Overview Work Type: Fixed-term - Part-time Salary: Salary not specified Grade: Education Support - Level 1, Range 3 Occupation: Education and training Location: Hume - Wodonga Reference: 1517297 Location Profile The Benalla Flexible Learning Centre has a student population of approximately 100 students ranging from Year 7 - 12. Benalla FLC believes that every student has a right to an education and that all students can achieve their goals and provide educational opportunities for young people who have disengaged from mainstream education. We believe that for students to be able to achieve success in achieving their goals we need to foster student¿ individual interests, encouraging their active participation in the learning process, and develop the ability to apply knowledge and skills to life experiences and the challenges that life brings. Benalla Flexible Learning Centre is a part of the North East Flexible Learning Network, which has four campuses throughout North East Victoria including Shepparton, Wodonga and Seymour with over 400 students enrolled across the four campuses. We believe in our school moto of Every student, every opportunity, Success for all.¿ And work to instil our school values of Respect, Resourcefulness, Resilience and Reliability. We are looking for a teacher who can easily adapt to an ever-changing environment, be flexible in their teaching and learning practice and can positively respond to the challenges of an alternative approach to meeting student needs. We are looking for an educator with a passion for teaching and strengths in teamwork, fairness and positivity. The students that attend the North East Flexible Learning Network have a number of influencing factors including but not limited to:
* Long term disengagement from education.
* Low level Literacy and Numeracy skills.
* Low learning confidence.
* Low level personal and social skills.
* Diagnosed and undiagnosed disabilities.
* Mental Ill-health.
* Traumatic experiences in their past and/or present.
* Rural and remote student who need to travel a significant distance to attend school.
* Significant periods of home schooling.
* Out of home care.
These factors have a significant impact on the way in which our students learn. Our school therefore has a flexible approach to teaching and a unique way of working with young people and their families/carers that does not align with mainstream education. If you are not truly passionate about working with disengaged youth and having the students at the centre of every decision that you make, our school and this job are not for you. The school assesses against the Victorian Curriculum and offers VCE-VM and VPC options to our senior students. Every student has an Individual Education plan which is created and updated termly with the student, their families/carers, support teams and Learning Mentor. The school's focus is on building strong, professional relationships with students to encourage confidence and a safe space for optimal learning to take place and for our young people to achieve their goals. Deep understandings and the ability to model appropriate boundaries when working with students, their families cares and other staff is essential. The successful applicant must be able to demonstrate a high level of emotional self-regulation and personal management practices to work daily with staff and our vulnerable young people who may have experienced complex trauma. More information can be found at our website: www.nefln.vic.edu.au Selection Criteria SC1 Highly developed communication and interpersonal skills and an ability to maintain comprehensive data on students SC2 Demonstrated ability to undertake individual careers counselling for students and families SC3 Capacity to coordinate the delivery of a range of careers support services SC4 Demonstrated ability to lead school pathways and transition planning, supporting students and parents SC5 Demonstrated ability to develop and maintain networks that enhance the provision of effective internal and external services for students Role 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. Responsibilities Design and deliver classroom-based career development programs and activities informed by the Victorian Careers Curriculum Framework and which support students to gain the skills, knowledge, behaviours and capabilities to manage their careers throughout their life. Facilitate the development of Career Action Plans for all students, including EAL and indigenous students. Provide individual careers counselling to all students prior to VCE/VPC/VET subject selection and further education and training course selection. Provide targeted support appropriate to student's needs, if they are identified as being 'at risk' of early leaving or not making a successful transition to further education, training or employment, as identified through school mapping process. Undertaking a formal exit interview with any student leaving school before commencing Year 11 that includes:
* completing a transition from school exit form
* counselling of options
* referral to relevant education or training institutions
* referral to appropriate transition support programs or agencies
* provision of any relevant documentation to support the young person's transitions
Coordinate and maintain destination data on exiting students Provide a one-on-one counselling service for students, parents, and the wider school community Develop and sustain quality record keeping practices Develop and maintain a relevant and current career service room/library Provide culturally aware career development programs and services for indigenous and EAL students Develop students' skills in resume and cover letter writing and interview skills Participate in running school careers expos and activities Facilitate Year 10 work experience program, incorporating safe @work Coordinate and organise Pathway activities/speakers relevant to students' interest Assist in the delivery of information on all post compulsory options and VTAC selection system to the school community as part of the pathways team Maintain professional relationships with external training, education, employment and community organisations to provide diverse range of pathway options for students Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion 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 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. 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:///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:///pal/values-department-vps-school-employees/overview Other Information This position is based at Benalla Flexible Learning Centre Campus Applications should include:
* Demonstrated experience within Careers/Pathways Programs. As qualifications are a requirement of this position, the successful applicant must have a minimum Cert IV in Careers Development or indicate a preparedness to complete an appropriate course.
* A cover sheet
* A specific response to all of the key selection criteria and position details
* A CV with a summary of experience and qualifications
* The names, email address and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.
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:///hrweb/Pages/default.aspx
Applications close Wednesday 25 February Posted 12 February 2026