Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1542339
SC1 Capacity to plan and provide high quality tertiary and pathways advice to students and families at a cohort, class and individual level.
SC2 Ability to maintain comprehensive student records and use this information to improve outcomes so that students can achieve their pathway goals.
SC3 Demonstrated high-level time management, organisational and communication skills.
SC4 Capacity to build positive working relationships with a wide range of stakeholders including:
SC5 Ability to work collaboratively in a dynamic, innovative and collaborative team.
SC6 Demonstrated capacity to show initiative, contribute to a positive school culture and live by organisational values
Role
Careers and Pathways Practitioner and Leader
We are seeking a professionally qualified and experienced Careers and Pathways Practitioner and Leader to join our Careers and Pathways Team, commencing in 2027.
The Careers and Pathways Practitioner and Leader will play a key role in leading and delivering high-quality careers education, counselling and pathway planning across Years 7¿12, with a particular focus on students in Years 9¿12 and those requiring individualised pathway support.
The successful applicant will have strong knowledge of tertiary education, vocational pathways and employment opportunities at a state, national and international level. They will work closely with Mini-School Teams, Teaching and Learning, Wellbeing and Community Partnerships, as well as families, tertiary providers, employers and other external agencies.
The role requires strong organisational, communication and relationship-building skills, together with the capacity to manage competing priorities and provide responsive, student-centred support.
The Careers and Pathways Practitioner and Leader will contribute to a positive, inclusive and values-led culture that promotes high expectations, aspiration and successful transitions for all students.
Qualifications
The successful candidate must hold one of the following qualifications: Graduate Certificate in Careers Development Practise or Certificate IV in Careers Development with experience in a senior school environment.
Time Fraction
This position is a 1.0 FTE, with an attendance requirement of 5 days per week.
Start/finish time to be negotiated based on the needs of the school.
This position may require attendance during the school holiday period of up to 6 days per year
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
Key Responsibilities
Careers Education and Career Action Planning
Careers Counselling and Pathway Planning
Morrisby and Career Assessment
Work Experience
Student, Family and Community Information
Networks, Partnerships and Professional Learning
Professional Expectations
The successful applicant will:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
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
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
PREPARATION OF APPLICATION
Applicants should adhere to standard procedures for the submission of written applications. Applicants may prepare their applications in any form desired, but the following recommendations are provided to assist all candidates:
1. Responses to criteria MUST be no longer than 10 pages using a font no smaller than size 12.
2. Applications should include a CV containing at least your address and contact numbers (business and private), classification, current position, evidence of qualifications and VIT number
3. Applications should address all five of the Key Selection Criteria.
4. Applicants may nominate up to three (3) referees. Nominated referees should be individuals who can make relevant comments regarding the applicant in relation to the Key Selection Criteria.
Careers & Pathways Leader- Join our outstanding team in 2027!
We're on the lookout for highly skilled and passionate staff to be part of our dynamic school community.
More about our amazing school:
At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities. For us, education is more than just imparting knowledge; it's about nurturing the whole individual, fostering a love for learning, and equipping students with the skills and values they need to succeed in life.
Over the past decade, our college has grown significantly, now serving over 1,800 students with a dedicated team of 200 staff members. Our community thrives on the belief that students excel when their learning and well-being are closely connected. We are committed to creating an environment where every student has the opportunity to become the best version of themselves.
Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential. We ensure that all students leave Staughton College with a love of learning, a strong sense of self-worth, confidence, independence, risk-taking skills, and self-discipline. High expectations for learning and behaviour are tied to respect for the rights and responsibilities of all members of our community.
Staughton College is a place where students are empowered to be dynamic members of our community, actively participating in both classroom learning and extracurricular activities. Through our Staughton Student Matrix, we explicitly teach and acknowledge key positive behaviours that enhance learning, effort, and respect. As an accredited Select Entry Accelerated Learning (SEAL) school, we offer specialized pathways for highly able students, ensuring they receive the support and opportunities needed to excel.
A cornerstone of our philosophy is a staff culture that prioritizes strong relationships and open, meaningful conversations about what truly matters. This culture is not just a statement, it's something we live out every day. We consistently model and reinforce these values, ensuring we support one another while also holding ourselves accountable to the highest standards.
We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive. This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership.
Our teaching staff use point-of-need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs. Our instructional model, based on the Marzano/Pollock GANAG framework, is used consistently across classrooms, ensuring deep learning. We also embrace a whole-school approach to curriculum development, where strong practitioners invest in writing robust curriculum frameworks, allowing teaching teams to focus on how to teach content effectively.
At Staughton College, we strive to exceed expectations, fostering a culture where everyone-students and staff alike-can grow, learn, and achieve excellence.