Strathmore Secondary College is situated between Pascoe Vale Road and the Moonee Ponds Creek in the northern suburb of Strathmore. The school was founded in 1957 with 186 students. The population has grown considerably and now the school draws the majority of its population of over 1900 students from within the designated neighbourhood area bounded by Strathmore Heights, Pascoe Vale and Essendon.
Strathmore Secondary College employs a total of 203 teaching and non-teaching staff. In such a large school facilities and space are at a premium. The students are placed within one of five school teams vertically structured across Year 7 - 12 and are supported by core teachers in Faculty Areas. Junior school team leaders and coordinators work closely with Year 7 / 10 students, teachers and parents to develop positive relationships to support student learning. VCE leaders and team coordinators, supported by a VCE Administration officer and Careers Coordinators, work with Year 11 and 12 students to achieve outstanding results so students reach their desired pathways. Outcomes for Strathmore Secondary Students are positive with VCE results well above the state average in study scores and real retention rates at 75% compared to a state average of 50%.
Strathmore Secondary College provides a learning environment that is both inspiring and nurturing. While restricted in its long-term planning for school facilities, the physical structure of the school welcomes young people and provides a stimulating, respectful and innovative environment in which learning is valued. It also offers a very strong welfare and pastoral care environment lead by a number of specialist and welfare staff.
The strengths of the college are in its commitment to academic excellence, music, the visual and performing arts and sport. These programs provide diverse opportunities for students including school productions, music concerts, art and technology exhibitions, and sporting carnivals-allowing students to develop leadership and collaborative skills in a range of non-classroom settings. They are also important opportunities for the broader school community to gather and celebrate. In addition the school has a well-developed international student program.
The College has become a high performing school by implementing an instructional model based on research from McREL, Marzano Institute and Learning Horizons. This has led to improvements in student outcomes and enabled teachers to develop as classroom practitioners with clear expectations around pedagogy. This instructional model is supported by the work of instructional coaches and weekly professional learning community teams. The College has a long history of using technology and has recently moved to a 1:1 Bring Your Own iPad program. This provides students with access to digital technology in every class to engage students and develop them as global citizens.
The school provides leadership in the teaching of science, technology and mathematics in Victoria in conjunction with the Victorian Space Science Education Centre (VSSEC), which was established on the school site in 2006. VSSEC is a unique resource that is one of six specialist Science centres in the state. VSSEC is integrated with College programs and provides quality teacher professional development to ensure that teachers are exposed to the latest developments and innovations in science and technology.
At a wider community level, Strathmore Secondary College works cooperatively with other schools and educational providers within the Moonee Valley district to ensure that the educational needs of all students are met by the provision of a range of educational pathways.
OTHER INFORMATION
Please ensure 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 Who May Apply section.
- Names and contact numbers (telephone and email) of two referees
- 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.
SC 1: Demonstrated knowledge of career development theory and practice and demonstrated ability to apply this to the development and delivery of course, careers, and pathways counselling and programs within a secondary educational environment.
SC 2: Demonstrated highly developed organisational, communication (verbal, written, and IT skills) and interpersonal skills, including the ability to work collaboratively in a team environment.
SC 3: Demonstrated ability to deliver career development programs for Year 7 to Year 12 students.
SC 4: Demonstrated experience administering VET, Work Experience, SWL or similar initiatives.
SC 5: Demonstrated capacity working with young people and communities, providing advice and support on matters relating to careers and educational pathways, together with current knowledge of agencies, networks and community services related to careers and pathways programs.
The Careers and Pathways Practitioner supports the organisation and implementation of high-quality career education activities with a particular focus on coordinating the Work Experience and Morrisby programs. The Practitioner requires a sound understanding of young people's needs, detailed knowledge of education and employment pathways, and the capacity to work in a team and independently to meet the varied accountabilities of the role.
QUALIFICATIONS
Formal qualification in careers counselling and pathways management or other formal qualification or experience relevant to the position.
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 employees 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 include:
- Assist Years 7 to 12 students to develop meaningful Career Action Plans.
- Provide information and advice to Years 9, 10 and 11 students about subject selection.
- Conduct pathway planning sessions with Year 12 students and help them to manage their VTAC preferences.
- Assist students with course-related documents (e.g., personal statements, SEAS applications, university applications, scholarship applications, enrolment forms etc.)
- Assist students to develop high-quality job applications and interview skills.
- Assist with the organisation and facilitation of group/class-based career education activities.
- Assist with the evaluation and improvement of the school¿s career education services.
- Lead a culture of success for all students taking part in VET/SWL/SBATs within the VCE VM and VPC, and boost the profile of vocational learning across the school.
- Manage Work Experience including managing the school¿s responsibilities for workplace visits and compliance with health and safety regulations in the workplace for our students.
- Manage My Career Insights (Morrisby) as part of the Careers and Pathways team.
- Publicise careers-related information to staff, students, and families (e.g., VTAC, Open Days, Scholarships, Industry programs etc.)
- Network with external education and training providers, employers, and community organisations to foster positive relationships.
- Work with the leadership team to design and deliver career development programs based as required.
- Participate in running school information nights
- Attend local Careers network meetings and some career practitioner briefings at TAFEs throughout the year
- Be a champion for One VCE through the engagement with Senior Secondary reforms across the school and wider community
Other duties as reasonably directed by the Principal.
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
- 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
