Careers & Pathways Advisor

Strong organisational and time management skills, as well as the ability to work independently and as part of a team.

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.

Excursions & incursions

o Organise and attend a range of excursions and incursions such as:

o Open Days for TAFE and Universities

o Trade and Careers Days (Winton, Defence Careers, Trade and Tech Expo)

o Guest speakers

o Ensure students have a SWL arranged and the paperwork completed for each Term period (Applied Learning and VM students)

o Coordinate regular workplace visits for VM students

o Coordinate workplace visits for Year 10 work experience, delegating visits to Year 10 I&E teachers and School Leaders as required.

o Conduct workplace visits by phone or in person checks to see both student and employer are happy and complying with OHS expectations (photos, checklist).

o Email appreciation notices to employers for SWL & Work Experience

(Organise students to write thank you letters as required).

o Ensure all Work Experience is entered onto Work Expo, with correct dates, employer details for staff visits (ensure checklists & workplace grid are printed and distributed as required.)

o Inform YLC and VM WRS/PDS teacher when a student has missed more than 2 days of work placement.

o Arrange for a parent meeting to discuss attendance at Work Placement

o Support students to find suitable work placements for SWL and Work Experience

o Promote SBATs for suitable students

o Complete SWL paperwork completed, as required.

o Liaise with Year 10 Coord to identify W.E. dates for following year;

o Enter absences on Compass for all students undertaking SWL, Work Experience and weekly TAFE days

o Management & Administration: Introduction session; monitor and manage data base; supervise profiling and interviews.

o Create and maintain MIPS folder for each student 7 to 12

o Manage Career Tools website ¿ New students, printing CAPs etc.

o Distribute a Careers Newsletter regularly, using Career Tools

o Provide training and administrative support to teachers using Career Tools

o Book My Career Insight for following year.

o Support students to create a USI ¿ commencing Year 9 students;

o Construction Induction `white¿ Card

o Book company to deliver to students

o Gain expression of interest

o Chase up payments

o Supervise students on the day

o Follow up outstanding payments, and delivery of physical cards

o First Aid

o Book company to deliver to students

o Gain expression of interest

o Chase up payments

o Supervise students on the day

o Follow up outstanding payments,

o Arrange location for Year 10 Mock Interviews

o Arrange suitable community member to be panel members for Mock Interviews interviews

o Coordinate student timetables for Mock Interviews

o Support Year 10 Coordinator and I&E teachers with set up and administration of Year 10 Mock Interviews as required.

o Attend Industry & Enterprise regularly

o Senior School Handbook administration (including proof reading, edits, collating feedback as required, coordination of printing);

o Attend the Senior School Information evening;

o Coordinate external presenters for Senior School Information Evening (SBATs, Universities, TAFE, Employment Agencies etc)

o Attend YLC Meetings;

o Review Subject Selection forms for Year 9 and 10 Course Counselling.

o Attend Course Counselling

o Create Careers displays in the conference room and around the library to promote discussion 7 to 12 around future pathways (e.g., Uni/TAFE publications/posters, Career opportunities)

o Follow-up with individual students who require additional course counselling due to timetabling constraints.

o Attend Albury-Wodonga Careers Advisors¿ Association meetings; student opportunities

o Attend DE Careers Educators Collaborative Network meetings; CP support

o Work with local LLENs ¿ student support;

o Work with DET HeadStart SBAT Coordinator ¿ student support

o Promote opportunities within RHS community

Qualifications & Skills

Qualifications:

¿ A relevant degree (e.g., in Career Development, Psychology, Education) or equivalent experience.

¿ Technical Skills: Knowledge of career development theories, assessment tools, and labour market information.

¿ Soft Skills: Excellent communication (written and verbal), interpersonal, and counselling skills.

¿ Other Skills: Ability to work independently and as part of a team, strong organizational and time management skills.

¿ Knowledge: Understanding of career development theories, labour market trends, and educational pathways.

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

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 [email protected]

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

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

Rutherglen High School (enrolment 310) is situated in north-east Victoria servicing the rural townships of Chiltern, Rutherglen, Springhurst, Wahgunyah and the surrounding farming communities. We are increasingly a school of choice and as such attract students from Barnawartha, Wodonga, Corowa, Howlong and Albury. We have a balanced number of female and male students, with 4% being from an Aboriginal or Torres Strait Islander background. The overall socio-economic profile is deemed to be 'medium'. The school's workforce consists of 35.7 EFT teachers and 12.4 EFT Educational Support Staff. Year 7 has an integrated curriculum approach to facilitate a smoother transition from primary school. The Year 9 Future Makers program successfully extends and challenges students to build strong links within the local and broader community, developing students' leadership and program management skills. Various extension and enrichment opportunities are offered to our highly capable students to support their development. We run both academic and vocational programs for students in Year 10 to 12 to extend pathway options for all students. Despite being a small school, we prioritise running a broad range of VCE subjects (including VET and Vocational Major) to cater for the interests and needs of all students. Parent satisfaction fluctuates by approximately 10% from year to year due to small numbers of collected responses. 2024 result is similar to previous years. School Climate was reported by staff to be below State average and is likely attributed to significant change in leadership management and changes in school direction and increased alignment to Department expectations.

21 August 2025