VET Teacher - Certificate III in Business

Government schools; Melbourne; On-site; AUD 80,000 - 110,000; Full time

Job summary

Peter Lalor Secondary College in Melbourne's northern suburbs invites applications for a VET Teacher delivering Certificate III in Business within our senior vocational program. The role focuses on planning, delivering and assessing VET Business courses aligned with the VCE VM framework and the school's SWL commitments.

You will collaborate with a team of experienced staff to support students aged 15–18, monitor progress, ensure safety compliance, and uphold DET and RTO requirements while

Qualifications

• Demonstrated understanding of teaching and learning principles relevant to VET Business.
• High-level classroom teaching skills with the ability to collaborate with colleagues.
• Ability to monitor and use student data to inform teaching and improve outcomes.
• Strong written and verbal communication and interpersonal skills.
• Knowledge of DET and OHS requirements and ability to provide a safe learning environment.
• Meet DET/RTO qualification requirements for VET Business and VIT registration or permission to teach.

Responsibilities

• Direct teaching of groups and individuals within the VET Business program.
• Collaborate with staff to implement quality teaching practices and school policies.
• Use student data to inform teaching and target improved outcomes.
• Contribute to the development and assessment of curriculum and SWL activities.
• Support the safety, welfare, and wellbeing of students in an educational setting.

Skills

VET Business teaching

Classroom teaching

Data-informed instruction

Communication skills

OH&S knowledge

VIT registration

Job description

VET Teacher - Certificate III in Business

Government schools – Melbourne Northern Suburbs VIC

Peter Lalor Secondary College is specialist senior vocational college specialising in the delivery of applied learning for students in year 10-12. Students undertake the Victorian Certificate of Education Vocational Major (VCE VM) in conjunction with and their choice of a wide range of Vocational Education and Training (VET) programs.

The VCE VM curriculum in VCE VM Literacy, Numeracy, Personal Development Skills and Work-Related Skills has been developed by a team of experienced staff and based on the pillars of applied learning. The curriculum is engaging, based on real world application and provides students in-demand skills needed for the future world of work. The curriculum at school is complemented through opportunities for Structured Workplace Learning (SWL). All students are supported to engage with one day of SWL each week where they can apply the skills acquired in the classroom.

Peter Lalor Secondary College staff endeavour to create an educational setting that fosters the development of lifelong career management. The curriculum has an emphasis on equipping our students with transferrable employability skills and our careers and pathways team support the successful transition beyond the completion of secondary school.

Peter Lalor Secondary College has high expectations that our 115 students will succeed. The 27 staff including 12 Education Support staff provide a learning environment that is supportive, inclusive and reflective of the College values of respect, responsibility, positive attitude, commitment and team work.

Peter Lalor Secondary College is the lead school for the 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.

Location Profile

Peter Lalor Secondary College is specialist senior vocational college specialising in the delivery of applied learning for students in year 10-12. Students undertake the Victorian Certificate of Education Vocational Major (VCE VM) in conjunction with and their choice of a wide range of Vocational Education and Training (VET) programs.

The VCE VM curriculum in VCE VM Literacy, Numeracy, Personal Development Skills and Work-Related Skills has been developed by a team of experienced staff and based on the pillars of applied learning. The curriculum is engaging, based on real world application and provides students in-demand skills needed for the future world of work. The curriculum at school is complemented through opportunities for Structured Workplace Learning (SWL). All students are supported to engage with one day of SWL each week where they can apply the skills acquired in the classroom.

Peter Lalor Secondary College staff endeavour to create an educational setting that fosters the development of lifelong career management. The curriculum has an emphasis on equipping our students with transferrable employability skills and our careers and pathways team support the successful transition beyond the completion of secondary school.

Peter Lalor Secondary College has high expectations that our 115 students will succeed. The 27 staff including 12 Education Support staff provide a learning environment that is supportive, inclusive and reflective of the College values of respect, responsibility, positive attitude, commitment and team work.

Peter Lalor Secondary College is the lead school for the 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.

Selection Criteria

• Demonstrated understanding of teaching and learning principles relevant to VET Business.
• 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 be able to meet qualification requirements of both DET and the RTO to deliver VET Business.
• 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.

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.

• 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.

Responsibilities

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.

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 (seeWorkplace 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*******@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 athttp://www.education.vic.gov.au/hrweb/Pages/default.aspx
• 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 https://www2.education.vic.gov.au/pal

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 atRecruitment in Schools.