Located in Melbourne¿s South East, Narre Warren South P-12 College is one of the largest schools in Victoria. The College leverages the P-12 nature of the school to provide wide-ranging support to students from diverse backgrounds in order to help all students achieve their potential. We proudly serve a diverse community, with 70% of our students speaking a language other than English at home. Over 20 different cultural groups are represented, with particularly large enrolments for Afghan and Pacifica backgrounds. The school is considered to have a high level of socio-economic disadvantage, but a range of strong learning and behavioural programs support students to achieve at high levels, despite other challenges they may face.
The College has a large and comprehensive wellbeing team, including counsellors, speech pathologists, a psychologist, a paediatrician, Doctors in Secondary Schools and multiple youth workers. Students are also supported by a large team of cultural engagement workers from 6 different cultures, a team of multi-cultural education aides and a big inclusion workforce to support children in the College. This significant resourcing is designed to support children outside of the class, so teachers can focus on helping them to reach their academic potential in the classroom.
Narre Warren South P-12 College follows an instructional approach centred around explicit teaching and a strong curriculum. There will be exciting work in the coming years as we embed this work in years P-8 and explore its potential in higher year levels. The College¿s performance on the Grade 1 Phonics check and Attitudes to School Survey is higher than both state and similar schools, and we are confident our NAPLAN and VCE results will undergo significant improvements in the coming years.
Narre Warren South P-12 College has over 2300 students and 350 staff, providing a range of opportunities for additional programs and leadership opportunities. This includes a large music, art, Hands On Learning, Rugby and Soccer Academies and other programs to engage students and allow staff to share their special skills. Our large leadership team of 50 staff allows for development opportunities for those looking to build a career in our school.
The school has layers of support for new teachers, with all new staff assigned both a coach and a mentor. In addition to this, the College has a range of strong policies and processes to support consistent lines of communication. The College has a high expectations approach to attendance, uniform and lateness. The College has a ¿5 Rs¿ student management approach to help teachers if complex classroom situations occur, and the school has an extensive team of student engagement leaders to support teachers with managing classroom practice.
The College operates by our PRIDE values: Perseverance, Respect, Integrity, Dedicated Teamwork and Excellence. We are proud of our achievements in ¿getting the best from and for our students¿ and gladly welcome hard working staff with a strong moral purpose to join our fabulous team.
Please contact reception to be put through to one of our Assistant Principals if you would like more information about the role or would like a tour.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Position Summary
The Careers and Pathways Leader at Narre Warren South P¿12 College plays a vital role in
guiding students across all year levels to explore, plan, and pursue meaningful future pathways. Working closely with staff, families, and community partners, the leader designs and delivers career education programs that reflect the diverse aspirations of our students and the unique opportunities within our local area. They support subject selection, vocational and tertiary options, and industry connections, ensuring every young person is equipped with the knowledge, confidence, and skills to transition successfully from school into further study, training, or employment.
Strategic Expectations
Be an active and supportive member of the SIT, which examines College data and creates and supports the implementation of the Strategic Plan and Annual Implementation Plan.
Develop a highly effective Careers team by ensuring:
clear team goals and priorities, including the development of a workforce plan to organise and manage competing priorities within the team and the College
role clarity for members of the team
the development of team members¿ knowledge and skills
there is supportive and distributed leadership within the team
coaching, mentoring and feedback structures and processes are developed and implemented to support students to transition to the workforce after leaving Narre P-12
Pathways staff are able to access relevant professional development activities in order to be able to maintain industry currency and professional membership/accreditation as qualified professional career practitioners.
Operational Responsibilities
Leading Strategic Direction
Overseeing the development and implementation of work and career education within the College, through curriculum, individual career and pathways advice and support, access to programs and information relevant to the needs of students and their families
Working closely with the VCE-VM Leader, Careers/VET/Business Partnership staff, Senior School Leader and Domain Leaders to lead the development of a comprehensive Career and Vocational Education program within the College, initially with a focus from Year 7 -12 but moving towards making connections with Years 5&6
Proactively raising the profile of pathways and work education within the College; including working with staff to understand the role of all teachers in developing work readiness in students and the ability for students to take an active role in their post school pathways.
