Essential
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Demonstrated experience leading or coordinating complex, multi-stakeholder projects involving systems mapping, service mapping, project planning, organisational improvement or innovation initiatives.
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Strong stakeholder engagement and partnership skills across education, government and/or community sectors.
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Highly developed analytical skills with the ability to synthesise complex information into clear, actionable insights.
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Strong written and verbal communication skills, including preparation of reports, briefings and project documentation.
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Proven project management skills, with ability to manage competing priorities and deliver within tight timeframes.
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Qualifications in Project Management, Community Development, Education, Social Work, Public Health or a related field.
Desirable
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Understanding of factors influencing student engagement, attendance, wellbeing and transition within Victorian school settings and contexts.
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Understanding of systems thinking, service design, collective impact, and innovation approaches.
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Experience in research or evaluation, including designing approaches to inquiry, data collection, analysis and reporting of findings.
This position attracts 4 weeks annual leave (pro rata).
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.
The Transition Innovation Project Officer will lead a six-month innovation project focused on strengthening the transition experience for students moving from primary to secondary school across three primary schools and one secondary school.
Working in close partnership with school leadership teams, students, families and community partners, the Project Officer will map existing transition practices, supports, partnerships and processes to develop a clear understanding of the current transition system.
Through systems analysis, stakeholder engagement and co-design, the role will identify opportunities to strengthen collaboration, improve coordination, and enhance student engagement, attendance and wellbeing during transition, with a focus on building student agency, aspiration, and long-term pathways to success in secondary schooling.
The Project Officer will also support the establishment of a cross-school governance structure to develop an evidence-informed implementation model that responds to the identified needs of students, families and schools.
Key Responsibilities
1. Systems Mapping, Analysis and Innovation
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Lead mapping of existing transition practices, supports, referral pathways, partnerships and decision-making processes across participating schools.
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Analyse how students, families and schools experience and navigate transition, identifying strengths, barriers, duplication and service gaps.
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Map formal and informal systems, roles and responsibilities influencing transition outcomes.
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Identify opportunities to redesign systems and introduce more coordinated, effective and innovative ways of working.
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Translate findings into clear, practical recommendations to strengthen student engagement, attendance and continuity of support.
2. School Partnerships and Leadership Support
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Build collaborative relationships with school leadership teams and key stakeholders to support shared ownership of transition improvement work.
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Support reflection on current practice and identification of improvement opportunities and capability development.
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Facilitate communication and collaboration between schools, community organisations and government partners to support aligned planning and innovation.
3. Service Design and Future Model Development
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Facilitate co-design with schools, families and community partners to develop an evidence-informed transition model.
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Support development of future service pathways, governance arrangements, operational processes and implementation options for pilot delivery and evaluation.
4. Governance and Project Delivery
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Support establishment and coordination of a cross-school governance group, including governance documentation, partnership agreements and reporting processes.
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Coordinate day-to-day project delivery, stakeholder engagement, monitoring and evaluation to ensure milestones are achieved.
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Prepare high-quality reports, briefings and presentations to inform governance and implementation.
Undertake project administrative functions to support effective governance, including meeting coordination, agenda preparation, minute taking, and record management.
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
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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
Wyndham Central College is situated in one of Victoria's major growth corridors, approximately 30 minutes west of Melbourne, and provides education for students in Years 7 to 12 from across the Wyndham community.
The College is committed to delivering a rigorous, guaranteed, and viable curriculum, enhanced by the Advancement Via Individual Determination (AVID) program. Through AVID, students develop the skills, strategies, and dispositions necessary to succeed in their learning and pursue their chosen pathways with confidence. Wyndham Central College is proud to be one of the first schools in Australia recognised as an AVID Demonstration School, showcasing exemplary teaching and learning practices and the AVID University and Career Readiness System. This recognition reflects the College's commitment to best practice in student success strategies, inquiry-based learning, collaborative teaching approaches, and university and career readiness.
The curriculum is enriched through a range of innovative and challenging programs designed to cater to diverse student interests and aspirations. These include the Years 7-10 Enrichment and Victorian High-Ability Program (VHAP), the Years 7-10 Spanish Immersion Program (SIP), the Middle Years STEM Academy, the Football Development Program, and the distinction of being one of only three Hindi Beacon Schools in Victoria.
To further strengthen student outcomes and realise the College vision, all students develop a Careers Action Plan (CAP) and an individual learning plan commencing in Year 7. These plans promote goal setting, reflection, and ongoing consultation between students, teachers, and parents/carers. This strong three-way partnership is fundamental to student success and is supported by an extensive Tutor Advocate program, comprehensive pastoral care structures, whole-school wellbeing initiatives, a Student Services Centre, and a Community Hub.
Supporting the College's Educational Improvement Plan are modern, purpose-built facilities, including a Trade Training Centre, a dedicated Year 7 Centre, Years 8 and 9 Centre, and a Senior Years Centre, each supported by dedicated administration teams. Specialist learning environments include a state-of-the-art Science and STEM Centre, a Performing and Visual Arts Centre featuring an auditorium, and extensive indoor and outdoor sporting facilities, including a gymnasium. These facilities are complemented by thoughtfully designed active and passive recreational spaces, extensive landscaping, and a student-centred library that supports study, research, and collaborative learning.
The College's leadership structure comprises the Principal Class Team, including the Principal and Assistant Principals, each with dedicated leadership portfolios. This team is supported by Leading Teachers responsible for key areas including Year Level Leadership (Engagement and Wellbeing), Literacy, Numeracy, Pathways and Transitions, AVID Pedagogy and Operations, Senior Years Program Management, and Campus Management. Further strengthening instructional excellence are faculty-based Learning Specialists, who lead Professional Learning Communities (PLCs) and support the implementation of high-impact teaching practices and AVID instructional strategies across the College.
