Careers & Pathways Leader

SC1 Capacity to plan and provide high quality tertiary and pathways advice to students and families at a cohort, class and individual level.

SC2 Ability to maintain comprehensive student records and use this information to improve outcomes so that students can achieve their pathway goals.

SC3 Demonstrated high‑level time management, organisational and communication skills.

SC4 Capacity to build positive working relationships with a wide range of stakeholders including:

• students and their families;
• work experience providers;
• tertiary providers; and
• other relevant agencies and organisations.

SC5 Ability to work collaboratively in a dynamic, innovative and collaborative team.

SC6 Demonstrated capacity to show initiative, contribute to a positive school culture and live by organisational values

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 Ability to maintain comprehensive student records and use this information to improve outcomes so that students can achieve their pathway goals.

SC3 Demonstrated high‑level time management, organisational and communication skills.

SC4 Capacity to build positive working relationships with a wide range of stakeholders including:

• students and their families;
• school staff;
• work experience providers;
• tertiary providers; and
• other relevant agencies and organisations.

SC5 Ability to work collaboratively in a dynamic, innovative and collaborative team.

SC6 Demonstrated capacity to show initiative, contribute to a positive school culture and live by organisational values

Role

Careers and Pathways Practitioner and Leader

We are seeking a professionally qualified and experienced Careers and Pathways Practitioner and Leader to join our Careers and Pathways Team, commencing in 2027.

The Careers and Pathways Practitioner and Leader will play a key role in leading and delivering high-quality careers education, counselling and pathway planning across Years 7-12, with a particular focus on students in Years 9-12 and those requiring individualised pathway support.

The successful applicant will have strong knowledge of tertiary education, vocational pathways and employment opportunities at a state, national and international level. They will work closely with Mini‑School Teams, Teaching and Learning, Wellbeing and Community Partnerships, as well as families, tertiary providers, employers and other external agencies.

The role requires strong organisational, communication and relationship-building skills, together with the capacity to manage competing priorities and provide responsive, student-centred support.

The Careers and Pathways Practitioner and Leader will contribute to a positive, inclusive and values‑led culture that promotes high expectations, aspiration and successful transitions for all students.

Qualifications

The successful candidate must hold one of the following qualifications: Graduate Certificate in Careers Development Practise or Certificate IV in Careers Development with experience in a senior school environment.

Time Fraction

This position is a 1.0 FTE, with an attendance requirement of 5 days per week.

Start/finish time to be negotiated based on the needs of the school.

This position may require attendance during the school holiday period of up to 6 days per year

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

Key Responsibilities

Careers Education and Career Action Planning

• Lead, in collaboration with relevant leaders and staff, the ongoing development and implementation of Careers and Pathways programs and careers education across Years 7-12.
• Lead and support the implementation of Career Action Plans, ensuring plans are purposeful, current and aligned with student aspirations and pathway needs.
• Identify and provide targeted careers counselling and pathway planning for students requiring additional support or individualised pathways.
• Work with the Teaching and Learning Leadership Team to support subject selection processes, information sessions, careers‑related curriculum and the development of relevant resources.
• Promote high expectations and aspiration by supporting students to identify challenging, realistic and meaningful future pathways.

Careers Counselling and Pathway Planning

• Conduct individual Pathway Planning Interviews with Year 12 students and provide guidance regarding tertiary, vocational, employment and alternative pathways.
• Guide students and families through VTAC, SEAS and related tertiary application processes, including interstate and international applications where appropriate.
• Support students in Years 9-11 to access accurate information, make informed decisions and take action towards appropriate career and pathway goals.
• Work closely with Mini‑School Teams and the Wellbeing Team to support students at risk of disengagement or those requiring complex transition planning.
• Provide appropriate follow‑up support to students transitioning from the College where required.
• Maintain accurate, confidential and up‑to‑date records relating to careers counselling, pathway planning, applications and student destinations.
• Attend relevant Senior School, enrolment, exit, student wellbeing and pathway meetings as required.
• Liaise with the Senior School Team to ensure student destination data is accurately recorded, maintained and reported.
• Maintain a strong working knowledge of the Head Start program and provide students and families with advice and support regarding eligibility, enrolment and pathway opportunities.
• Maintain high expectations for students in relation to their chosen pathways, ensuring appropriate levels of aspiration, challenge and support.

Morrisby and Career Assessment

• Oversee the implementation of Morrisby and other relevant career and aptitude assessment processes, particularly at Year 9.
• Coordinate follow‑up interviews and ensure assessment outcomes are used meaningfully to inform Career Action Plans, subject selection and future pathway planning.

