Careers And Student Pathways Co-Ordinator

Job Description

Location: Melbourne | Eastern Metropolitan Job type: Part time / From 28/01/2025 - 19/12/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1429898 Selection Criteria

SC1. Demonstrated knowledge and experience with student career pathways and the interconnect with meaningful student outcomes. SC2. Demonstrated experience in strengthening learning communities through the establishment of effective partnerships with external agencies, networks and community services that facilitate VET, careers and pathways programs. SC3. Experienced in advanced interventions in dealing with particularly complex cases that may require cross-profession or industry collaboration. SC4. Exemplary interpersonal skills with students, staff and parents/carers including a commitment to the DE values. SC5. Exemplary interpersonal skills and effective management of personal workload and motivation to deliver a program that rests across a large number of stakeholders, including student and support networks, schools and education systems, industry and workplace compliance and overarching state and Commonwealth regulations. Role

The Careers and Pathways Coordinator has major responsibilities across a range of areas of the School's ongoing development. The Careers and Pathways Coordinator will work closely with the Principal Class Team, year-level Coordinators, the Staff and the local and wider communities. The role will be both reactive to identified community needs and proactive in recognising trends and their potential impact on the school and its programs.

Development and implementation of careers curriculum Provide Subject selection and course counselling. Organise, implement and participate actively in various Career events. Provide expertise and advice for students with regard to options relating to careers, courses, pathways and vocations. Provision of job readiness training, including interview skills and resume preparation Responsibility for the Work Experience and Structured Workplace Learning (SWL) Placement programs, including compliance with legal requirements Lead and monitor students involved in the variety of programs offered including the visiting of students on industry placements. Support Year 10, 11 & 12 VET/SBAT and SWL programs. Deliver VTAC classroom application sessions In collaboration with the sub-school teams establish a comprehensive transition program that includes post compulsory pathways and the development and implementation of policies and programs that enhance the transition of all students in the post compulsory years from school into other education and training pathways and/or employment Participate professionally in student career development and engagement programs, including CAPs, Course Selection, VTAC, SEAS, Scholarships and Strategic Partnership Access and Pathways programs. Provide advice and support to the school community on matters relating to careers, career pathways and educational pathways. Provide support and assistance to students who have exited (aged 15+) and follow-up tracking 6 months after exit. Provide professional counselling services to students and record all interviews in electronic database. Establish and maintain a Pathways and Careers Centre within the school and coordinate the distribution of careers literature through the school. In collaboration with the relevant Sub-School Team, the Student Service Leader and other relevant personnel including parents, manage the support and counsel students who wish to leave school into appropriate pathways. Provide reliable and appropriate careers, work, training, and further/higher education information to students. Arrange counselling for Unit 3/4 VCE students in regard to VTAC and further study options and the completion of VTAC forms.

Responsibilities

Administration: Ensure knowledge and expertise are kept updated regarding career trends, workforce changes and job opportunities to assist students in gaining employment. Manage the Careers and Pathways and MIPS budgets and the allocation of funding in association with school policies Be committed to lifelong learning and undertake appropriate professional development. Assist in the Tracking the paths of post compulsory students. Maintain current resources and up-to-date information on career options. Organise careers activities at years 9, 10, 11 and 12 such as World Of Work Program, TIS, Expos, Tasters, Visiting Speakers etc. Ensuring that each Year 7 -12 student has a CAPS plan. Work with administration team to ensure students fees for VET are accurate and paid. File and maintain MOU information and sign off on student training plans. Attendance at regional VET information meetings. Keep students and relevant staff updated on VETis issues and developments throughout the region To celebrate the success of students and teachers by producing articles and photographs for the school newsletter and magazine. To arrange appropriate awards and certificates to acknowledge student achievements. Liaise with RTOs regarding options for College students/re available programs, requirements, student attendance and results. Maintain a database and files of student and employer information eg. Career Expo. Be an active member of the local Careers association Monitor the destinations of exit-students Prepare an analysis of VCE & VET results and student destinations and communicate these to the school community. Manage the Careers and Pathways budgets and the allocation of funding in association with school policies. In collaboration with the relevant Sub-School Team and the Campus principal support the transition of students who may be joining the school at various times throughout the year. Make a strong commitment to her/his own professional growth. Undertake other duties as required by the College Principal.

