Careers And Pathways Practitioner

Description:

Location Profile

We welcome passionate and imaginative educators into our learning community. We commit to supporting and valuing staff in their professional practice and growth through:

• Belonging to an inclusive and multicultural community
• Knowing that together we make a difference
• Intellectual and practical engagement in our profession
• Teaching for conceptual understanding.

Our communities of practice are responsive to staff and student experiences and are where we work collaboratively to better understand how to best meet student learning needs. Currently these teams focus on:

• The literacy and numeracy demands of assessments and ensuring we explicitly teach these
• Building strong relationships with students and families developing a culture of community.

As a new member of our community, you will be supported through a structured induction program, with embedded and dedicated time release for mentoring and coaching. Being able to quickly build strong and positive relationships between staff, students, and families, is underpinned by our values of belonging and respect, and is front and centre of our practices through form teacher roles, community events and extra-curricular opportunities.

On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty different language backgrounds being represented through our families and staff. We support and celebrate this diversity with a team of multicultural and integration staff, events, and performances. A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Learning is supported through targeted fluency and tutoring programs, with learning partners ensuring Individual Learning Plans are developed and effectively implemented.

Staff at our school have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities are reflective of our commitment to enhancing our students' personal and educational growth in the following ways:

• Student voice and agency
• Applied learning
• Restorative practices
• Community leadership
• Inclusive and differentiated teaching and learning
• Reflective and evaluative practices
• Enrichment and engagement programs.

2025 will see Craigieburn Secondary College further embed our organisational design model, where Assistant Principals, Leading teachers and key coordination staff move up with their single cohort, embedding the strong relationships formed in 2024. Knowing our students and building relationships between the school and families are the keystones to ensuring that the learning and wellbeing needs of our students are addressed in a holistic way.

College Values: Belonging | Understanding | Respect | Growth

Selection Criteria
SC1 Capacity to plan and provide high quality tertiary and pathways advice to students and families at a cohort, class and individual level. SC2 Demonstrated highly-developed organisational, communication and interpersonal skills.SC3 Capacity to build positive working relationships with a wide range of stakeholders including:students and their familiesschool staff work experience providerstertiary providers; andother relevant agencies and organisations.SC4 Demonstrated capacity to work cohesively in a team environment and contribute to positive outcomes for students.SC5 Capacity to develop and implement programs to support student career and pathway development. Role

[Attendance requirement for this position]

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

• Manage the design and production of school publications and documents.
• Provide professional student support services, e.g. therapist and psychological and counselling services.
• Provide strategic advice on specific support services and their impact on students, school curriculum and services.
• Manage the use of and access to school resource and reference material.

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 *******@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

Qualifications and experience in careers and pathways are 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.
• 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