Careers 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 - Western suburbs

Reference:

Selection Criteria

KSC 1: Expert knowledge of post-school pathways including TAFE, university, apprenticeships, traineeships, and employment options.

KSC 2: Proven ability to develop professional knowledge, build network connections, and gain experience to effectively deliver Careers Education including case management, course counselling, facilitating Structured Workplace Learning (SWL) and work placement opportunities for young people participating in SWL.

KSC 3: Demonstrated exceptional communication skills with a range of stakeholders including students, parents, teachers, support staff, employers, tertiary providers and other relevant agencies and organisations.

KSC 4: Experience conducting meaningful Career Action Plan interviews with students, guiding them to improve their understanding of pathway options, VTAC prerequisites, and subject selection, while effectively utilising software such as Career Tools and VTAC.

KSC 5: Highly developed organisational and time management skills, with the ability to work both independently and collaboratively within a dynamic school environment.

Role

Assists students to:

¿ Transition smoothly from school to further education, training, and employment.

¿ Develop lifelong career management skills.

¿ Build knowledge, confidence, and opportunities in education, training, and employment.

Attendance is not required during school vacation periods

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

¿ Provide individual assistance with resumes, cover letters, job applications, and interview skills.

¿ Counsel students on subject selection, post-secondary pathways, and career goals.

¿ Participate in course selection processes for Years 9¿11, raising parental awareness of post-secondary options.

¿ Provide and update Individual Career Action Plans (CAPs) for all students over 15 years.

¿ Support Year 12 students by meeting them individually twice a year about their career plans and post-secondary applications.

¿ Assist Year 12 students with the VTAC process, including submitting preferences, Change of Preference and accepting offers .

¿ Provide advice on direct-entry TAFE and private provider applications.

¿ Participate in the Morrisby Program and assist in the delivery for all Year 9 students.

¿ Support work experience and Structured Workplace Learning (SWL) placements, ensuring documentation is completed.

¿ Assist in the college Later Years Expo and other career-related events.

¿ Provide case management to students identified as at risk.

¿ Attend SSG meetings to support at-risk students.

¿ Liaise with external agencies to ensure appropriate career and pathway support.

¿ Provide guidance and assistance to students exiting school (aged 15yrs and over), including six-month follow-up.

¿ Complete Student Destination Data tracking of all exited students, including previous Year 12 cohorts.

¿ Provide staff with destination data and updates on student pathways.

¿ Attend relevant professional development sessions.

¿ Stay up to date with current career education practices, DET policies, and pathway opportunities.

¿ Maintain accurate student records and reports in line with DET and school requirements.

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 is a multi campus college and travel between campuses may be required.
• Please submit responses to Selection Criteria with your application
• A probationary period of 3 months will apply
• A valid Working With Children¿s Check required.

Qualifications

¿ Certificate IV in Career Development OR

¿ Graduate Certificate in Career Development Practice (or equivalent qualification).

Other duties as directed by the Principal if required.

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.
• Probationary period of 3 months will apply during the first 12 months of employment
• 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

Victoria University Secondary College is a multi campus school, comprising of a Junior Campus located in Deer Park, a Senior Campus with a Trade Training Centre located in Cairnlea and a Flexible Learning Option ¿ iCAN centre located in St Albans. Our college has approximately 1225 students from years 7 to 12 and services the residential area of Cairnlea, Deer Park, St Albans and environs in the western suburbs of Melbourne. Our college provides a broad range of personal, academic and practical experiences for our students who come form diverse cultural and social backgrounds. Victoria University Secondary College challenges students to, create the future by adhering to our school values of aspiring to achieve, strengthening the community and respecting themselves and others.

Victoria University Secondary College is a Professional Learning Community (PLC) Link school. PLC link schools approach to learning, is to share ideas, enhance teaching practices and create an environment where all students can reach their full potential.

Victoria University Secondary College empowers members of our learning community to develop control over their own thinking and actions. Our college encourages our members to develop self belief and confidence to persevere with their learning challenges. Victoria University Secondary College focusses on reflective thinking and collaboration. This college focus encourages our students to become independent learners, work collaboratively and share ideas and resources while respecting and recognising individual contributions.

Victoria University Secondary College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. Our strategic intention is to maximise opportunities for all our students by developing their talents and challenging them to have high aspirations, so they can achieve their potential and become logical, self-aware, collaborative and inquisitive students. Importantly, Victoria University Secondary College seek to develop students skills and competencies so they are well prepared for their future study and future workplace.

Applications close Saturday 4 October 2025 at 11.59pm

Posted

9 September 2025

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