Careers Pathway Leader ES1-4

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Education and training

Location: Melbourne - Inner South East suburbs

Reference:

Selection Criteria

SC1 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.

SC2 Demonstrated highly developed organisational, communication (verbal, written & IT skills) and interpersonal

skills, including the ability to work collaboratively in a team environment.

SC3 Demonstrated ability to deliver career development programs for Year 7 to Year 12 students.

SC4 Demonstrated capacity working with young people and communities, providing advice and support on

matters relating to careers and educational pathways, together with current knowledge of agencies, networks and

community services related to careers and pathways programs.

SC5 Demonstrated experience in the use of career development software packages and the capacity to engage

with the development of materials and resources for the online environment.

Role

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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 careers counselling to students and their families.
• Communicate careers information to students.
• Support with course selection processes and information evenings
• Maintain appropriate student records, ensuring confidentiality and communicate effectively with other staff
• Gather, analyse and utilise data to advise on and evaluate school programs in terms of careers and pathways
  
  support for students
• Coordinate the Morrisby report process, Mock interviews and University Applications
• Support teachers to deliver careers curriculum to junior and middle years students
• Attend local Careers network meetings
• Recruit, manage and build connections with Alumni
• The applicant should have a qualification in the above area (or have the capacity to undertake further study),
  
  and be highly computer literate and ensure a high level of administration skills.
• Provide advice and information to students and their families on: tertiary selection [course and subject],
  
  career choice, tertiary applications [VTAC], open days at tertiary institutions, transition from school to work or
  
  further study.
• Liaise with employers and organise the Work Experience Program.
• Design and implement training for the students to enable them to research a wide range of careers and make
  
  informed decisions about possible career pathways.
• Investigate and initiate pathway opportunities for students, including participation in parent meetings and exit
  
  interviews.
• To work with the Year 10,11 & 12 Co-ordinators/Year Level Leaders in relation to course selection, including
  
  providing advice around VET, VCE-VM and VCE.
• Coordinate and oversee enrolment and attendance in VET programs, including participation in cluster
  
  meetings
• Maintain and develop career resources and a Careers website accessible to students.
• Design and implement a Careers education program for the students with support from appropriate teaching
  
  staff.
• To co-ordinate the Careers week and similar programs for the College.
• To liaise with external community resources and make the relevant links.
• To keep up to date on the development of policy and responses to government policies.
• Responsible for administrative duties appropriate to the position; organising payments and budget monitoring
  
  etc.
• Monitor, co-ordinate and track destination data, including students who exit prior to completion of Year 12
• Other duties as directed by Principal/Business Manager if required.
• Please note: this person will be required to email, take and make phone calls and provide advise at the end ofthe year during the vacation break to students at Melbourne Girls' College.

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

Location Profile

Melbourne Girls¿ College empowers young women to strive for academic excellence, grow with resilience and self-belief, and lead courageously. We are driven by a commitment to shape socially conscious individuals who positively influence communities.

Melbourne Girls' College was established in 1994 on the Birrurung (banks of the Yarra River) in Richmond, Victoria. It provides enrolment opportunities for local, wider-Melbourne and International Students to study a guaranteed and viable curriculum at Years 7-9, followed by many Year 10, VCE, and VET subjects in the senior years. The Melbourne Girls' College values provide the foundations of our strong community and guide students to "Lead and Achieve".

We value Excellence - In our achievements and aspirations while always striving to give and be our best.

Teamwork - Together, we know we can achieve so much more. We strongly believe that effective communication and the celebration of individuality within the team are crucial elements to developing an effective team-based and collaborative environment.

Diversity - We are a richer community when we consider all perspectives and recognise and celebrate our differences.

We challenge our students to think critically about their own beliefs and examine the world in fresh ways to promote creativity and innovation in an authentic, inclusive environment.

The academic achievements of Melbourne Girls' College are strong and many of our students participate in the Student Excellence Program and the MGC Learning Extension and Advancement Program (LEAP). The curriculum at Melbourne Girls' College is designed to equip students with depth and breadth of knowledge, skills, and capabilities needed for success. Students are encouraged and challenged to strive for personal excellence, and we explicitly teach strategies, habits and behaviours that are deeply connected to a growth mindset. The school community takes pride in teaching students the transferable skills required to be socially conscious and to challenge stereotypes, particularly in women's leadership, sustainability, and philanthropy.

Our International Student Program is thriving with a capacity to offer 80 positions of enrolment to full fee-paying international students.

While our academic achievements are a publicly recognised strength of Melbourne Girls' College, we are equally committed to the personal, social, and emotional wellbeing of our students. We recognise the intrinsic link between wellbeing and effective learning and have adopted a whole-school approach to wellbeing. We have a Year 7 to 12 Homegroup and Wellbeing structure where each student explores a sense of their own abilities, achievements and self-worth. From the moment a student joins MGC they are connected to a homegroup, and this strengthens their sense of belonging. Our homegroups facilitate effective communication between the College, and parents and carers where the homegroup teacher becomes a key contact, strengthening our home-school partnerships.

Applications close Sunday 24 August 2025 at 11.59pm

Posted

11 August 2025

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