Education Support - Vet Art

Parkville College is a multi-campus school that delivers education at Cherry Creek and Parkville Youth Justice Precincts, as well as Secure Care Units and our Flexible Learning Centre. Parkville College is a registered specialist school that delivers high quality educational programs to meet the needs of young people aged 10-21 years in custody.

Cherry Creek is a newly established campus of Parkville College, located in Little River, 50km southwest of Melbourne. Cherry Creek Youth Justice Precinct caters for young males aged 15-18 who have been sentenced to a youth justice centre order or who are on remand.

The education model at Parkville College emphasises strong local partnerships and flexible educational options that include the Victorian Curriculum (Foundation-10), Senior Secondary Certificates (VCE, VM, and VPC), and vocational studies. This ensures that students receive a comprehensive, globally and culturally responsive curriculum. At Parkville College, educators use a pedagogical model that incorporates High Impact Teaching Strategies and High Impact Engagement Strategies. This culturally responsive approach is underpinned by five practice principles, which include student empowerment and voice, connection to community and culture, strong and secure relationships, culturally safe spaces, and staff self-awareness and growth. The model promotes a critically conscious independent learner who is equipped to fulfill their unlimited potential.

Working in collaboration with the Department of Justice and Community Safety (DJCS) staff, educators at Cherry Creek provide students with differentiated and bespoke learning experiences. This approach ensures that young people in custody receive a tailored education that meets their specific needs and sets them on a path towards a brighter future.

This vacancy is located at our Cherry Creek campus, however all Parkville College staff may be required to work across other campuses/ sites within Parkville College.

SC1 Demonstrated ability to support an effective Art program that supports young people

SC2 Provide high-level art support to students with varying knowledge and ability

SC3 Demonstrate ability to provide expert advice in student engagement within a custodial setting

SC4 Demonstrate the ability to manage work priorities, schedule time, and support an effective Art program

SC5 Parkville College is guided by an evidence based culturally responsive pedagogy. Provide an example from your experience that demonstrates your understanding and implementation of cultural responsiveness.

The successful applicant will primarily be based at the Cherry Creek Campus, however, will not be assigned to a specific campus and may be required to work across other campuses/sites within Parkville College. The successful applicant also may be required to work some school holiday periods and/or Saturdays. 

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.

A position exists for an Education Support Officer who can work unorthodox school hours in a unique setting within a unique school. This position requires an Art teacher aid to work with students in a therapeutic manner on Residential Units within Parkville College. That is to say that this position is designed so that the successful candidate can perform outreach into the residential units of students and undertake Art classes as a therapeutic outlet distinct from academic classes within the school timetable.

The successful candidate will need to have a thorough understanding of the multiple and complex needs and issues of children and youth in custody. Further to this, the successful candidate will need to demonstrate outstanding professional relationships with Department of Justice and Community Service staff members who work within the residential units. Finally, the successful candidate will need to have a knowledge and expertise in Art tuition to engage and develop marginalised and sometimes resistant learners. The successful candidate will also need to follow a trauma-informed and consistent approach with school educators while working outside of the traditional classroom setting.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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 *******@education.vic.gov.au

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

Parkville College is guided by the Department of Justice and Community Safety (DJCS) and the Department of Families, Fairness and Housing (DHHS) operating policies and procedures. 

• 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