The successful applicant will demonstrate:
- Knowledge of secondary education pathways, including VET, VCE and the VCE Vocational Major.
- Proven ability to build and maintain effective relationships with employers, industry associations, unions, training providers and other stakeholders, particularly within the building and construction sector.
- Strong project and organisational skills, including the ability to work independently, manage competing priorities and deliver outcomes within agreed timeframes.
- Excellent written, interpersonal and communication skills, including stakeholder engagement, facilitation and report writing.
- Experience developing or contributing to marketing, communications, promotional campaigns or community engagement initiatives.
- Work collaboratively with RMIT to ensure they can document and develop a framework
Desirable
- Trade or technology qualifications, industry experience, or a demonstrated understanding of trade and technology career pathways.
Hours of attendance 8.30am to 4.36pm
The Coordinator of the Bring It On! Project is responsible for:
- coordinating the Young Women in Trades and Technology (YWITT) group activities. This includes establishing employer partnerships, facilitating (where required) work experience and structured workplace learning, apprenticeship opportunities, organising school visits, student events and the annual Bring It On! showcase to promote and strengthen opportunities for young women in trades and technology
- building strong relationships with industry, employers, community organisations and secondary schools to create opportunities and pathways for young women into trades and technology.
The role also supports project governance, reporting and communications, works closely with participating students and alumni, and collaborates with NCAT staff, RMIT University and other stakeholders contributing to the ongoing evaluation and development of a framework for broader implementation across Victorian secondary schools
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.
The responsibilities of this position will be:
Industry and Stakeholder Engagement
- Establish a network of employers to act as Local Industry Partners committed to promoting respectful and inclusive workplaces.
- Build strong collaborative relationships with employers, industry associations, unions, government agencies, training providers and community organisations.
- Facilitate opportunities for students including:
Project Coordination and Governance
Provide administrative and Secretariat support to the Project Steering Committee, including meeting coordination, agendas, minutes and action tracking.
Monitor project activities, milestones and outcomes. Prepare reports and updates for stakeholders and the Department of Treasury and Finance (DTF).
School and Student Engagement
Work with the Technology Executive Manager to coordinate programs and activities that promote trades and technology pathways for young women.
- Maintain partnerships with local secondary schools and expand participation across the network through coordinating:
- School tours of NCAT
- Student presentations and peer engagement activities
- Women@Work experiential learning events
- The annual Bring It On! showcase and networking event
- Engage regularly with YWITT students to inform program design and continuous improvement.
Develop and maintain an alumni network for former YWITT participants.
Marketing and Communications
Contribute to the NCAT Marketing Group by developing and delivering marketing, communications and promotional activities to support the project objectives.
Promote positive stories and career pathways for young women in trades and technology.
Reporting and Administration
Prepare project reports, funding documentation and acquittals.
- Maintain accurate project records, stakeholder databases and performance data.
- Ensure compliance with funding agreements, DTF requirements and school policies.
Work collaboratively with RMIT University, who are evaluating the program and developing a statewide framework that can be implemented across Victorian secondary schools.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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.
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
Please ensure you address the Selection Criteria and include three referees. As well as applying on Recruitment Online please email your application to [email protected] marked Attention: Principal
The NCAT is a specialist senior secondary and tertiary college serving students across Melbourne. NCAT offers unique pathways in the Arts, Design, Performing Arts, Trades and Technology, catering for students in Years 10¿12 as well as post-school learners.
As a Registered Training Organisation (RTO), NCAT delivers more than 25 VET programs from Certificate II through to Diploma level. NCAT has a strong reputation for educational excellence, receiving The Age Schools That Excel Award for VCE results in 2022.
The College offers a range of VCE, VCE Vocational Major and VET programs, supported by industry-standard facilities including specialist art, photography and recording studios, performance spaces and a dedicated Trade Training Centre. NCAT is also a leading provider of vocational education, delivering training to approximately 700 students from more than 75 secondary schools across Victoria each year.
Recognised as a leader in technology education, NCAT maintains strong industry partnerships and provides students with direct pathways to further education, apprenticeships and employment.
NCAT Overview: https://youtu.be/mQIOejWVOQM
