Careers And Pathways Coordinator - Years 11 & 12 - Tf 0.8-1.0

Careers and Pathways Coordinator - Years 11 & 12 - TF 0.8-1.0 Job posted: 20/06/2024
Job type: Part time / From 15/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1421403
Selection Criteria 1. Demonstrated ability to provide expert advice in the areas of careers counselling and post-secondary pathways for students, parents, and staff.


2. Demonstrated ability to apply sound theoretical knowledge and practical expertise in the areas of careers counselling including but not limited to careers options, VTAC applications, SEAS applications, and post-secondary options.


3. Highly developed communication skills with a range of stakeholders including students, parents, teachers, support staff, tertiary providers and other relevant agencies and organisations.


4. Demonstrated organisational and time management skills in a work environment where day to day priorities and tasks may vary considerably .


5. Demonstrated commitment to professional learning including professional membership with relevant associations.
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 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.
Responsibilities 1. A comprehensive understanding of the Careers Education Framework.


2. Facilitate career plans for all student in the college.


3. A comprehensive understating of the tertiary system in Australia with a strong technical understanding of the ATAR and entrance requirements.


4. Provide information and guidance to students, parents, and staff regarding VTAC, subject selection, VET and Vocational Major.


5. Provide individual course and careers counselling to students.


6. Support students with tertiary applications, including VTAC and SEAS applications. 


7. Support students throughout the ATAR process including the change of preference period.
8. Support and track the successful transition to further education and employment and other destination data reports accurately to remain compliant with DET mandated requirements


9. Contribute to the development of careers newsletters, circulars, and other documentation provided to the school community.


10. Assist with the organisation and facilitation of college wide events including Careers Expo, careers specific events, and guest speakers.


11. Seek and develop new and innovative opportunities to support student careers and pathway planning.
Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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. 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 Location Profile Swinburne Senior Secondary College is a co-educational government secondary college which caters for Years 11 and 12 students. The College offers Victorian Certificate of Education (VCE), Vocational Education and Training (VET) and Vocational Major (VM) in a setting that enables students to focus their learning on the values, attitudes and needs of young adults.
The College¿s purpose is:
· to provide innovative and relevant VCE, VET and VM senior secondary programs in response to identified needs
· to consider the spectrum of individual differences that exists among students and help each student achieve growth, both academically and on a personal level
· to redress disadvantage and discrimination so that all students, irrespective of gender, gender identity, sexuality, presentation, ethnic origins, or socio-economic background, are provided with a curriculum that is challenging, comprehensive and purposeful
· to provide post-secondary pathways, advice, and support.


The following values are seen as being central to the life of the college. We aim to apply these values in our everyday dealings with each other and in the development of our programs and policies:

These values are supported by the behaviours that we believe are crucial to ensuring that our purpose is achieved:


· Positive relationships including acceptance of diversity and inclusivity.
· High expectations
· A relevant and inclusive curriculum
· Engaged and responsible students
· Quality facilities
· Genuine participation
· A supportive and stimulating environment

The College strives to provide students with extensive and diverse post-secondary pathways. Students are enrolled in VCE, VET and VM, accessing subjects across all disciplines. The College provides an alternative for senior secondary students seeking greater breadth of VCE choice, a more adult setting which better suits their emerging needs or simply a new start.
Students are attracted from all parts of Melbourne and beyond, and from all education sectors, to our strong Visual and Performing Arts, Design and Technology and Humanities programs, and wide curriculum offerings in Science, Mathematics and Commerce. Students choose Swinburne because they are seeking an adult-like learning environment where they can be accepted as individuals. Accordingly, the College considers individual student difference and strives to provide all students with a curriculum that is relevant, challenging, and comprehensive.
Students may commence their enrolment at the College in Year 11 or Year 12. They have access to a broad range of some 38 VCE Studies, VM at Intermediate and Senior Levels and VET programs. The College hosts 17 VET programs on each evening throughout the week (excluding Friday) and all day on Wednesday. Students may also choose from 16 other programs through the Inner Melbourne VET Cluster (IMVC) and travel off site to study these.
Over the past ten years, the College enrolment has averaged 420 students. Currently, the College enrolment is 405 students comprising 227 females, 137 males and 41 self-described. There is an expectation that the enrolment will grow towards the mid to high 400¿s in coming years. Most students were born in Australia (98%). Students come from a wide range of localities in the greater metropolitan area and beyond with some 150 postcodes being represented. Historically, just over half or our students transfer to Swinburne from other state government schools and the other half were previously enrolled in schools in the independent and Catholic sectors. The overall socio-economic profile, based on the College¿s Student Family Occupation Index is high.
The combination of the diversity of students¿ backgrounds and experiences at former schools, and the fact that they might attend the College for only one or two years, tends to complicate the task of building a strong College ethos. This factor is ameliorated as all students at the College are senior students who are provided with an adult-like environment and are expected to function as `independent, creative, and thoughtful young adults.
The College is led by the Principal and two Assistant Principals. The College has 32 teaching staff (including three Leading Teachers and two Learning Specialists), of whom 10 are part time. The College also has six sessional VET teachers and eight full-time and three part-time Education Support Staff.
The College advises that many VCE teachers are involved with the Victorian Curriculum and Assessment Authority (VCAA) as curriculum consultants and writers, taking positions of responsibility in VCE policy, assessment, and professional development. The College encourages this involvement believing Swinburne students are advantaged by such expertise.
Over the past ten or so years, the College facilities have either been rebuilt or refurbished. Consequently, students and staff enjoy first class facilities that provide an exceptional young adult learning environment. In particular, the exemplary learning spaces in the visual and performing arts and design and technology are powerful inducements to prospective students looking for studies in these studies.
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