VET Teacher

VET Teacher - Certificate II in Community Services (7.6 hours) Department of Education Victoria – Lalor VIC 7d ago , from Department of Education & Training Victoria Peter Lalor Secondary College is a school for high quality vocational education based on best teaching and learning theory and practice for Year 10-12 students. The college has undergone a vast transformation to become a specialist senior vocational college specialising in the delivery of applied learning and 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, interests, goals and experiences. An ongoing commitment to the inclusion of Vocational Education and Training (VET) studies for students will continue to add value to their studies. The school has a total of 140 enrolments and 29 staff, including 3 principal staff, 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 transferable 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. Selection Criteria Demonstrated understanding of teaching and learning principles relevant to VET Community Services. Demonstrated high‑level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning. Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning. 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. 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. The ability to meet qualification requirements of both DET and the RTO to deliver VET Community Services. Hold a current VIT registration or have the ability to meet the VIT permission to teach requirements. Role 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. Responsibilities 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. 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. Diversity and Inclusion 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. Child Safe Standards 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: DE Values 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: Other Information 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 Applicants must have a minimum of 3 years industry experience in the field of the advertised VET. Conditions of Employment 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 Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: The person must have provisional or full registration approved by the Victorian Institute of Teaching; and 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 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. Be careful – don’t provide your bank or credit card details when applying for jobs. Don’t transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr