Cranbourne East Secondary College (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in 2011. The College is in Cranbourne East, approximately 55 kilometers south-east from Melbourne CBD.
The Cranbourne East community and cohort is very multicultural, with a significant number of students born overseas and coming from language backgrounds other than English. Students from refugee backgrounds make up approximately 5.4% of the entire cohort, EAL students 7.6%, and >1% of students are indigenous. The 2024 SFOE index is 0.4403.
As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding 2100 students, and expected incremental growth over the next few years.
The College currently has approximately 235 full-time and part-time staff that compose of teaching, education support, leadership, principal class, allied health, and paraprofessional staff. The Leadership Team is made up of an Executive Principal, 9 Assistant Principals, 14 Learning Specialists, 26 Leading Teachers, and 3 ES Leaders.
Cranbourne East Secondary College continues to develop a strong sense of community through areas of focus including house culture, student voice and agency, attendance and connectedness, transitions, SWPBS, and wellbeing.
CESC is known and respected for the high expectations we have of our entire community, in all aspects of college life. These expectations extend beyond agreed behaviours and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our comprehensive extra-curricular programs.
At Cranbourne East Secondary College, we stand by our purpose and motto:
'Giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success'.
We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our College values of Respect, Growth, Achievement, and Responsibility.
It is these values that form the basis of our positive school-wide behaviour recognition which also encompasses extra-curricular engagement, leadership, and community service.
Strategic focus areas to improve NAPLAN (Reading, Writing, and Numeracy) alongside student experiences, linked to Attitudes to School Survey, are on an upwards trend. There have been marked improvements in AtoSS in 2024 and 2025 alongside an increase to Year 9 students performing in the Strong and Exceeding bands in NAPLAN.
The College is organised into year level teams for both students and teachers. Year Levels are led by teams of teaching and ES staff, overseen by a Sub-School Assistant Principal. Teams include leadership in the space of connectedness, engagement, transition, and voice and agency.
English, Maths, Science, Humanities, and Health and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages compulsory in years 7 to 9 and offered as electives in year 10.
Enrichment and support interventions are numerus at the College, including Connect 4 Success, Effective Reading Program, English and Mathematics enrichment classes, Applied Learning Programs, and Hands on Learning. Equal are the extra-curricular opportunities like Inter-School Sport, instrumental music program, and annual College Production.
As students move into Senior School, broad and robust Victorian Certificate of Education (VCE) opportunities exist, with or without the Vocational Major (VM). Ongoing growth in our VCE results has led to a consolidation of median student study score of 30 in 2024. Students have an immense breadth of subjects to choose from, with high enrolment and participation in Vocational Educational Training (VET) on-site and with community providers.
Our highly resourced careers team ensures each of our students are provided quality individual counselling towards their chosen career pathway, whilst supporting careers education from year 7 in our Pastoral Program.
Our college wide, Instructional Model & Professional Learning Teams drive our teaching and learning practices. This approach to teaching and learning promotes consistency between learning areas and year levels, and supports targeted pedagogical approaches, using data, to meet students at their point of need to promote growth and achievement for every child.
We recognise and value the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. This team works closely with sub-school leaders and work extends into the classroom with a collective focus on trauma-informed practices, SWPBS, and tiered supports.
Demonstrated knowledge of careers education, vocational pathways and post-school transition programs, including VCE, VCE Vocational Major, VET, Structured Workplace Learning, School-Based Apprenticeships and Traineeships, tertiary admissions and employment pathways.
Demonstrated ability to coordinate careers and pathways programs, including workplace learning, compliance requirements, event management, record keeping and liaison with Registered Training Organisations, employers and external agencies.
Highly developed interpersonal, communication and counselling skills, with the ability to build positive relationships with students, families, staff, employers, tertiary providers and community organisations, and provide individualised career guidance.
Demonstrated ability to work collaboratively within a multidisciplinary school environment, contributing to whole-school improvement through effective partnerships, program development and student-centred practice.
Demonstrated organisational skills and the ability to exercise discretion and judgement, manage competing priorities, maintain accurate records, ensure legislative and policy compliance, and contribute to continuous improvement of careers and pathways services.
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.
