Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Gippsland - Baw Baw
Reference: 1508046
SC1. Demonstrated knowledge and skills that support highly effective course/careers counselling and related careers programs. Proven experience in overseeing and coordinating multiple functional areas, and support services, ensuring the smooth and effective operation of all aspects of the work area.
SC2 Knowledge of college systems to enter and monitor student pathways and manage the work area assigned and be able to report to management and leadership with accurate data.
SC3 Demonstrated capacity & flexibility to work with a range of parents/carers/guardians, teachers and students. Assisting with the management and support required within the team. Ability to prioritize and manage competing demands across these functions, providing guidance and support to team members to achieve key outcomes.
SC4 Excellent communication skills, both written and verbal, to effectively liaise with internal and external stakeholders. Ability to present complex information clearly and concisely to a variety of audiences. Strong collaboration skills, with the ability to work across departments and with other leaders to achieve shared objectives and ensure alignment with organizational goals.
SC5 Demonstrated commitment to ongoing Professional Development.
Attendance in term break not required
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.
Works with the College Principal to ensure that the initiatives outlined in the DET "Transforming Careers Education Plan" are implemented.
Work closely within a team of Careers Counsellors.
Maintain and manage a library of material suitable for use by students within the careers department
Participate professionally in student career development and engagement programs, including MIPS, Course Selection, VTAC, Scholarships, VET and strategic Partnership Access and Pathways programs.
Provide expertise and advice for students with regard to options relating to careers, courses, pathways and vocations.
Ensure knowledge and expertise are continually updated to remain at the forefront regarding career trends, workforce changes and job opportunities to assist students in gaining employment
Work collaboratively with parents, Wellbeing, Administration, Students Management teams and external organisations to support students with transition to further education, training and employment
Organise, implement and actively participate in various careers events
Provide professional counselling services to students and record all interviews electronically
Provide advice and support to the school community on matters relating to careers and pathways
Maintain an understanding of programs and support services suited to "at risk" students and work collaboratively with College staff and external stockholders to ensure successful transitions
Oversee the work of the Careers Administrative Support Officer and provide guidance and support where necessary
Ensure that legal requirements are met in relation work experience/work placement and record retention is in line with DET policy
Provide support and assistance to students who have exited (aged 15=+) and follow up tracking 6 months after exit
Maintain records and data required by DET in relation to destination data as part of the February and August census
Commitment to lifelong learning and undertake appropriate professional development
Demonstrate initiative in developing and promoting new programs, operating standards and practice to enhance the career education at Drouin Secondary College
Perform additional duties as assigned by the College Principal, Assistant Principal and Business Manager.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
The Drouin Secondary College vision is: "To ensure every student develops the knowledge, skills and behaviours needed to positively contribute as responsible and caring citizens of a changing, global community." The College¿s daily life is linked closely to our core values: ACHIEVEMENT, RESPECT, COMMITMENT AND COMMUNITY.
Drouin Secondary College is a steadily growing rural year 7 to 12 school with 1149 students in 2025. Students attending the College come from a large geographical area. The nature of the community is changing with steady growth in the major centres of population ¿ Drouin, Bunyip, Garfield and Longwarry.
The geography of our feeder area means that an extensive bus network is coordinated by the College. The college designated boundary can be identified by the Find My school platform.
The College has 94 teaching staff including 5 Principal Class, 4 paraprofessionals, and a further 57 support staff.
Drouin has a 1 to 1 learning program with all students having personal use of a Netbook. Students also have online 24/7 access to support their learning on Microsoft office and COMPASS for curriculum content and management system.
The Blackwood Centre for Adolescent Development (BCAD) is located on a separate campus at Hallora. It provides a yearlong early intervention program for students at risk of dis-engaging in their education. Students from across West and Inner Gippsland can access BCAD.
Our goals for the 2022 to 2026 Strategic Plan are:
· Optimize the achievement and learning growth of all students.
· Maximise the wellbeing and engagement of all students.
DSC is an inclusive community connected school. We believe all students can learn and we offer students a high level of support and have equally high expectations. We develop a culture of respect with students being active agents of their own learning.
Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VM, VETis, applied and accelerated pathways.
DSC staff are lifelong learners who work collaboratively with an unwavering focus on positive personal and educational outcomes for our students.