Work Experience

• Support the planning and implementation of the College Work Experience program in collaboration with relevant school leaders and staff.
• Assist in maintaining and developing a database of employers and community organisations able to support Work Experience placements.
• Support students to identify appropriate placements aligned with their interests, strengths and pathway goals.
• Assist with the administrative and compliance requirements associated with Work Experience placements before, during and following placement.

Student, Family and Community Information

• Present careers and pathways information at parent and carer information sessions, Mini‑School assemblies, community events and other College forums as required.
• Support careers planning meetings for Year 9 students in collaboration with relevant school leaders and staff.
• Support Mini‑School Teams with careers and pathways related enquiries, information sessions and events.
• Provide responsive advice and support to students, families and staff regarding careers, subject selection, VET, Distance Education, university enhancement and other pathway options.
• Provide advice and resources relating to employment applications, resumes, interviews, volunteering, cadetships, traineeships, apprenticeships and casual employment.
• Provide guidance and resources for students applying to interstate and international universities.
• Maintain and regularly update careers resources, including digital platforms such as Google Classroom and other relevant reference materials.

Networks, Partnerships and Professional Learning

• Build and maintain strong relationships with tertiary institutions, TAFEs, training providers, employers, industry, community organisations and pathway agencies.
• Work closely with the Community Partnerships and relevant College leaders to identify, develop and connect students with external pathway opportunities.
• Participate in relevant careers networks, briefings, training and professional learning, including VTAC, Distance Education, tertiary pathways, alumni and university enhancement programs.
• Contribute to relevant College committees, working groups and strategic initiatives.
• Maintain current knowledge of careers education, tertiary admissions, vocational education, labour market trends and emerging pathway opportunities.
• Participate in the College’s professional learning program, including activities conducted within and, where required, outside normal school hours.

Professional Expectations

The successful applicant will:

• demonstrate a strong commitment to student wellbeing, engagement, aspiration and successful transitions
• maintain appropriate confidentiality and professional standards
• communicate effectively with students, families, staff and external partners
• work collaboratively with Mini‑School Teams, the Senior School Team, Wellbeing Team and other relevant areas of the College
• demonstrate initiative, sound judgement and the ability to manage competing priorities
• maintain accurate records and meet relevant compliance and reporting requirements
• actively contribute to the College’s values, strategic priorities and improvement agenda.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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

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

Location Profile

Careers & Pathways Leader- Join our outstanding team in 2027!

We're on the lookout for highly skilled and passionate staff to be part of our dynamic school community.

More about our amazing school:

At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities. For us, education is more than just imparting knowledge; it's about nurturing the whole individual, fostering a love for learning, and equipping students with the skills and values they need to succeed in life.

Over the past decade, our college has grown significantly, now serving over 1,800 students with a dedicated team of 200 staff members. Our community thrives on the belief that students excel when their learning and well‑being are closely connected. We are committed to creating an environment where every student has the opportunity to become the best version of themselves.

Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential. We ensure that all students leave Staughton College with a love of learning, a strong sense of self‑worth, confidence, independence, risk‑taking skills, and self‑discipline. High expectations for learning and behaviour are tied to respect for the rights and responsibilities of all members of our community.

Staughton College is a place where students are empowered to be dynamic members of our community, actively participating in both classroom learning and extracurricular activities. Through our Staughton Student Matrix, we explicitly teach and acknowledge key positive behaviours that enhance learning, effort, and respect. As an accredited Select Entry Accelerated Learning (SEAL) school, we offer specialized pathways for highly able students, ensuring they receive the support and opportunities needed to excel.

A cornerstone of our philosophy is a staff culture that prioritizes strong relationships and open, meaningful conversations about what truly matters. This culture is not just a statement, it's something we live out every day. We consistently model and reinforce these values, ensuring we support one another while also holding ourselves accountable to the highest standards.

We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive. This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership.

Our teaching staff use point‑of‑need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs. Our instructional model, based on the Marzano/Pollock GANAG framework, is used consistently across classrooms, ensuring deep learning. We also embrace a whole‑school approach to curriculum development, where strong practitioners invest in writing robust curriculum frameworks, allowing teaching teams to focus on how to teach content effectively.

At Staughton College, we strive to exceed expectations, fostering a culture where everyone-students and staff alike-can grow, learn, and achieve excellence.

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