Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Melbourne
Reference: 1510034
1. Demonstrated expertise in career development and pathways coordination within a school or post-school setting
2. High-level interpersonal and communication skills to support students, families, and multidisciplinary teams including the VCE team to provide Auslan access for students in their final year of study
3. Ability to plan, coordinate and deliver structured pathway events, learning opportunities and transition activities
4. Strong organisational, administrative and problem-solving skills with the ability to work independently and in teams to meet deadlines
5. Demonstrated ability to build and sustain productive partnerships with external agencies, employers and tertiary providers
6. Commitment to inclusive education, student empowerment and the values of Victorian College for the Deaf, including NAATI-certified Auslan proficiency
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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
The Pathways Coordinator plays a pivotal role in supporting students to achieve successful transitions from school into further education, training, employment and active participation in the community. Working collaboratively with teachers and the broader Pathways Team, the Coordinator provides specialist advice, consultancy and high-quality resources that build staff capacity to deliver a comprehensive and inclusive career learning program across the school.
The role oversees and coordinates work experience and, manages individual and whole-school transition processes, and cultivates sustainable partnerships with external organisations, employers and tertiary providers. The role requires a clear understanding of the skills, capabilities and experiences students develop in workplace learning programs at VCD, to ensure alignment with broader pathways planning and advice. A key responsibility of the position is ensuring that students and families receive timely, accurate and culturally responsive information, delivered primarily through Auslan, to support informed decision-making. The coordinator is also required to remain up to date with Department of Education policies, guidelines and compliance requirements to ensure that all pathways¿ activities and documentation meet regulatory and safety standards. By guiding teachers, facilitating personalised pathway planning and ensuring program coherence and compliance, the Pathways Coordinator strengthens the quality, consistency and student-centred nature of careers and transition practices at the Victorian College for the Deaf.
This dual role includes supporting VCE students who study online with Virtual School Victoria, to access the curriculum in Auslan.
Consultation and Staff Support
Pathways and Transition Coordination
Communication, Liaison and Family Support
Documentation and Resource Development
Partnership Development
Values and Professional Practice
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
Victorian College for the Deaf, VCD, first established by Frederick J Rose in 1860, is a unique school setting. Centrally located on St Kilda and High St, Melbourne, in a vibrant heritage garden. We attract students from across Melbourne.
VCD is the only F-12 School for the Deaf in Australia. Staff comprise of both Deaf and hearing teachers and Education Support Officers creating a diverse, supportive and engaging work environment.
There are currently 64 students taking part in our rich Deaf specific, educational programs.
We equip our students for success with skills, knowledge and experience relevant to their needs and pathways.
The teaching & learning of strong communication and literacy skills are central to our work. Auslan and English are the two instructional languages of the college.
Individual Education Plans are developed in partnership with families and students with a focus on learning and student wellbeing.
We teach to the Victorian Curriculum 2.0 and in the Senior Years offer studies in VCE, VCE-VM, VPC and Modified VPC for students with additional learning needs.
Our teaching program is enriched by our many extra-curricular programs and vocational education delivered through our award winning social enterprises.
VCD is a dynamic college leading the way having embedded explicit instruction and the Science of Learning principles into our programs and practice.
To learn more, visit our website http://www.vcd.edu.au/ or visit Victorian College for the Deaf Official on Facebook or Instagram.