Careers & Pathways Practitioner

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 3

Occupation: Education and training

Location: Melbourne - Northern suburbs

Reference:

Location Profile

William Ruthven Secondary College (established in 2010) serves the communities of Reservoir, Coburg, Thomastown and Campbellfield. The school community has a very strong commitment to our values - Leadership Excellence Acceptance Respect Now @ WRSC - which reflects the focus on academic and life-long learning. The school ethos and infrastructure are designed to know each student as an individual in order to maximize learning and social success.

The curriculum is innovative and designed to ensure literacy, numeracy and curiosity are at the centre of Years 7-10 learning in order to maximize success in VCE and VCAL. The college begins four days of the week with 35 minutes of Effective Reading to ensure literacy improvement. The Years 7-9 Inquiry program is designed to teach the research, problem-solving and collaborative skills required for Years 10-12 VCE and VCAL success. Teachers work with an action research approach and utilize multiple data sets to inform differentiation of and for learning in each student. Teachers are coached, mentored, observed by peers and reflect on practice. Every Tuesday during curriculum focused meetings and every Wednesday in Professional Learning and Engagement focused meetings, staff deepen their knowledge of our learning framework and the William Ruthven Secondary College Explicit Instructional Model to best support the individual learning needs of our diverse student population.

The college enjoys very close partnerships with La Trobe University, RMIT and Sutton Tools which ensures our young people aspire to University degrees after Year 12 due to their confidence in the University model and pathway to ensure their future success.

Selection Criteria

• Possess formal qualification in careers counselling and pathways coordination or be undertaking a formal qualification relevant to the position.
• Demonstrated knowledge of career development theory and practice and demonstrated ability to apply this to the development and delivery of course, careers and pathways counselling and programs within a secondary educational environment.
• Demonstrated highly developed organisational, communication (verbal, written and IT skills) and interpersonal skills, including the ability to work collaboratively in a team environment and demonstrated experience in working with young people.
• Demonstrated work in a team environment with the capacity to build productive relationships with key stakeholders within the College, across the education sector and wider community to provide organisational benefit.
• High level ability to lead and work effectively in team situations.

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

• Work with the College Principal to ensure that the initiatives outlined in the DET 'Transforming Career Education" are implemented
• Work as a member of the senior school, middle school and curriculum teams to ensure careers and pathways planning are an integral part the curriculum for every student
• Conduct routine presentations to parents and students to assist teachers in communicating the objectives of the careers program at the College.
• Assist students on an individual and/or group basis in planning and implementing their individual pathways through school
• Support links between the College and the tertiary institutions including through specific partnership programmes (e.g. La Trobe University)
• Assist with course counselling across all relevant year levels
• Ensure all students who have exited (aged 15+) as school leavers have been counselled about appropriate pathways through a formal exit interview, and follow up tracking 6 months after exit
• Oversee the work experience programme and student preparation, including online work safety training. Ensure that legal requirements are met and record retention is in line with DET policy
• Organise visits to students at their workplaces by members of staff in an efficient manner
• Collect and retain assessment forms and following up poor work experience reports by discussion with student/parent/employer
• Maintain records and data required by DET in relation to destination data as part of the February and August census
• Oversee VTAC Applications, TAFE Applications and Apprenticeship Applications as well as School-Based Apprenticeships and work placements. This will include financial and organisational management of the students in these programmes as required.
• Manage VASS data and VET enrolments into the VASS database as required
• Record data on VTAC tertiary offers and acceptances from Courselink as required
• Promote careers and pathways opportunities to the school community through the College Newsletter
• Represent WRSC at Northern VET Cluster VCAL Cluster and other relevant industry bodies
• Liaise with TAFE Colleges and RTOs in relation to VET studies
• Prepare an annual report to be presented to staff and the school community in the School Magazine.
• Perform additional duties as assigned by the College Principal, Assistant Principals and Business Manager

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

Applications close Wednesday 3 September 2025 at 11.59pm

Posted

22 August 2025

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