Student Pathways

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 3

Occupation: Education and training

Location: Grampians - Ballarat

Reference:

Selection Criteria

KSC 1 Ability to plan and implement pathways for young people.

KSC 2 High tolerance level, caring nature and high degree of confidentiality.

KSC 3 An understanding of, and the ability to develop community links.

KSC 4 A demonstrated ability to prepare, initiate, document and maintain student records using appropriate computer software.

KSC 5 An ability to address, as part of a wider team, the welfare and needs of young people.

KSC 6 The ability to work with staff as part of a team and establish a good rapport with students and parents.

KSC 7 Ability to plan adn implement specialist programs for young people.

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

With consultation of Sub school leaders:-

• Assist students on an individual or group basis in planning and implementing their individual pathways through school to employment.
• Oversee the College Jobs pathway program
• Manage a student database that tracks students within the program.
• Observe students and draw them to the attention of teachers where necessary.
• Provide welfare support for students as part of a wider team.
• Develop a referral process for students in the program.
• Provide and maintain a Career planning resource for students.
• Contribute to the implementation of the College Strategic Plan as it relates to the Student Transition Pathways section.
• Coordinate implementation of the Managed Individual Pathways Program including supervision of staff involved as student mentors.
• Assist with development of college curriculum, emphasising contextual learning, as it relates to preparing students for employment, training and further education.
• Participate in TLC meetings as required.
• Inform staff and the college community about materials available, and of developments, in the work education and MIPs areas.
• Develop programs and links with outside agencies (including funding agencies) and develop and maintenance of all work education resources.
• Ensure effective evaluation of the careers / work place learning and MIPs areas.
• Coordinate and monitor structured work placements undertaken by VCAL and VET students
• Coordinate student involvement in School Based new Apprenticeships, including liaising with the VASS Coordinator to ensure all competencies are recorded
• Provide the opportunity for all students to obtain a tax file number before leaving the college.
• Support ex-students identified at risk through the Student Destination Survey.
• Other duties as determined by the College 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:

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

This position is for a 6 month leave cover.

Location Profile

Phoenix P-12 Community College is a large coeducational school, located in Sebastopol, which is a suburb of Ballarat. We service a wide geographical area including the suburbs of Delacombe, Redan and Sebastopol and rural townships within the Golden Plains.

We are proud to be a community school which delivers learning programs for students from foundation through to the completion of year 12. Our College community includes a diverse range of families from various socio-economic backgrounds. The College prides itself on delivering outstanding academic and co-curricular educational opportunities for all students. Our goal is to develop respectful and responsible global citizens, who are empowered to strive for the pathways of their dreams, whether that be university, TAFE or work. At Phoenix we believe all students can learn and every child has a right to be literate, numerate and curious about the world they live in. To ensure that our students are encouraged to be active global citizens we create an ICT rich learning platform where every child has access to a high quality device with contemporary functionality.

At Phoenix P-12 Community College we have a commitment to ongoing instructional improvement. We understand the importance of explicit teaching, most especially in the domains of literacy and numeracy. We intentionally build teacher capacity through PLC cycles, regular coaching, observation and feedback. Student engagement is developed through purposeful, student centred learning that is grounded in an agreed instructional model. At Phoenix we are committed to building individual and collective efficacy as a key strategy for ensuring that all students have the opportunity to achieve optimal learning growth.

Phoenix P-12 Community College is committed to implementing FISO 2.0 and has a clear focus on nurturing Learning and Wellbeing. To ensure that every child has a point of connection and belonging we have established smaller communities within our school known as Learning Villages. Our Villages are organised in the following way:

• Foundation to Year 4 ¿ located on the Redan Campus
• Year 5 to Year 6 ¿ Located on the Sebastopol Campus
• Year 7 to 10 ¿ Located on the Sebastopol Campus
• Year 11 to 12 - Located on the Sebastopol Campus
• DOTS (Developing Other Talents and Skills) ¿ Grant St Campus

The College values of Respect, Responsibility, Integrity, Cooperation and Excellence are at the core of all relationships at Phoenix and guide every daily interaction. We know that quality relationships which are based on mutual respect are the key to us achieving our purpose. We are committed to strengthening the partnerships between parents, teachers and students.

In alignment with FISO 2.0 at Phoenix we place a high priority on the development of wellbeing and inclusion both for students and staff. In addition to the integration of SWPBS and Respectful Relationships we are proud to be a TRP school. A comprehensive student wellbeing team is in place to ensure that we meet every individual at their point of need. This diverse team includes, Dr¿s In Schools, Youth Workers, Social Workers and other allied health members. This expert team delivers a comprehensive suite of programs and services that build student wellbeing, connection and identity. The College transitioned effectively to DET¿s DIP process and supports student diversity through a comprehensive range of intervention programs.

At Phoenix we strive to provide our students with a complete learning experience that extends beyond the classroom. We offer an extensive co-curricular program that includes sport, drama, music, public speaking, student leadership and the arts. We actively encourage our staff to engage with the myriad of clubs and community activities offered to students.

At Phoenix P-12 Community College we are proud to cater for all students, we excel in the provision of broad, flexible and inclusive educational pathways. Our Senior School structure has embraced the implementation of the new VCE and we are proud to offer a wide range of VCE and VET subjects both at school and through the cluster. Our Managed Individual Pathway (MIP¿s) Team has expert knowledge and skills and our ability to support the transition to university, TAFE or work is exceptional. Senior students are supported by our designated VCE study centre, complete with a study centre manager, tutors and individually selected mentors.

Applications close Wednesday 24 September 2025 at 11.59pm

Posted

11 September 2025

---