Harvester Technical College VET Building

Harvester Technical College is an exciting feature on the landscape of senior secondary education and trade and technology skills training in the West of Melbourne. It is a unique hybrid model of education and training governed and operated within Sunshine College since January 2010. It offers young people seeking careers in trades and technology the opportunity to complete their senior secondary education through the VCE Vocational Major (VCE VM) certificate, whilst completing a pre-apprenticeship VET certificate as a pathway to apprenticeships, traineeships, employment or further education.

Education programs offered within Harvester Technical College draw from the united expertise of TAFE, secondary school, and industry. Curriculum delivered as part of the VCE VM has a real-world focus where possible, maximising relevance to students. Literacy and numeracy combined with both generic and specific vocational skills create a solid foundation from which young people can launch into their careers.

Harvester has a state-of-the-art Trade Training Centre where Certificate II pre-apprenticeship VET courses in Building & Construction, Plumbing, Electrotechnology and Engineering are currently delivered. The centralised delivery of our programs allows students to complete their Certificate II course in one year rather than two. Skills and knowledge gained at school are further developed as part of our compulsory Structured Workplace Learning program whereby students gain `hands on¿ experience within their chosen trade, experiencing true industry immersion.

In addition to the core subjects of Literacy, Numeracy, Personal Development Skills, Work Related Skills and Sport & Health, our unique Tech Ten (Year 10) program is designed to provide an introduction to project-based learning in Wood Technology, Metal Technology, Plastics and Electronics. This, combined with a compulsory trade-based Work Experience placement, provides students the opportunity to make a well-informed choice when selecting Cert II courses for Year 11 and 12.

Our school values of RESPECT, RESPONSIBILITY, PERSEVERANCE and COMMUNITY guide our philosophy in how we educate and support our students as they prepare to transition into the world of work and/or further study. Our latest destination data shows Harvester Technical College students are likely to achieve success post-secondary school with 65% of students securing an apprenticeship, 5% undertaking TAFE/further study and 29% commencing employment.

Harvester Technical College has proudly been named as a Small Training Provider of the Year finalist in the 2025 Victorian Training Awards and was featured as an exemplar model of VCAL and VET program delivery as part of the Review into vocational and applied learning pathways in senior secondary schooling (Firth, Nov 2020).

Our performance and development culture is based around the collaborative work of staff in professional learning teams where curriculum is collegiately designed and consistently delivered across classrooms and workshops and where self-reflection is critical to enhancing the craft of teaching.

Those who value vocational education and applied learning, who would like to be a part of a supportive, collaborative, innovative and inclusive culture are encouraged to apply.

Our Vision:

Harvester Technical College aims to transform lives through the power of applied learning and vocational education, and to prepare young people for further study and employment in careers in trades and technology.

Selection Criteria

SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

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.

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.

Qualifications and experience required:

- Current TAE Certificate IV in Training and Assessment
- Relevant Vocational Qualifications
- Can demonstrate ongoing/recent industry currency in Building & Construction/Carpentry
- Must hold current VIT Teacher Registration or Permission to Teach (PTT) with the Victorian Institute of Teaching (VIT). If candidate holds the above qualifications and experience, the school can assist in applying for PTT. Please contact the school directly on 8311 5555 for further details.

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) viamarrung@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:

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:

- 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.
- 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

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).

Applications close Saturday 15 November 2025 at 11.59pm

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