Student Pathways

Job Summary This position will be based at our Mornington Campus and may include a teaching role. Staff employed by Oakwood School are employed to the school and not a specific school location and may be moved between sites with consultation depending on student and school needs. Background We believe that all students should be able to thrive in mainstream school; however, for a small percentage of students this is not always possible. Oakwood School provides opportunities for young people, of secondary school age who have disengaged from school or where a mainstream school learning environment is seen to be inappropriate to meet the young person’s needs. The background of students at Oakwood School is diverse but they have in common the experience of trauma in their lives through violence, family breakdown and associated mental health issues. Many have not engaged in learning as a result of chronic anxiety or specific learning or language difficulties. Oakwood School provides a safe and supportive learning environment that enables young people to reconnect with teachers and learning, embodied in Oakwood’s intent of Learning, Respect and Empowerment . Program Overview The program is centred around a developmentally responsive personalised learning and pathway plan with a focus on the development of literacy, numeracy, social development, pursuing student interests and studies of Art and Physical Education. Oakwood School has campuses in Caulfield Park, Noble Park, Frankston and community venues in Hastings, Rosebud, Pakenham and Mornington. A senior program at Longbeach Place in Chelsea delivers a re‑engagement pathway, offering a Victorian Pathways Certificate and vocational education options. Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills; demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high‑impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning; demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills; demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values; demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. Role The classroom teacher classification comprises two salary ranges – range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills to effectively engage students and improve their learning. As teachers gain experience, their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake additional duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. Responsibilities Provide expert advice in the professional field, influencing the strategic approach to student support and learning. Apply sound theoretical knowledge and practical expertise in developing service delivery options. Keep abreast of the latest career/pathways software packages and ensure students have access to current material and high‑quality technological equipment. Develop assessment processes including online assessment and career aptitude testing. Keep up to date with government changes to funding, specialised scholarships, grants and Centrelink requirements. Provide advice to agencies, schools and parents/carers regarding the induction process at Oakwood School. Ensure an understanding of the current profile of students at Oakwood School. Practice Deliver a professional support service in a school. Ensure the provision of high‑level advice to students, carers and workers regarding educational pathways plans, career advice and referral to other providers. Work with other members of the well‑being team assisting with the organisation of meeting schedules for the induction process. Ensure ongoing contact/dialogue with agencies, professionals and parent/carers regarding student wellbeing and refer students as and when appropriate. Attend regional network briefings and disseminate information and practice across the Oakwood School network. Keep secure and confidential records of all young people referred, record data and implement evaluation processes. Collect, interpret and analyse data to inform and provide authoritative advice to senior management. Work with vulnerable young people to develop career and pathway plans. Work with other educational institutions and course brokers to ensure young people have access to the most appropriate options. Gain membership of relevant career and community networks to promote the service and keep up to date with community programs. Engagement Assess new referrals and arrange initial contact. Refer young people to other agencies as appropriate and ensure follow‑up as part of the process. Prepare sessions for the Transitions class, in particular for the Pathway and Personal Development modules. Follow up with clients that have transitioned to further education/employment and continue to provide support. Who May Apply 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The department provides reasonable adjustments for staff with disability. Child Safe Standards Victorian government schools are child safe environments. All school staff are committed to protecting students from abuse or harm in accordance with child safe standards. For details see the Child Safety Code of Conduct: Child Safe Standards Policy . Department Values The department’s employees commit to upholding the values of Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information on the department values is available at Department Values Overview . Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching. 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. 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. 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 will be provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at HR Web . #J-18808-Ljbffr