Careers Practitioner Es1-3

Location: Melbourne | Southern Metropolitan Job type: Full time / From 15/07/2024 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1420650 Job posted: 14/06/2024 Closes: 27/06/2024 Occupation: Education and Training Job duration: From 15/07/2024 Contact: Russell Lee | 03 5990 0200 Reference: 1420650 Occupation: Education and Training Salary Range: Salary not specified Work location: Melbourne | Southern MetropolitanLocation Profile Cranbourne East Secondary College (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in 2011. The College is in Cranbourne East, approximately 55 kilometers south-east from Melbourne CBD. As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding 2150 students in 2024, an almost 10% increase on 2023. The Cranbourne East community and cohort is very multicultural, with a significant number of students born overseas and coming from language backgrounds other than English. Students from refugee backgrounds make up approximately 9.7% of the entire cohort and 1% of students are indigenous. The 2024 SFOE index is 0.4551. The College currently has the equivalent of 173 full time staff, including a Principal, seven Assistant Principals, 11 Learning Specialists, 21 Leading Teachers, EFT 156.1 teaching staff, and 56.6 Education Support staff. Cranbourne East Secondary College continues to develop a strong sense of community through areas of focus including house culture, student voice and agency, attendance and connectedness, transitions, Positive Education, and wellbeing. CESC is known and respected for the high expectations we have of our entire community, in all aspects of college life. These expectations extend beyond agreed behaviours and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our comprehensive extra-curricular programs. At Cranbourne East Secondary College, we stand by our purpose and motto: 'Giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success'. We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our college values of Respect, Growth, Achievement, and Responsibility. It is these values that form the basis of our positive school-wide behaviour recognition which also encompasses extra-curricular engagement, leadership, and community service. The College had a school review in 2023, with a new strategic plan in place for 2024-27. A review of the organisational structures occurred post this review to ensure comprehensive leadership in priority areas to support achievement of goals and targets. The College is organised into year level teams for both students and teachers. Year Levels are led by teams of teaching and ES staff, overseen by a Sub-School Assistant Principal. Teams include leadership in the space of connectedness, engagement, transition, and voice and agency. English, Maths, Science, Humanities, and Health and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages compulsory in Junior School and offered as electives in the Middle Years. Enrichment and support interventions are numerus at the College, including Connect 4 Success, Effective Reading Program, English and Mathematics enrichment classes, Applied Learning Programs, STEM and Sport Pathways, and Hands on Learning.  Equal are the extra-curricular opportunities like Inter-School Sport, i nstrumental music program, annual College Production, and Blue Edge Program. As students move into Senior School, broad and robust traditional Victorian Certificate of Education (VCE) and Vocational Major (VM) pathways are available to students. The award winning VM Program has yielded immense, ongoing successes of our students, particularly coupled with the 4C¿s (Cultivating Creative Cultures with Communities) link. Ongoing growth in our VCE results has led to a consolidation of median student study score of 33 in 2023. Students have an immense breadth of subjects to choose from, with high enrolment and participation in Vocational Educational Training (VET) on-site and with community providers. Our highly resourced careers team ensures each of our students are provided quality individual counselling towards their chosen career pathway, whilst supporting careers education from year 7 in curricular programs of Learning 4 Success, Pathways 2 Success, and year 10 core subject, Industry and Enterprise. Our college wide, Instructional Model & Professional Learning Teams drive our teaching and learning practices. This approach to teaching and learning promotes consistency between learning areas and year levels, and supports targeted pedagogical approaches, using data, to meet students at their point of need to promote growth and achievement for every child. We recognize and value the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. This team works closely with sub-school leaders and work extends into the classroom with a collective focus on Positive Education and tiered supports. Staff are currently undertaking professional learning in the Berry Street Educational Model across the next two years to enhance trauma informed pedagogical approaches. 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. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment 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 ). Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: ****** 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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx DE Values The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx Other Information Please ensure that your application includes: a resume including relevant experience as well as personal details (name, address and contact numbers, business and home) a section addressing the selection criteria and the requirements for application under the Who May Apply section names and contact numbers (telephone and email if possible) of two referees 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. 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx Selection Criteria SC1 Excellent knowledge and experience of Vocational Education and Training (VET), and VCE/VCE VM and VPC pathways in a school setting. SC2 Demonstrated capacity to develop professional knowledge, network connections and experience to deliver required services including case management, career and course counselling as well as work placement opportunities for young people.  SC3 Demonstrated exceptional communication skills with a range of stakeholders including students, parents, teachers, support staff, work experience placements, tertiary providers and other relevant agencies and organisations. SC4 Demonstrated experience in the use of current career development software packages including Work Expo, Career Tools, VTAC and the capacity to develop materials and resources for these platforms. SC5 Highly developed proficiency in organisational and time management skills, combined with the ability to work independently and collaboratively within a team to accomplish school objectives. Responsibilities · Assist in the coordination, delivery and administration of a range of career support services across the school involving a range of work areas: Career Counselling, Year 9 Morrisby, VTAC, SEAS & Scholarship applications, Structured Workplace Learning, SBAT's, Career Action Plans, subject & course selections, case management of students at risks and Exemption from school applications and exits. · Advise the whole school community on best practices in Structured Workplace Learning and matters related to Careers & Pathways · Provide professional counselling services to students and record all interviews in an electronic database. · Undertake Career Action Plan's interviews with Year 9 - 12 students, including students at risk and students looking to exit, providing expertise and advice for students regarding careers, courses and pathways. · Run careers-based sessions via assemblies and in classes. · Collaborate and liaise with the Year level teams regularly to improve the work-readiness of students. · Coordinate and assist students with work placement opportunities using the School to Work Portal and Work Expo. · Manage and coordinate regular meetings with the Year level Leaders. · Develop links with agencies to organize mock interviews. · Assist students to apply for courses, training and employment opportunities. · Undertake VTAC & Pathway interviews with Year 12 VCE VM students seeking tertiary further studies or employment. · Target students for industry-based excursions, programs and guest speakers. · Ensure knowledge and expertise are kept updated regarding career trends, workforce changes and job opportunities to assist students in gaining employment. · Work collaboratively with parents, Wellbeing, Administration, Leadership teams and external organizations to support students transitioning to further education, training, or employment. · Work with, assist and participate actively in various Career events. · Develop strong relationships with community organizations, tertiary providers and the employment sector to benefit students. · Develop and utilise networks to actively research new opportunities for CESC. · Engage with the Head Start program to support student access to appropriate apprenticeships and traineeship pathway opportunities. · Provide support and assistance to students who have exited (aged 15+) and follow-up tracking six months after exit. · Assist with the Destination Data, follow up tracking six months after exit. · Be committed to lifelong learning and undertake appropriate professional development. · Attend outside agency meetings such as Careers Practitioners Seminars & DVCEA meetings. · Attend required SSG meetings to support students. · Participate in Parent/Teacher interviews, information evenings and course advice evenings for subject selection. · Provide feedback and knowledge to Assistant Principal's, leaders and teachers to ensure a collaborative approach to learning, ensure the success of careers-based programs and ultimately improve student outcomes. · Cooperate fully with requests by the Careers Development & Pathways Leader and School Leadership team To apply for this role, you will be redirected to the Schools (Government) job application system.#J-18808-Ljbffr