CRITERIA
SC1 Capacity to plan and provide high quality pathways (Tertiary/TAFE/Apprenticeship/full time sustainable employment) advice to students and families at a cohort, class and individual level.
SC2 Demonstrated highly developed organisational, communication, and interpersonal skills.
SC3 Capacity to build positive working relationships with a wide range of stakeholders including:
students and their families
school staff
work experience providers
tertiary providers; and
other relevant key stakeholders (agencies and organisations)
SC4 Demonstrated capacity to work cohesively in a team environment and contribute to positive outcomes for students.
SC5 Capacity to develop and implement programs to support student careers and pathways development.
ROLE PURPOSE
The Student Pathways/Careers Counsellor is a member of the College Careers/Pathways Team and works under the direction of the Careers/Pathways Principal Calss Officer to support the planning, implementation and evaluation of comprehensive Careers Education, pathways and transition programs for students in Years 7¿12.
The role provides students and families with high-quality careers and pathways advice, supports effective transitions beyond school, and works collaboratively with College and Campus teams, external agencies, tertiary providers and employers to maximise student engagement, participation and post-school pathway opportunities.
Required qualification: Diploma or Certificate IV in Careers Education.
TEAM INVOLVEMENT
The Student Pathways/Careers Counsellor works collaboratively with:
- College Careers/Pathways Team
- Careers/Pathways Leading Teacher
- Campus Student Management and Wellbeing Teams
- Connect Teachers
- Student Wellbeing Team
- Campus and Team Leaders
- Curriculum and KLA Leaders, as required
- VCE, VCE VM and VET teams
- Universities, TAFEs, training providers, employers and community organisations.
KEY RESPONSIBILITIES
- Work as a member of the Careers/Pathways Team to develop, implement and evaluate comprehensive, data-informed Careers Education, pathways and transition programs, ensuring key processes and timelines are met throughout the year, across the College.
- Support the delivery of Careers Education to students in Years 7¿9, ensuring students develop an understanding of career exploration, the world of work, transferable skills and future pathways.
- Work with the Careers/Pathways Team to ensure all Years 10¿12 students have a documented and regularly reviewed Individual Career Action Plan.
- Ensure students on the allocated campus maintain a digital Individual Career Action Plan that reflects their career interests, goals, subject selections and post-school aspirations.
- Provide careers and pathways advice to students and families, particularly students in an allocated Year 9¿12 cohort, including advice regarding:
- senior secondary course and subject selection;
- VCE, VCE VM and VET pathways;
- tertiary education and training options;
- VTAC and other tertiary application processes;
- apprenticeships and traineeships;
- Headstart
- employment and further training opportunities.
Student Transition and Engagement
- Work closely with Campus Leaders, Team Leaders, Student Wellbeing and other relevant staff to identify and provide early intervention for students at risk of disengagement or early school leaving.
- Monitor and support the transition and exit processes for students leaving school prior to completing Year 12, with particular attention to students in Years 9 and 10.
- Liaise with Adult and Community Education providers, training organisations and other external agencies to develop appropriate alternative pathways for students at risk of early school leaving.
- Contribute to the development and coordination of the Senior Campus Transition Program (Delahey Experience) for Years 9 and 10, including VET transition opportunities.
- Support students to develop the skills, knowledge and confidence required to successfully transition to further education, training or employment.
Course Counselling and Student/Family Support
- Participate in and contribute to the organisation and delivery of student and parent/carer Careers and Pathways information sessions, including:
- year-level Careers and Pathways information sessions;
- Year 10 course counselling;
- VTAC and tertiary course counselling;
- individual student and family/carer counselling appointments.
- Collaborate with the Careers/Pathways College Team to support and build the capacity of College leaders and relevant staff to effectively conduct Year 10 course counselling.
- Provide advice and resources to Connect Teachers to support the delivery of Careers Education programs within the College.
- Assist students with career planning, course selection, interview preparation, professional portfolios, resumes/CVs and other employment-readiness skills.
Partnerships and Pathways Opportunities
- Maintain and develop effective professional relationships with universities, TAFEs, Registered Training Organisations (RTO), employers and community organisations to provide students with diverse and meaningful pathway opportunities.
- Contribute to the organisation and delivery of Careers Expos, university and TAFE visits, employer engagement activities, information sessions and other careers-related events.
- Work collaboratively with relevant internal and external stakeholders to identify emerging pathway opportunities and ensure current and accurate careers information is available to students and families.
