(TKR026) | Careers Assistant, Work Experience and VET Coordinator

(TKR026) | Careers Assistant, Work Experience and VET Coordinator

14 Sep
Victorian Government

14 Sep

Victorian Government


Melbourne VIC

Reference: 1166917

Location Profile


Officer Secondary College was founded in 2015 and has grown rapidly. Currently our population is 930 students, and we predict a growth to 1200 students from 2020 onwards. The college is located in Melbourne’s South-East with convenient access via the M1 motorway and Pakenham train lines.


Officer Secondary College is a 21st century learning community with strong, vibrant partnerships between students, teachers, families and the broader community. Its educational philosophy is centred on learning and relationships. This is underpinned by the values: Respect, Inclusion, Leadership, Excellence and Citizenship. The College motto is ‘Learning together,

learning to lead, together we inspire.’ We believe that every student should have an opportunity to choose a life that has meaning, and that every child can achieve success.

At Officer Secondary College, we believe that teaching is a team endeavour. We promote a highly collaborative environment. This is visible through our team teaching, our PLC structures and a shared ownership of student learning data.

New Teacher Support

As a growing educational facility committed to excellence, Officer Secondary College has highly effective systems to support teachers that are new to the college. The bulk of all meeting time has a professional development focus and there are a number of highly subscribed optional professional development sessions to further augment teacher skills. All teachers new to the college are assigned a mentor, who supports them with induction and classroom coaching to hone their skills.

Additional information about our professional development and support for new teachers can be found in the employment section of the school website:


Teaching and Learning Excellence

Officer Secondary College is a Professional Learning Community (PLC) college and is one of only three Secondary schools across the state to be selected as PLC Link Schools. Significant meeting time is devoted to teachers working in subject teams to analyse formative assessment data, identify appropriate interventions and share effective strategies. We know that this is the most effective model to maximise both teacher and student learning.

Officer Secondary College is a team-teaching school. In the majority of our Year 7-9 classes, 50 students are co-taught by two teachers. This provides huge flexibility to support specific sub-groups of students with particular learning needs. It is also an outstanding opportunity to learn new teaching skills and be part of an effective team in improving student learning.

Officer Secondary College has a broad intervention program. In Years 7 and 8, students receive point-of-need support with their Literacy and Numeracy, in addition to regular English and Mathematics classes. In later years, in addition to Literacy and Numeracy support, students can access specific intervention modules that will support them with their VCE learning.

Learning Communities

Officer Secondary College has a “school within a school” model to ensure that every student has a core team of teachers and coordinators they can connect with, and build ongoing relationships with, over the course of their schooling. Our 6 Learning Communities were named by our first cohort of students in 2015, reflecting our focus on student voice and inclusion. These Learning Communities foster an encouraging and friendly atmosphere in which students can learn effectively, and on preventing problems before they occur. The Learning Communities extend beyond just the students, with every member of staff belonging to a Learning Community, working with Leadership, Teachers and Students to ensure that every student feels safe, known and is making learning growth.

Each Learning Community is led by a Learning Community Leader; whose primary responsibility is to support the students in their Learning Community during their time at Officer Secondary College. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community throughout their time at Officer Secondary College, which allows Learning Community Leaders and Learning Community Staff to develop a close relationship with each student and understand each student individual needs. Learning Community Leaders liaise with student’s families as the need arise.

Officer Secondary College provides a supportive environment in which students are prepared to take on challenges, be that in the classroom, in sport or by taking a role in student leadership. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.

Student Leadership

At Officer Secondary College there are many opportunities for active student participation in leadership. These positions include:

- Student Leadership Executive Committee – School Captains, School Vice Captains and SRC President
- Student Representative Council
- Learning Community Captains
- Learning Community Sports Captains
- PBS Leaders
- E Leaders
- Environmental Captains
- Arts Captains

These positions are awarded based upon rigorous process that includes a written application and an interview. There are a variety of responsibilities and activities that the student leadership team are involved with during the year, with a particular emphasis upon building their capacity as leaders. Student leaders complete duties during Learning Community Time as required and encourage the student body to participate in house sports and other school based activities.

