Vet Teacher - Certificate Iii In Sport & Recreation 13Hrs P/W

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 the delivery of applied learning. The school currently offers the Victorian Certificate of Applied Learning (VCAL) and the Victorian Certificate of Education (VCE). From the start of 2023, the school will transition their curriculum to align with the new certificates, including the Victorian Pathways Certificate and the Victorian Certificate of Education (Vocational Major). 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 life long 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 life long 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. There are personalised programs and choices that reflect students’ own interests and background. The learning environment is supportive, promotes independence, self-motivation and team work, and individual learning styles are accommodated.
Until the end of 2023, the school will continue to offer Intermediate or Senior VCAL courses of study to Year 11 and 12 students as part of a teach-out phase. Our VCAL curriculum is fully integrated across the four VCAL strands (Literacy, Numeracy, Personal Development and Work Related Skills); students are also enrolled in VET courses. In addition, each student participates in weekly Structured Workplace Learning. There is an emphasis on partnerships. From 2023, this approach will be transitioned to allow students to complete the Victorian Certificate of Education (Vocational Major).
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 of “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. The current weekly program involves three days of VCAL, one day of VET and one day exploring the world of work (Semester 1) and Structured Workplace Learning (Semester 2).
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.
Peter Lalor Secondary College has strong links with the local and wider community through the Community Garden, Community Kitchen, Men’s Shed, U3A, 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 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.

1. Demonstrated understanding of teaching and learning principles relevant to VET Sport & Recreation.
2. Demonstrated high-level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
3. Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
4. Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
5. Demonstrated understanding of the DET and legislative requirements for Occupational Health and Safety and ability to provide a safe and compliant environment in an educational setting.
6. The ability to be able to meet qualification requirements of both DET and the RTO to deliver VET Sport & Recreation. And have at least 3 years experience in the industry of Sport & Recreation.

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:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

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-curricula activities.

The role of classroom teacher may include but is not limited to:

• Direct teaching of groups of students and individual students;
• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
• Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
• Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
• Undertaking other non-teaching supervisory duties.

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 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.