Networking: Establishing and maintaining relationships with key stakeholders including parents, the Local Learning Employment Network, employers, community groups, RTOs and Headstart liaison Work collaboratively with parents/carers, Wellbeing, Administration, Leadership teams and external organisations, to support students with transitions to further education, training or employment. Develop strong relationships with commercial partners, community organisations and the employment sector to the benefit of students. Liaise with employers and employment and community agencies. Organise and implement information sessions for post compulsory pathways with sub school coordinators e.g. Careers Night, subject selection nights etc.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment

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. 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:

DE Values

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:

Other Information

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

Conditions of Employment

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

Location Profile

The Lakes South Morang College's motto, Aspire to Inspire , along with the values of Learning, Leadership, Teamwork

and Respect , underpin all that the College aims to achieve. The College, a dual campus school (primary/secondary) of approximately 700 students, is situated in the outer-northern corridor of the City of Whittlesea, Melbourne, Victoria. Our College recognises the importance of partnership with parents/carers, and through this we acknowledge a shared commitment to, and a responsibility for, supporting student learning, engagement and wellbeing. The College is committed to providing a safe, supportive and inclusive environment for all members of our College community, and our teaching and learning programs promote the principles of tolerance, understanding, democracy and inclusion. The College vision focuses on four key pillars for success: academic rigor; high expectations; school pride; and, a positive climate for change in our community. Academic Rigor:

Commitment to every student making 12 months learning growth annually. Provision of Learner Coaches who hold a strategic commitment to explicitly focus on individual student growth with parents/carers as key partners in the learning experience, ensuring that learning as a priority is enabled both at school and at home. Provision of student leadership opportunities and formal training, including: SRC; Peer Support; College feedback groups; work experience; further studies through VET and Melbourne Polytechnic; local Council initiatives; future careers forums; and excursions and camps.

High Expectations:

Key performance data and indicators are shared with the College community and are used to identify improvement strategies for each campus, resourced through funding specific to the targets set in the Annual Improvement Plan. Individual Education and Pathway Plans are developed for each student, guiding their learning and progression through each year, supported by continuous reporting methods to both students and families, so that they have real-time information and ownership of learning progress. Student learning, wellbeing and engagement initiatives are underpinned by an invested College community that owns and drives the programs, affirmed by an active School Council that is the leading voice of the community, advocating: school pride; a positive climate for change; and, upholding protocols and processes that set the standard of high expectation across the College.

School Pride:

College facilities are regularly upgraded to support high-quality and contemporary learning environments. College communications are curated to provide transparency of purpose and process. These include: Principal Newsletters; Aspire Magazine; social media presence; website; Compass; and, College notice boards. Celebration and recognition of learner achievement, which include: student and staff achievement awards; Year 6 and Year 12 College Valedictorians; and Alumni. Committed College community aligned to our College goals, that believe in our students and want to make a difference to their education.

Positive Climate for Change in our Community:

Strategic communication of our changing College narrative within our local community to: strengthen College values; celebrate student success and academic rigor; and, build community connections with business, prominent community members and long-standing College partners. Increased involvement opportunities for parents/carers in school voice, fundraising, classroom support, facilities maintenance and curriculum program involvement. Enhanced transition programs from K-P and Years 6-7 to ensure students at these levels are well equipped and ready for change. Advocacy work to actively engage and present the College journey, vision and successes at key events, conferences and workshops organised by DE.

The College community is diverse, with a representative mix of many cultures, comprising 30 language groups and 180 students from EAL backgrounds. The College Student Family Occupation (SFO) index is 0.4472 and the Student Family Occupation & Education (SFOE) index score is 0.4472. In 2023, the College employs 99 staff members, comprised of: three Principal Class Officers; 62 teachers; and 34 Education Support staff. 20 teachers and 17 Education Support staff members worked in a part time capacity. The College employs one staff member who is of Aboriginal or Torres Strait Islander background. Leadership has been strategically devised to cater equally for both campuses, embodying consultative and transparent models of shared responsibility and distributive leadership to enable approaches that provide strong foundations for improving student learning across the College. This includes: a College Principal; two Campus Principals; two Leading Teachers - Teaching & Learning; three Learning Specialists - Learner Agency & Engagement; and, one Learning Specialist - Disability Inclusion. Roles are aligned to DE FISO 2.0 dimensions for effective implementation of human and physical resources. Evolution of the staffing mix has led to increasingly experienced teachers with professional maturity - reflected in the number of teachers who are now in the band two classification range.

#J-18808-Ljbffr