Developing robust community partnerships, including those with local industry and employer groups, to build an awareness of work based learning and provide opportunities for Work Experience and Structured Workplace Learning placements Establishing a database of professional practitioners and resources willing to develop links with the College
Attending evening and weekend events as required including information nights, presentation nights, and student events.
Identify and report on pathways related data, including non-identified ATAR results, tertiary/post school pathways uptake; participation in VET programs; summaries of information arising from My Career Insights (Morrisby) and work-based learning etc, with the aim of informing Senior leadership and contributing to strategic planning and policy development
Leading Student Learning and Management
Ensuring that all students in Year 7 to 12 have appropriate Career Action Plans; working with relevant subschool teams to be able to deliver curriculum and programs that provide opportunities for students to undertake career investigation/reflect on their pathways planning and then to complete formal documentation in relation to this.
Coordinating the Work Experience and Structured Workplace Learning programs of the College using available partnerships and networks to assist with finding suitable placements for students
Coordinating and implementing the My Career Insights (Morrisby profile) testing and consultant feedback sessions
Working with the Year 9 Leadership team to develop curriculum and programs as part of the PRIDE subject, including career investigation, reflection on the Morrisby assessment, provision of course counselling information (including VET and Senior school programs and processes); preparing students for work through resume development, application letters and mock interviews
Providing students, families and other stakeholders with appropriate advice and guidance on industry trends, work and learning opportunities and future career options. Providing opportunities for students to gain a greater understanding of the World of Work, by organising extra curricular events such as attendance at the South East Careers Expo/Try-a-Trade; VCE Careers Expo; Melbourne Careers Expo; World Skills Expo
Providing opportunities for students to gain a greater understanding of the post secondary school education, through tertiary excursions and familiarisation sessions, (including university and TAFE)
In conjunction with key staff, including Assistant Principals, Year Level Heads and Coordinators, to participate in a working party to plan for and deliver promotional events such as a career expo or industry days.
Working closely with the Student Learning Leaders to promote, deliver information to staff, student and parent audiences, and offer advice and training in preparation for and during the Course Selection process
Attending Information Days, industry visits, conferences and professional network meetings; undertaking professional networking in order to meet requirements for accreditation
Liaising closely with the Student Support Team, Learning Support Team, Koorie Education
Team and both the VCE General and VCE Vocational Major Teams with regards to pathway opportunities for students at risk and their Career Action Plan
Tracking students who leave the school when they exit and six (6) months later or as required by DE (Destination data); and preparing for Census by accurately identifying the whereabouts of students
Conducting general pathways conversations and providing information for students with ¿drop in ¿ enquiries, related to matters such as subject selection, course changes, work readiness (resumes, applications etc)
Supporting the exit process relating to students under the age of 17 years, by liaising with families and providers, and completing the application for exemption and undertaking routine follow up at 3, 6 and 12 months post exit.
Maintaining the student mapping tool
Leading Strategic Resources
Promoting the variety of pathways that exist for students within the College through publicity, newspaper, College Newsletter, Careers Newsletter and the college website; providing targeted careers information to relevant students eg information about special programs, scholarships, merit based or interest based opportunities etc
Liaising with tertiary and post school providers to manage relationships and programs, including but not limited to University of Melbourne Equity Working Party; Schools Access Monash; RMIT SNAP; Deakin Equity and Access Program; LaTrobe Achieve; Chisholm Foundation; Federation University; Casey Tech Enterprise initiatives
In partnership with South East HeadStart, provide information to students, families and staff and promote the program; refer, select, manage and monitor participants and liaise with the HeadStart manager and school support coordinator
Participate in work based learning and networking opportunities, including SELLEN Work Based Learning, School to Work Portal Training; Work Based Learning App implementation; Jobs Skills and Pathways CoP; SELLEN AGM; and in opportunities such as Tech Fit (women in trades), Lunch with the Winners;
Manage a budget and liaise with the Business Manager on the budget
Other duties as directed by the Principal or their nominee
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for 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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
