Pathways Coordinator

Job type: Full time / From 15/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1419294
Selection Criteria Selection Criteria KSC 1 Demonstrated capacity to develop professional knowledge, network connections and experience to deliver required services including case management and course/career counselling. 
KSC 2 Demonstrated capacity to develop knowledge of community services, local training providers and alternative programs.
KSC 3 Highly developed communication skills with a range of stakeholders including students, parents, teachers, support staff, work experience placements, tertiary providers and other relevant agencies and organisations.
KSC 4 Demonstrated ability to collaborate with colleagues to improve student outcomes and/or services.
KSC 5 Demonstrated organisational and time management skills in a work environment where day to day priorities and tasks may vary considerably
Role Role This position will not require attendance during school holiday periods unless specifically requested by and agreed with the Principal.
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 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 The responsibilities of this position include, but are not limited to:
Working with the Assistant Principals, Leading Teachers, Learning Specialists and other relevant staff to develop and deliver the schools careers program across all year levels. Pathways counselling relevant to International Baccalaureate, VCE, VM, VET courses. Supporting students with tertiary applications to local, interstate and international universities. Assisting students with SEAS and scholarship applications where relevant. Supporting the delivery of the course selection process for Years 9 to 11 and the VTAC course selection process for Year 12 students. Collecting Destination Data of exited students and providing support to those as needed. Maintaining a data base of employers suitable to support a Work Experience program and implementing same across the Year 10 cohort when included in the curriculum. Coordinating and implementing the Year 9 Morrisby program Managing the enrolment and administration of students in offsite VET programs Managing and maintaining an accurate spreadsheet detailing prospective (and actual) offsite VET enrolments and associated costs, to inform the College budget. Managing the VCE-VM Structured Workplace Learning program. Providing information and guidance to students, parents and staff on post school pathways. Providing individual course and careers counselling to students. Liaising with external organisations, agencies, education providers and employers regarding pathways for students. Ongoing commitment to maintaining currency as a Careers Practitioner by attending VTAC briefings, Careers Network meetings, staff PD etc Preparing student incursion/excursions as relevant to the portfolio, such as mock interviews, VCE Careers Expo, organising guest speakers, university experience days, and Auburn High School Senior School expo. Following Auburn High School policies and procedures around event planning and budget expenditure. Other duties as directed by the Principal 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:
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 Location Profile Auburn High School is a co-educational Year 7 to 12 government school, located in Hawthorn East, with a culturally and linguistically diverse student population serving the communities of Inner East Melbourne. The school has an excellent reputation in the community as a welcoming and high-performing government school. The school has a SFO of 0.19 and SFOE of 0.14 which is considered a very high socio-economic demographic. The current student population is around 820, with enrolments projected to reach 1,050 in the next five years.
The school is structured around several specialised programs- French Bi-National, Select Entry Accelerated Learning (SEAL), Science, Engineering, Mathematics and Technology (STEM), International Baccalaureate, VCE an Vocational Major. The broad general curriculum vision is underpinned by the motto Thinking Beyond with the key aim of aspirational and high-quality student outcomes. A key focus of the school is to encourage curiosity and creativity from a global perspective. Our values - DARE - are represented by Diversity, Aspiration, Respect, and Excellence. Our graduates attend a wide variety of post-secondary educational institutions, including around 20% of graduates attending international universities.
Auburn High School is the only Victorian government secondary school offering a bi-national French program. The French program is internationally recognised and offers students a creative, dynamic, and modern approach to language learning. The program has been designed to meet the requirements of both the Victorian and French governments (i.e., it meets the Victorian Curriculum requirements as well as of the French instruction officielles (aefe).
Auburn High School is focused on excellence across all areas including the Arts, PE and Sport. A wide range of sports and extracurricular activities are offered, providing leadership opportunities for students awarding recognition. There is a strong House system in place, and student voice and agency are integral in classroom practice where student forums provide feedback on classroom learning. Auburn High School is going through an exciting stage of enrolment growth, and we a new senior school building has just opened housing over 250 senior students.
At Auburn High School the curriculum is purposefully designed using the Understanding by Design (UbD) Curriculum Framework. Teachers use common curriculum templates for developing and documenting what is taught and learning sequences. We are a University of Melbourne Network school (UMNoS project) and have an established common instructional teaching model, underpinned by high-yield teaching strategies to improve learning. All staff work collaboratively in teams to develop and review the curriculum, develop assessment tasks, collect data, and measure student progress. Staff observations form part of our professional learning and staff share practices in staff forums. Staff collaboration and the development of Teacher Collective efficacy are integral in building an inclusive culture at the school.
Auburn High School is a welcoming and high-achieving government school that is well connected to its school community. The increasing student enrolment numbers will see further recruitment of like-minded staff joining our school.
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