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Form of workParkville College is a multi-campus college spanning the Parkville Youth Justice Precinct, the Cherry Creek Youth Justice Precinct and the Secure Welfare Units in Maribyrnong and Ascot Vale. It is the only Victorian Government School that operates 52 weeks per year.
Parkville College is a registered specialist school that delivers senior secondary certificates for all children and young people detained in the custody of the Department of Justice and Community Safety and Department of Health and Human Services.
The College delivers education to, and in the best interest of, some of Victoria's most vulnerable, yet inspiring children who are filled with unlimited potential. The Parkville College education model incorporates strong local partnerships to deliver a flexible range of educational options including VCEVM, VPC, and VET, in addition to the provision of holistic support to meet well-being needs and rehabilitative goals. In recognition of the custodial environment and existing educational disadvantage, the school program includes weekends and term breaks to enhance the learning opportunities for the children and young people in Secure Services.
SC1. Demonstrated high level knowledge of and experience with:
a. Students in the youth justice system and/or employment pathway planning and support
b. Careers, VET, vocational pathways, industry, school structures, and operations
c. Professional development design, delivery, and implementation
SC2. Demonstrated ability to work with marginalised young people, their families, and communities to achieve positive outcomes.
SC3. Demonstrated proficiency in stakeholder management, including negotiation, working cooperatively, building sustained partnerships, and managing agreements with and between a range of stakeholders such as students, parents/carers, school-based staff, employers, support services, and peak bodies.
SC4. Demonstrated proficiency in project management, including an ability to apply and to support others to apply critical, creative, and innovative thinking to design and deliver a successful initiative. Further, demonstrated ability to monitor and assess outcomes against agreed criteria (student, school, and program objectives) and respond agilely in instances where outcomes are falling short of expectations.
SCS. High-level verbal and written communication skills, which includes preparation of reports, development of resources, and presentations as required.
SC6. Parkville College is guided by an evidence based culturally responsive pedagogy. Provide an example from your experience that demonstrates your understanding and implementation of Culturally Responsive Practice.
The successful candidate will be allocated to the Work and Industry Transitions Team and will be required to work across both Parkville and Cherry Creek campuses as well as provided targeted outreach support to students who have transitioned into community. They may also be required to work some school holiday periods.
Work and IndustryTransitions Advocates are the key people working to support Parkville College students to connect with Victoria¿s state-wide network of employers, training providers, and community support services. The aim is to establish access to opportunities and support systems for young people exiting the Victorian Youth Justice Centres who are seeking employment. The role is designed to link together young people, Parkville College transitions staff, to employment, vocational training, and Industry representatives, opportunities, and supports.
The primary function of this role is to develop and deliver a throughcare model that supports Parkville College students prior to their release from custody, then as they transition into the community, and finally into ongoing engagement with employment and training opportunities, supports, and pathways in their local communities.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resources, and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
A Parkville College Work and IndustryTransitions Advocate working in a team within the broader Transitions Team will have key responsibilities for the following:
· Build trust with Parkville College students and their key supports that will enable them to engage in meaningful conversations about their training and employment ambitions, skills, support needs, etc.
· Working closely with the campus-based Transitions Staff to coordinate employment and training pathway planning between the student¿s key stakeholders including but not limited to Parkville College transitions staff, Jobs Victoria jobs mentors, Youth Justice case managers, and family and community supports.
· Working with an active caseload of at least 30 students, and their key supports, to ensure that they are properly supported to prepare for and start engaging with employment and training opportunities and supports upon release from custody.
· Work with stakeholders in the community to build their knowledge and capacity of the Youth Justice system and how best to support young people currently involved in it.
· Record and analyse data pertaining to employment pathways from Parkville College and periodically report on key measurements to leadership and any relevant funding providers.
· With their involvement, develop education, training and employment pathways for young people involved in Youth Justice that are directed to the full development of the young person and suitable for their needs and circumstances.
· Advocate for enrolment of young people into training providers, and for access to employment supports, pathways, and opportunities.
· When appropriate, engage in meaningful and intentional outreach with young people, their families and support networks to support engagement in training and employment pathways.
· Provide a child safe environment in accordance with the child safe standards and the Parkville College philosophy.
· In collaboration with teaching staff and/or stakeholders, design and deliver materials and sessions that support students to develop skills and knowledge required for success in their chosen education, training, and/or employment pathways.
· Contact students and/or their key supports at scheduled points throughout their first 6 months post release. This contact will be to monitor the success of pathway engagement and identify and understand any barriers/challenges and opportunities to improve service delivery going forward.
· Maintain up-to-date records and data that accurately reflect the engagement, achievements, challenges, and experiences of PC students in education, training, and employment pathways.
· Collaborate with each student¿s care team to ensure that students are linked with appropriate support services for any support needs outside of training and employment.
· Engage stakeholders to establish and foster relationships with employers and Industry representatives with the purpose of brokery suitable exposure, pathway and employment opportunities for young people involved in Youth Justice.
· Liaise with relevant government departments to understand and utilise relevant policy and legislation to resolve issues regarding enrolment or access to employment as necessary.
· In collaboration with Transitions Team Leader and Manager, identify the most valuable ways to utilise available brokerage for young people that will support their engagement and success in education, training, and employment pathways.
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
At least 2 years of experience in a similar youth development role, Youth Work/Social Work/Community Services/Career Counselling/Teaching/Education or other related disciplines is highly desirable.
- 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
