Government schools – Melbourne Northern Suburbs VIC
Lalor Secondary College is a co‑education school for students in Years 7 to 12. The school has provided the communities of Lalor, Thomastown and Epping with educational opportunities that prepare our students for their chosen pathway, be it tertiary study, trade or workforce. Our mission is to provide opportunities in a caring and supportive learning environment so that our students improve their capacity to become socially responsible, caring and confident contributors to the 21st century.
Due to the high demand in our local community, in 2016 the school will continue to have a ceiling at Year 7 for 170 to 180 students. The school's student population ranges from 1,000 to 1,050 students. The school's core values of Pride, Achievement, Caring, Cooperation and Honesty are embedded in our wellbeing and teaching practices, as well as our Student Code of Behaviour. High expectations and well‑developed policy and practices ensure a calm teaching environment that allows the focus of the classroom to be centred around the teaching and learning. The high expectations are driven by a student culture where students motivate and inspire each other to achieve excellence in the academic field, applied learning field or through the extra‑curricular program.
The extra‑curricular programme is supported by both student and staff‑led clubs. Some of these include the Science and Maths clubs, Macedonian Folk Dancing Club, Art Club, Anime Club, Walking Club, Mindfulness Club, Breakfast Club, Horticulture Club, Sports Program, House Program, Music Program, Year 12 Mentor Program and Chess Club. This also includes a unique partnership with ABCN that provides numerous leadership opportunities to our students that supports the student leadership structures of the College. The school has an established and dedicated Wellbeing Team that delivers a coordinated approach to the Student Wellbeing Programs that have been embedded into the school curriculum and culture. Some of these programmes include 'Yoga Thursdays', Peer Support, After School Homework Club, Animal Assisted Therapy and the Pre‑Orientation Program. The College also offers distinctive educational programmes such as the Years 7 to 10 differentiated Maths programme, Years 7 to 9 Literacy Support Programme, High Potential Learning Programme, Years 7 to 12 language programme offering Macedonian, Greek, Italian and French and an extensive elective programme in Years 9 and 10.
Our school community acknowledges the ability and the right of all students to learn and to experience success in the classroom. The College delivers a rigorous and comprehensive educational programme built around the Victorian Curriculum in Years 7 to 10, where a challenging and diverse curriculum caters for a variety of learning styles. The varying talents of students at Years 7 to 10 are recognised and celebrated and excellence and effort are rewarded throughout the College at regular intervals throughout the year. The programme offered at Years 11 and 12 provides opportunities for students to excel in VCE, VCAL and VET, which is long established through results that are above state average. The school has a strong pathways programme that ensures a high retention from Year 7 to Year 12 and assures all students in Years 9 to 12 receive counselling in choices of study and focuses on providing an individual pathway for every child.
Our most recent building upgrades include a new Science Centre which promotes an open learning environment with the focus on independent and inquiry learning for our junior students, a new senior study centre for Year 12 students and a new administration area offering a formal environment for our administration services to function.
Information about the school, its ethos, programmes and the Strategic Plan and Annual Implementation Plan can be obtained at our website:
Selection Criteria
* Demonstrated high level management skills and the capacity to manage priorities, providing timely advice and responsive administrative support to ensure the continuous and efficient operation of the College.
* Demonstrated high level ability to lead and manage both from an educational and technical perspective the functions of the IT Department.
* Demonstrated high level written and verbal communication capabilities, along with advanced interpersonal skills that include a capacity to develop constructive relationships with staff, students, parents, the wider community, and business partners.
* Demonstrated capacity to make high level contributions towards strategic decision making including the provision of high‑level advice and expertise to the Principal Class.
* Demonstrated capacity to coordinate administrative school systems and processes to support the Principal Class in the implementation of the College Strategic and Annual Implementation Plan to improve student learning outcomes.
Role
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 programmes. 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 programme 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.
Responsibilities
* Undertake systems design, program design and specification and direct programming changes necessary to enhance, modify or maintain a computer system.
* Evaluate and report on the operational efficiency of computer systems in production, making recommendations for improvement where appropriate.
* Examine and report on the efficiency and effectiveness of hardware configurations, software operating systems, data transmission networks and generalised software packages.
* Develop and conduct training programmes for computer system users.
* Modify and adapt accepted methods and guidelines and interpret and analyse complex data across several sub‑disciplines.
* Develop techniques and procedures that will affect work practices beyond the workplace.
* Manage a technical programme with a broad scope across the school.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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 ******@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:
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
Advice to Applicants
Written Applications
Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:
* A specific response to all of the Key Selection Criteria and position details. It is suggested that applicants limit their response to no more than 1 page (size 11) per criterion.
* A cover letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.
* A CV with a summary of experience and qualifications.
* The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.
Please note: The selection panel may contact referees other than those listed.
The Selection Process will involve at least the following steps:
* Receipt of application by closing date
* Shortlisting of applications
* Interview process (applicants may be invited back for a second interview)
* Referee checks (these may occur prior and/or after the interviews)
Note: The panel reserves the right to contact others outside of the list of referees provided by the applicant. On making a decision to appoint, a job offer will be made to the successful applicant.
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 programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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