Job Description Location: Melbourne | Southern Metropolitan Job type: Part time / From 28/01/2025 - 19/12/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Other Reference: 1449682 Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. SC2 Demonstrated capacity to work and collaborate with others in a team environment. SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills. SC4 Possess the technical knowledge and expertise relevant to the position. SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area. SC6 A commitment to professional learning and growth for both self and others. Role General Duties: (Tasks include but are not limited to): Prepare and distribute Newsletters relevant to meaningful pathway opportunities for students Maintain pathways noticeboard and resources Contribute to college Pathways policies and processes Participate in relevant meetings as required, attend professional learning to keep current with vocational/careers/pathways trends and knowledge Maintain Pathways files and organisation and disseminate information to the relevant year level teams Assist with transition from school processes as part of Pathways Team Provide subject and program support for Pathways Team, as required Responsibilities The Pathways Team Assistant will be responsible for providing support to the Pathways team at Parkdale Secondary College. The Pathways Team Assistant will work collaboratively with staff, including the Principal Class Team, Pathways and Community Engagement Leading Teacher, Year Level Leaders, Careers Advisor, Vocational Programs Coordinator, Year Level Coordinators, Inclusion Team and any other relevant stakeholders to facilitate appropriate and meaningful pathways support for students through secondary school. Work Experience In collaboration with Student Management and Pathways team, oversee the Work experience program and associated tasks, including: assisting students to source placements collecting and sharing data maintenance of database & records operate as a key contact for employers disseminate relevant information regarding student placements and assist in organising programs/activities for students. coordinate teacher visits undertake workplace visits ensuring compliance with OH&S requirements ensuring compliance with DET policy Preparing presentations and attend Year 10 classes to present on the work experience program. Structured Workplace Learning (SWL) Oversee the SWL program Work in collaboration with Pathways, VCE - VM and Student Management Teams to facilitate student programs. operate as a key contact for employers disseminate relevant information regarding student placements and assist in organising programs/activities for students. This involves guiding and supporting students in sourcing placements, initiating contact with employers on behalf of students, establishing and maintaining positive relationships with employers, undertaking workplace visits, and ensuring compliance with DE policy. Vocational Education and Training (VET) Provide support for students to access VET programs and work in collaboration with the Pathways and Student Management Teams. researching and maintaining current information about VET programs collating and processing applications setting up and maintaining the database of students involved in VET tracking attendance/results and liaising with Pathways and Student Management Teams, students and parents when necessary, communicating with RTOs/Group Training Companies/employers/parents in relation to VET issues ensuring successful partnerships with RTOs, supporting students at RTOs to enable smooth transition into VET programs informing relevant stakeholders of issues and follow up with students/parents/RTOs/Group Training Companies/employers as required providing timely information for VASS coordinator providing information as required to Business Manager and other administration staff to ensure accurate and timely payment of invoices and enrolments. School Based Apprenticeships & Traineeships Liaising with HeadStart, students and families to facilitate School Based Apprenticeships. VCE - Vocational Major In collaboration with the VCE ¿ VM Leader, coordinate and oversee the SWL and Work Experience programs for Vocational pathway students operate as a key contact for employers disseminate relevant information regarding student placements and assist in organising programs/activities for students. Students with Additional Needs ¿ Work collaboratively with the Inclusion Team and other Teams as necessary to support the students. Subject/Pathway Selection ¿ Work collaboratively with the Pathway and Year Level Teams to support the students as required in the course selection process and collation of data. Year level program support Support year level specific programs and activities such as mock interviews, Morrisby testing, Work Experience, safe@work, barista, first aid, RSA, CIC training, VTAC/Careers expo, career panels etc. Attend relevant planning meetings for year level programs as required. Pathways Support for students Provide support for individual students as and where appropriate/required Other duties As directed by the Principal Team Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment 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. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au Child Safe Standards 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 DE Values 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 Conditions of Employment 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 Location Profile Parkdale Secondary College is a zoned school located in the southern suburbs of Melbourne. It has a reputation as being community focused and providing students with a safe, engaging and supportive learning environment where success for each student is paramount. Parkdale Secondary College provides a dynamic and stimulating learning journey. Each student is challenged to grow, develop their potential, become an active learner and be an effective and caring member of the wider community. The College vision, structure and programs are reflected in the Parkdale Building Block Framework; the Parkdale Principles -¿5Ps¿ - guide student expectations and learning: Punctuality, Preparation, Purpose, Participation and Probity. The College¿s Teaching and Learning framework is shaped by the Melbourne Declaration and enacts the DET and ACARA requirements. Parkdale provides a diverse range of curriculum. Programs have grown over the past 5 years with the curricular and co-curricular offerings providing students more opportunities and options. The Junior School ¿ Year 7 and 8 - exposes students to a breadth of curriculum. There is a focus on student connectedness, relationships, and collaboration. A small number of teachers work with the one tutor group for 2 years. Year 9 is the transition year with students undertaking discipline based units, four days of each week with the CONNECT program operating each Wednesday. In Year 10, students begin their pathways program within the senior vertical timetable. Three distinct pathway programs operate in the senior school ¿ Year 10/VCE, VCE + VET, Applied Learning/ VCAL/VET. These programs are complemented by the Year 10 Learning Journeys program focusing on pathways, resilience and student connectedness and the VCE program including SACs, study approaches and pathways planning. Students can also access the enhanced learning programs that are outside the traditional curriculum: the Arts Enhanced Program (AEP) in music and dance; the Elite Sports Program (ESP)¿ AFL, soccer, basketball, netball, triathlon, and golf; the Writing Is Necessary Program (WIN) and the Science, Technology Enhancement Program (STEP) with the themes of Dissections, Formula 1, Robotics and environmental investigations. The growth in these enhancement programs has been in response to student demand for high level program engagement. A comprehensive Wellbeing Program based on authentic relationships with tutors and teachers is supported by a Wellbeing Team including a qualified Psychologist, counsellor and Wellbeing Officers. The College has strong links at the local, national and international level. We want our students to develop a global perspective. Parkdale Secondary College has developed the Parkdale Community Precinct. This precinct includes indoor sporting facilities, theatre and performing arts areas, Children¿s Hub, external playing fields and car parks. A governance model has evolved through the cooperation of the partners ¿ the City of Kingston, Mordialloc Community Centre and Parkdale Secondary College, with the model now a blueprint for other schools and local governments. The precinct caters for many thousands of community members each week. The educational vision has been complemented by the upgrade of physical space to allow 21st century pedagogy. The College has largely been rebuilt since 2010. Stage 1 was completed in 2010 with Stage 2 of the program completed in 2013: three new Gyms; Visual Arts Centre with 8 rooms; Performing Arts Centre with a 350-seat Auditorium; 2 Music Classrooms; 3 Tuition Rooms; a Green Room and a Foyer. The new Senior School Centre was completed in May 2014 and the Children¿s and Family Intergenerational Hub was completed in August 2014. The focus of improving student outcomes has always been central to the College vision. The use of data to inform College Council, staff, parents and students on the progress of the College, Year Level cohorts, classes and individual students is regularly undertaken. Teachers reviewing their practice underpins professional learning, Curriculum workshops and the review process. The move to a common instructional model ¿ CDT- has led to a focus on consistency in curriculum development and implementation and the development of differentiated formative and summative assessment. This continues to be a central focus of the College¿s teaching and learning processes.