Role Purpose
The Careers and Pathways Practitioner provides specialist careers education, vocational guidance and pathway planning services that support students to make informed decisions regarding education, training and employment. The role coordinates career development programs, workplace learning, Vocational Education and Training (VET), School-Based Apprenticeships and Traineeships (SBATs), Structured Workplace Learning (SWL) and post-school transition activities.
Working independently within established Department of Education policies and procedures, the Careers and Pathways Practitioner exercises discretion and judgement in coordinating programs, providing advice and establishing partnerships with employers, Registered Training Organisations (RTOs), tertiary providers and community organisations to improve student outcomes.
Careers Education and Student Support
- Provide individual and group career counselling for students across Years 7¿12.
- Support students with career planning, subject selection and post-school pathway decisions.
- Assist students with Career Action Plans, resume preparation, job applications, interview preparation and employability skills.
- Provide culturally responsive career development services for Aboriginal and Torres Strait Islander students, culturally and linguistically diverse (CALD) students and students with disability in consultation with relevant school staff.
- Maintain an accessible careers resource centre and provide careers information during recess and lunchtime.
- Promote career development opportunities through classroom presentations, assemblies, newsletters and school communications.
- Maintain contact with former students for destination tracking and ongoing transition support.
Career Development Programs
- Work collaboratively with the Careers and Pathways Team to design, implement and evaluate career development programs aligned with appropriate frameworks.
- Deliver career education sessions for students including VCE Vocational Major students and contribute to Year 12 study camps and transition programs.
- Organise careers expos, tertiary information sessions, employer presentations, Open Days and industry forums.
- Participate in course counselling programs and parent/student information evenings.
Vocational Education and Workplace Learning
- Support the school's VET, School-Based Apprenticeship and Traineeship (SBAT) and Structured Workplace Learning (SWL) programs.
- Support the Year 10 Work Experience Program including promotion, employer liaison, student placement, documentation and compliance.
- Ensure students complete mandatory Safe@Work requirements prior to workplace learning.
- Liaise with Registered Training Organisations (RTOs), employers and industry representatives to identify vocational opportunities for students.
- Meet with students, parents and RTO representatives to complete apprenticeship, traineeship and VET documentation.
- Monitor student participation, attendance and completion of VET, SBAT and SWL programs.
- Ensure all documentation is accurately completed and provided to the VASS Coordinator for data entry.
- Process WorkCover claims relating to workplace learning programs where required.
Administration and Compliance
- Maintain accurate records of student participation in VET, SBAT, SWL and work experience programs.
- Ensure compliance with Department of Education policies, Child Safe Standards and workplace learning requirements.
- Educate staff and students regarding the use of the Structured Workplace Learning Portal.
- Disseminate attendance information and program updates to relevant school staff.
- Prepare reports and documentation for school leadership and Department requirements.
Partnerships and Community Engagement
- Develop and maintain productive relationships with employers, tertiary institutions, Local Learning and Employment Networks (LLENs), Local Jobs Program providers, industry groups and community organisations.
- Represent the school at careers network meetings, LLEN meetings, industry forums and professional associations.
- Act as a resource person for students, parents, staff, employers and external agencies regarding careers, pathways and vocational opportunities.
- Promote partnerships that enhance student career education and employment outcomes.
Professional Collaboration
- Participate in Careers Team, Sub-School, and Student Support Group meetings.
- Work collaboratively with teachers, wellbeing staff, disability inclusion staff and school leadership to support student pathways.
- Keep school staff informed of developments in labour market trends, tertiary education, apprenticeships, vocational education and workforce opportunities.
- Contribute to future planning and continuous improvement of careers and pathways programs.
- Participate in professional learning to maintain current knowledge and skills relevant to career development and vocational education.
Professional Responsibilities
- Establish and maintain effective working relationships with colleagues, students, parents and community partners.
- Perform duties professionally, ethically and in accordance with Department policies.
- Maintain confidentiality and comply with Child Safe Standards, Occupational Health and Safety requirements and school policies.
- Demonstrate regular attendance, punctuality and professional conduct.
- Pursue ongoing professional learning to enhance knowledge, skills and effectiveness in the role.
Other duties as directed by the Principal Team.
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
- 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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
