a specialist senior vocational college specialising in the delivery of applied learning. The school currently offers the Victorian Certificate of Education Vocational Model (VCE VM).
New curriculum in VCE VM Literacy, Numeracy, Personal Development Skills and Work-Related Skills has been developed by panels of current applied learning practitioners. The new curriculum is engaging, based in real life and gives students in-demand skills needed for the future world of work.
Applied learning teaches skills and knowledge in the context of `real life¿ experiences. Students apply what they have learnt by doing, experiencing and relating acquired skills to the real-world. It enables flexible, personalised learning where teachers work with students to recognise their personal strengths, interest, goals, and experiences. An ongoing commitment to the inclusion of Vocational Education and Training (VET) studies for students will continue to add value to student's studies.
The school has a total of 139 enrolments and 29 staff, including 3 principal class, 15 teaching staff and 11 ES staff.
Peter Lalor Secondary College endeavours to create an educational setting that fosters the development of lifelong career management and engagement skills. Students that enrol at Peter Lalor Secondary College have identified a desire to engage in pathways to immediate employment or vocational training following the completion of their secondary school certificate.
At Peter Lalor Secondary College we acknowledge and understand that in the 21st Century a job for life does not exist and it is our responsibility to prepare and equip young people with the career management skills required to adapt, survive and thrive in the modern world of work. We have an emphasis on equipping our students with transferrable employability skills whilst fostering positive social development.
Peter Lalor Secondary College has a targeted emphasis on employability and successful transition beyond the completion of secondary school. We endeavour to equip students with 21st Century tools to promote lifelong learning and support their development as active global citizens.
There are high expectations that students will succeed. Curriculum is strongly connected to the real world beyond the classroom. The learning environment is supportive, promotes independence, self-motivation and teamwork, and individual learning styles are accommodated.
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. The current weekly program involves three days of the VCE VM program, one day of VET and one day exploring a Structured Workplace Learning to experience learning on the job.
Peter Lalor Secondary College is the lead school for the $6.4 million Outer Northern Trade Training Centre (ONTTC) and is responsible for the 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.
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 Melbourne VET Cluster (NMVC).
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.
KSC1 - Demonstrated awareness and understanding of the issues encountered by young people and families and the ability to work alongside and support those experiencing barriers to education including mental health issues.
KSC2 - Experience in the development and delivery of proactive programs to develop optimism, resilience, organisational skills, leadership, health and wellbeing and interpersonal skills in adolescents.
KSC3 – Demonstrated capacity to lead and provide professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.
KSC4 - Demonstrated capacity to liaise and collaborate within a team of wellbeing and health professionals including but not limited to, Student Support Service Officers and Mental Health Practitioners.
KSC5 – Demonstrated capacity to meet relevant policies and legislative requirements in relation to recording student information and storing confidential information.
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 (e.g. 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 2.6.1 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.
In line with Department of Education’s Framework for Improving Student Outcomes 2.0 (FISO 2.0) Model, the Wellbeing & Mental Health Leader will play a vital role in fostering direct connection between learning and wellbeing. The roles will include but is not limited to:
- Deliver professional support service/s in a school/s for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.
- Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.
- Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
- Demonstrate leadership and provide professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.
- Liaise with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students.
- Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.
- Meet relevant policies and legislative requirements in relation to the privacy student health information.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department of Education and Training 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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
- 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
