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.

• To manage the careers, pathways, and structured workplace learning functions with a high level of autonomy.
• Work with the leadership team to design and deliver career development programs based as required.
• Acknowledge and provide for the career development needs of students with a disability and experience in transition support.
• Provide a one-to-one counselling service for students, parents, and the wider school community, including post compulsory options and career planning
• Keep students aware of developments in workforce, industry areas and further education opportunities in the area/state/country
• Develop students’ skills in resume and cover letter writing and interview skills.
• Participate in running school information nights
• Co-ordinate the VET/ SBAT /SWL Programs.
• Ensure compliance with Child Safety Regulations regarding VET/SBAT/SWLs.
• Monitor attendance and engagement of students in VET/SBAT/SWLs.
• Provide professional development to staff as required
• Liaise with local VET cluster regarding programs offered at the school, and work placements to be carried out by students as part of their VET programs
• Attend local Careers / VET / VCAL network meetings and some career practitioner briefings at TAFEs throughout the year
• Ensure all documentation regarding VET/SBATs/SWLs and VET Tasters is submitted to VASS Co-ordinator for data entry.
• Liaise with RTOs and industry to explore SBAT opportunities for our students
• Meet with RTOs, parents and students as required
• To support the VCAL students regarding Structured Workplace Learning opportunities.
• Coordinate staff visiting work placements
• Ensure students, employers and staff visiting placements complete relevant paperwork
• Respond to issues that may arise during work placements in cooperation with relevant teacher

Other duties as directed by the principal

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

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

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 school also has a Year 9/10 Integrated Curriculum Program with a strong applied learning focus.

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 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 exists in an identifiable disadvantaged community and our work is important because we aim to disrupt the poverty cycle through 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.  Independence, self-motivation and team work are promoted and individual learning styles are accommodated.

The school offers Intermediate or Senior VCAL courses of study. Our VCAL curriculum is fully integrated across the four VCAL strands (Literacy, Numeracy, Personal Development and Work Related Skills); students are also enrolled in VETiS courses. In addition, each student participates in weekly Structured Workplace Learning.  There is an emphasis on partnerships.

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.  A weekly program involves three days of VCAL, one day at VET and one day exploring the world of work and then structured workplace learning.

Peter Lalor Secondary 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 Secondary 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.