Communication, Compliance and Professional Practice
- Contribute relevant Careers and Pathways information to the College website, newsletters and other communication platforms.
- Maintain current knowledge of careers education, tertiary admissions, VET, apprenticeships, employment pathways and relevant government initiatives through professional learning, professional networks and Careers/Pathways Team meetings.
- Work collaboratively within the Careers/Pathways Team to ensure College Careers Education and pathways processes comply with relevant Department of Education requirements, government regulations, policies and procedures.
- Maintain appropriate records and data relating to Careers Education, Individual Career Action Plans, student pathways and transition outcomes.
- Work closely with all relevant stakeholders to contribute to a Child Safe College environment and comply with the College's Child Safe Standards and procedures.
- Undertake other duties as required by the Principal or Careers/Pathways Leading Teacher, consistent with the role and classification.
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
College Profile
Copperfield College is a large, multi-campus secondary school located in Melbourne's north-west. The College comprises two junior campuses (Years 7-10) in Kings Park and Sydenham, and a senior campus (Years 11-12) in Delahey. We serve approximately 2,000 students and are supported by 150 EFT teaching staff, 70 EFT Education Support staff, and seven Principal Class personnel. The College has a Student Family Occupation and Education (SFOE) index of 0.65, reflecting a significant level of social disadvantage within our community.
Copperfield College is highly culturally diverse, with approximately 40 per cent of students from a language background other than English. Despite the challenges associated with this context, the College performs at or above expectations when compared with schools of a similar profile, particularly in VCE outcomes.
The College's mission 'to empower every student to aspire and achieve' is central to our work and underpins the Copperfield College Strategic Plan. This plan, together with the 2026 Annual Implementation Plan and the 2025 Annual Report, is available on our website:
www.copperfieldcollege.vic.edu.au
Our strategic direction focuses on delivering consistently high-quality teaching and learning through a Guaranteed and Viable Curriculum, with a strong emphasis on reducing in-school variation. Building the capacity of all teachers to collaborate effectively within Professional Learning Communities is a key priority, enabling the delivery of differentiated and responsive learning for every student. Improving literacy, numeracy, and student wellbeing remains a core focus across the College.
Copperfield College is a significant provider of VET in Schools and a key member of the Brimbank VET Cluster. As the lead school of a Technical Trade Centre, we offer programs including VET Automotive, VET Electrotechnology, and a range of other vocational pathways. The College also places strong emphasis on co-curricular programs and student leadership opportunities.
The College sustains a stable International Student Program, with 40 international students currently enrolled. English as an Additional Language (EAL) is delivered across all campuses, including a Multicultural Education Aide (MEA) support staff, alongside two Languages Other Than English (LOTE), one of which is supported by a longstanding sister-school partnership of more than 27 years with Fuji Junior High School in Japan. The College also offers an Excelling Program (SEAL) for students performing above, ensuring that high academic students needs are appropriately met. An Excellence in Sports Program (Basketball) is running working together with Keilor Thunder Basketball.
Positions advertised at Copperfield College are not campus specific. Staff are deployed according to student learning needs, with opportunities to move campus on an annual basis.
Copperfield College is recognised as a leading public education provider, characterised by high expectations, academic rigour, strong outcomes, and a culture of continuous improvement.
School Vision & Mission
Inclusive and Supportive Environment
A safe, inclusive, and empowering learning community where every student is valued and supported.
Personalised and Future-Focused Learning
Evidence-based, differentiated teaching that unlocks individual potential and prepares students for diverse post-school pathways.
Holistic Development
A rich and balanced curriculum offering strong academic, vocational, creative, and co-curricular opportunities that build character, confidence, and lifelong skills.
Community Partnerships and Shared Purpose
Strong collaboration with families, industry, and tertiary partners under the banner 'One College, Three Sites, One Family', working together to shape futures and empower all students to aspire and achieve.
Values
At Copperfield College, we value:
Respect, valuing every individual's identity, voice, and experience, and fostering a culture of trust, empathy, and understanding.
Responsibility, acting with integrity, making informed choices, and contributing positively as active and caring citizens.
Relationships, building inclusive, collaborative, and supportive relationships that enhance belonging, wellbeing, and shared growth.
Excellence, maintaining high expectations and a commitment to continuous improvement, enabling every student to reach their full potential.
Copperfield College is fully committed to the Victorian Child Safe Standards and to providing a safe and supportive environment for all students.
