Pathways Team Member Es1.3

We believe that our students flourish when we create an environment of high support and high expectations. We focus on learning, wellbeing, and their interconnectedness above all else.

Our staff are united by moral purpose. We come to work each day in service of our community. We are deeply connected to our work because of, not in spite of, the challenges that young people face.

Our school serves 1400 students with a team of more than 170 staff. Each one of them are known and noticed. We see partnership with families as critical to our students’ success. We believe that together, our community has everything that our young people need to thrive in life.

We pride ourselves on a strong staff culture that fosters psychological safety with strong relationships, agreed trademark behaviours and genuine conversations about what matters most. Our trademark is not just a statement, it is enacted. We model and reward trademark behaviours in each other and we challenge when we let them slip.

Melton Secondary College is a place of growth for our staff in both teaching and leadership. At our school, teachers learn to be excellent practitioners developed by a pipeline of leaders. We have an exceptionally strong induction program for staff joining the College that serves both experienced and beginning practitioners.

We have a whole-school approach to curriculum, where strong practitioners invest in writing strong curriculum which allows teams and individual teachers to spend less time working out ‘what’ to teach and more time focussing on ‘how’ to teach the content in a way that is highly effective for their specific students.

We believe that if we invest in every staff member to support them to be their best, our students will be best-placed to thrive. In 2024 we are introducing a 9-day face-to-face fortnight option for our staff. This will allow them to benefit from a non-student contact day in their fortnight, creating opportunities for flexible work and regular opportunities for recharging and for deep thinking and reflection.

We use best-practice models to ensure deep learning. Our instructional model LEARN is based on the Marzano/Pollock GANAG model and is used with fidelity in our classrooms. Our resource management systems are supported by partnerships with Office365, Compass and Apple through our Year 7-9 iPad program. A BYOD program is offered to our Year 10-12 students.

Students begin the day connecting in with themselves and each other in a 6-minute morning circle as part of our Social Emotional Learning program.

We have opportunities for staff who are passionate about being highly impactful teachers who lead learning. Currently we are deepening our work with a focus on writing and social emotional learning assessment. We are also actively supporting opportunities for new and existing staff to promote extracurricular programs in the Performing Arts, Sport and Rugby Academy, the VCE Vocational Major, and Student Leadership.

KSC 1 Demonstrated capacity to develop professional knowledge and experience to deliver required services including case management and course/career counselling. i.e. Holding a Certificate IV in Careers Education or qualification above this would be beneficial.

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

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

 Under the direction of the Careers/Pathways Coordinator:

• Coordinate the Year 9 Morrisby program
• Support the Careers/Pathways Coordinator with Western Chances Scholarship applications and ensuring funding is utilised by students before cut-off date.
• Support the Careers/Pathways Coordinator in the development and delivery of the school’s careers program across all year levels
• Assist with the pathways counselling of disengaged students, including those who have exited and those at risk of not satisfactorily completing secondary education.
• Assist with the collection of Destination Data of exited students
• Assist with the Year 10 Work Experience program.
• Support the Careers/Pathways Coordinator with the administration of VET programs
• Assist with the VCE-VM Structured Workplace Learning program.
• Provide information and guidance to students, parents and staff on post school pathways.
• Provide individual course and careers counselling to students.
• Support students with tertiary applications, including VTAC, SEAS applications, and scholarship applications.
• Support the delivery of the course selection process for Years 9 to 11 and the VTAC course selection process for Year 12 students including Change of Preference week.
• Provide a high level of administrative support to the Careers program.
• Liaise with external organisations, agencies, education providers and employers regarding pathways for students.
• Ongoing commitment to maintain currency as a Careers Practitioner by attending VTAC briefings, Careers Network meetings, staff PD etc

Other duties as directed by the College Principal and the Careers/Pathways Coordinator.

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

The Department of Education and Training 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 *** or email on: **********@education.vic.gov.au

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

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

• 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

Under the direction of the College’s Careers and Pathways Coordinator, the successful applicant will provide pathways counselling, support the development and delivery of Careers programs, the VCE-VM work placement and Year 10 Work Experience programs.

This multi role position requires the capacity to coordinate and prioritise the workflow and ensure that a high level of support is provided to students, parents, and staff.

As well as the ability to provide professional careers counselling and course information advice to students, this role requires a high level of administrative and communication skills to support the development and implementation of school’s careers and pathways and VET programs.

This position requires tertiary qualifications appropriate to the position including a demonstrated commitment to professional learning and growth for self and others. Certificate IV in Career Development is also a minimum requirement.

• 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