These opportunities allow students to enhance their leadership skills, to experience success and meet challenges which build self-confidence and resilience. Through this process we allow our students to achieve the College motto of ‘Learning together, learning to lead, together we inspire’ and to build on the six college values.

Positive Behaviour Support

Officer Secondary College began the implementation of the School-wide Positive Behaviour Support framework since opening in 2015. Over this time SW-PBS has evolved to becoming a core part of the work of Leadership, Staff and Students at Officer Secondary College. We use SW-PBS to improve the social, emotional, behavioural and academic outcomes for children and young people. By implementing SWPBS, teachers and students at Officer Secondary College have more time to focus on relationships and classroom instruction. Students and staff benefit from:

- increased respectful and positive behaviour
- increased time focused on instruction
- improved social-emotional wellbeing
- positive and respectful relationships among students and staff
- increased adoption of evidence-based instructional practices
- a predictable learning environment with improved perceptions of safety and increased attendance

Officer Secondary College has implemented the SW-PBS eight essential features. At Officer Secondary College these are:

- Establish a common philosophy and purpose: Staff and students use a common language to discuss behaviour. At Officer Secondary College this takes the form of the 5Bs (Expected Behaviours) and 5Rs (Ladder of Intervention).
- Establish Leadership and school-wide support: A vibrant team at the college, consisting of Leadership, Learning Community Leaders, Classroom Teachers, Wellbeing, Integration Aides, Support Staff and Student PBS Captains, leads implementation by creating, reviewing and monitoring an action plan. The work is done in collaboration by the whole staff with input from students and the community.
- Clearly define a set of expected behaviours: Officer Secondary College has identified 5 behavioural expectations that apply at all times. These are our 5Bs. These clear, positively stated examples are identified and displayed in different school settings.
- Establish procedures for teaching and practising expected behaviours: At Officer Secondary College, every week begins with Learning-to-Learn, 25 minutes dedicated to ensuring behavioural expectations are taught to all students by all staff.
- Implement a continuum of procedures to encourage expected behaviours: Officer Secondary College uses the 5Bs to acknowledge expected behaviour and promote commitment from all members of the college community.
- Develop a continuum of procedures to discourage inappropriate behaviour: Officer Secondary College has clearly defined problem behaviours and identify specific strategies and responses to minor and major behavioural infractions.
- Use procedures for record-keeping, decision making and ongoing monitoring: Officer Secondary College reviews data on repeated behaviour issues, the settings in which they occur, and the consequences most likely to be applied for inappropriate behaviours. We correlate these with other sources of data such as academic progress, and analyse this data to make necessary adjustments to school operations in an effort to reduce inappropriate behaviour.
- Support staff to use effective classroom practices: Officer Secondary College has established systems to support staff to adopt evidence-based instructional practices associated with reductions in inappropriate behaviour.

Selection Criteria

- Demonstrated behaviours and attitudes consistent with the Victorian Public Service Values.
- Demonstrated proficiency to work cooperatively and build sustained partnerships with and between a range of stakeholders including students, parents, school-based practitioners, Registered Training Organisations, LLENs, apprenticeship support networks and employers.
- Ability to work both independently and in a team, adhering to program guidelines and timeframes.
- Capacity to support young people through implementation of programs
- Excellent time management and organisational skills with the ability to self-manage workload.
- High-level verbal and written communication skills, which includes preparation of reports, development of resources, and presentations as required.
- Ability to actively contribute to developing the implementation careers and pathways programs across the college


The Careers Assistant, Work Experience and VET Coordinator will collaborate with the Curriculum Leader 7-9 and Curriculum Leader 10-12 to develop and implement a Pathways and Careers program across the College. This will include building connections to support the delivery the college programs. The applicant will be required to build relationships with multiple stakeholders including TAFE, the LLEN, apprenticeship support networks, pathways and career practitioners and other student-centred teams within participating schools. The applicant will report to directly to the Curriculum Leaders and Principal team and will be required to contribute to the development of the pathways programs and to provide regular reports on activity and outcomes.

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.



- Implement MIPs from Years 7 to 10

- Disseminate Careers Education materials to subject teachers

- Coordinate and participate the presentation of careers information to classes

- Be responsible for the collation of materials and drafting of school references and student profiles as requested.

- Attend relevant Professional Development for Career Advisors

- Be available for any student/parent/teacher meetings in which information on course selection and careers is to be presented.

- Be available for consultation immediately after VCE/VET and VCAL results are published.

- Organise and implement a Careers Day for Year 9, and MIPs excursion for Years 10, 11 and 12.

- Collaborate with Curriculum Leader 10-12 to plan and implement a study camp for year 12 students at the commencement of year 12

- Organize excursion for year 10 students to Careers Expo annually.

- Organise excursions for Year 11 students to universities annually.

- Assist with the administration of the VASS requirements. Advise students and parents on all matters relating to career requirements, course selection, career and future education settings counselling.

- Support the implementation of MIPs from Years 7 to 10

- Assist with Organisation and implementation the student work experience program.

- Assist with the distribution of necessary application forms to students, and, where necessary, organise information sessions for students, parents/guardians and staff.

- Liaise with employers and arrange work placements for students for Year 10 work experience in combination with leader

- Be available to provide information on course selection and careers to parents, students and teachers.

- Assist in the collation of up to date resources for students, parents, teachers and other community members.

- Assist in the organization and implementation of a careers day for Year 9, and MIPs excursion for Years 10, 11 and 12.

- Assist with the administration of the VASS requirements.

- Assist with the management of VET (Vocational Education and Training). In addition, responsibilities will also include any locally-based programs such as School Based Apprenticeships

- Assist with the distribution of necessary application forms to students, and, where necessary, organise information sessions for students, parents/guardians and staff.

- Support leaders in liaising with Registered Training Organisations (RTOs) and any other officially designated provider organisations and to communicate with DET, the Region and LLENS as appropriate.

- Ensure appropriate enrolment information and results are provided to the VASS Coordinator

- Maintain regular communication with staff, students and parents

- Attend any relevant professional development programs relevant to their duties


- Lead the Organisation and implementation the student Work Experience program.

- Attend any Professional Development programs related to the implementation of a Work Experience program.

- Support the work of the Learning Culture Team with students at risk of not completing their Education.

- Oversee the distribution of necessary application forms to students, and, organise information sessions for students, parents/guardians and staff.

- Liaise with employers to arrange work placements for students for Year 10 work experience

- Coordinate all the processes needed to assist the College to reach the DET and College MIPs targets and tracking of students exiting the College.


- Responsibility for the management of the areas of VET (Vocational Education and Training) including any locally based programs in which the College may become involved (e.g. School Based Apprenticeships program).

- Be active in the DET endorsed and funded Head Start Program

- Liaise with the VCAL (Victorian Certificate of Applied Learning) leader in relation to student pathways and VET provision.

- Oversee the distribution of necessary application forms to students, and, where necessary, organise information sessions for students, parents/guardians and staff.

- Liaise with Registered Training Organisations (RTO’s) and any other officially designated providers and to communicate with DET, the Region and LLENS as appropriate.

- Attend South East VET Cluster meetings for planning of courses.

- Ensure appropriate enrolment information and results are provided to the VASS Coordinator

- Maintain regular communication with staff, students and parents

Other duties as specified by the Principal.

Who May Apply

- The successful applicant will have formal qualifications within the Course Counselling/Careers Advisory or extensive knowledge of course counselling in a college environment
- High level of organisation and time manaement skills
- Familiarity with VTAC application processes
- Knowledge and understanding of the National Career Education strategy (including Career Portfolios and Morrisby)
- Hig level of interpersonal skills
- Capacity to work as a member of a busy team in a large secondary college
- Ability to support students from a range of backgrounds

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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.


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