Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1551992
Translate the School Strategic Plan and Annual Implementation Plan into coordinated, measurable school-wide improvement priorities.
Lead consistent application of the Parkville College Model, including culturally responsive, trauma-informed and evidence-based teaching and learning.
Work with Campus Principals to strengthen curriculum, assessment, moderation, student engagement and reporting practices.
Lead change, evaluate outcomes and provide clear advice to the Executive Principal and leadership team.
Coordinate school-wide data collection, including individual education plans, transition plans, student profiles and attainment.
Coordinate consistent use and reporting of agreed assessments.
Ensure reporting obligations under relevant interdepartmental agreements are met.
Work with business support teams to ensure enrolment processes align with Department requirements.
Oversee the effective administration and governance of the Compass platform and associated contractual arrangements.
Support consistent educational practice at secure care settings served by Parkville College, in collaboration with relevant campus and agency leaders.
Oversee quality of education and supports for young people in these settings, including students generally aged 10¿17 years, as applicable to the service.
Oversee contractual requirements associated with vocational education auspice arrangements.
Ensure VET regulatory requirements are understood and met across the College.
Coordinate with campus HR and relevant leaders to monitor staff compliance and credential requirements.
Maintain quality assurance of VET administration and curriculum resources against applicable standards.
Lead the development and review of a school-wide professional learning calendar aligned to the School Strategic Plan and Annual Implementation Plan.
Evaluate professional learning, including participant feedback and periodic reporting.
Coordinate mandatory training and support VIT registration processes in partnership with campus HR teams.
Maintain a register of approved professional learning opportunities aligned with the Parkville College Model.
Promote staff wellbeing, professional growth, performance feedback and leadership capability.
Provide leadership for the College¿s post-custody transitional support program.
Coordinate cross-campus transition models and connections to education, training, employment and community supports.
Ensure transition services meet reporting, governance and review requirements.
Coordinate relevant partnerships, including education pathway and youth justice stakeholders.
Lead cross-campus collaboration and moderation of transition practices.
Exercise delegated responsibilities for workforce planning, staff supervision, resource allocation and operational risk management.
Support compliant budget, procurement, contract and asset management practices in partnership with the Executive Principal and business team.
Ensure child safety, occupational health and safety, privacy and records requirements are embedded in practice.
Build productive relationships with Department, justice, care and community partners while respecting each agency¿s operational requirements.
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 [email protected]
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.
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
KSC 1 - Educational Leadership
(i) Demonstrated capacity for visionary and exemplary educational leadership in the delivery of educational services working in partnership with government agencies and other organisations
(i)Highly developed skills in leading and managing change including the leadership of others in the process of change.
KSC 2 - Financial, managerial and administrative ability
Outstanding financial, organisational and resource management skills.
KSC 3 - Planning, policy and program development and review
(i)Exemplary values appropriate to the development of student learning, particularly for vulnerable and culturally diverse cohorts with a demonstrated capacity to achieve high-quality student outcomes and engagement in education
(ii)Demonstrated ability to implement department policies to a high level, including those related to the Department of Justice and Community Safety operating environment
(iii)An understanding of, and a commitment to, the use of learning technologies to support teaching and learning and maintain connection to education pathways
KSC 4 - Leadership of staff and students
(i)A highly developed capacity to motivate staff, develop their talents and build an effective team.
(ii) A clear capacity to foster a learning environment in a custodial facility that takes account of the individual and diverse needs and length of stay of young people and helps them develop their special abilities and talents and remain connected to education
KSC 5 - Interpersonal and communication skills
(i)Highly developed interpersonal and communication skills in individual, small group and community contexts.
(ii)Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity
(iii) An ability to work with others organisations, families, and the community to develop a strong learning environment
KSC 6 - School Specific Criteria
(i) Highly developed adaptive leadership skills that will translate to a custodial setting where the cohort of young people are from culturally diverse and often disadvantaged backgrounds
Parkville College is a multi-campus school that delivers education at Cherry Creek, Parkville and Malmsbury Youth Justice Precincts, and Secure Care Units. 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 with the Department of Justice and Community Safety and secure services with the Department of Families, Fairness and Housing.
Parkville College delivers education to some of Victoria's most vulnerable, yet inspiring young people, who are filled with enormous potential. The Parkville College education model follows a culturally responsive pedagogy that supports the development and growth of all students, incorporates strong local partnerships to deliver a flexible range of educational options including the Victorian Curriculum (Foundation-10), Senior Secondary Certificates (VCE, VM and VPC) and vocational studies.
Teachers at Parkville College are required to be flexible and adaptable to changing circumstances. This may include working on units when classrooms are unavailable, to support the delivery of an educational program, working across a number of units, and engaging in outreach.
The Campus Principal ¿ School Connect provides strategic, school-wide leadership across Parkville College¿s complex multi-campus education settings. Reporting to the Executive Principal and working collaboratively with Campus Principals, the position leads consistent implementation, quality assurance and continuous improvement of the Parkville College education model.
At Range 3 level, the role requires high-level educational leadership, sound judgement, accountability for delegated resources and the capacity to lead improvement across multiple sites and partner agencies. The position is expected to work regularly across campuses, with arrangements determined by operational needs.
Position Requirements
Current registration, or eligibility for registration, with the Victorian Institute of Teaching as required for principal-class employment.
Demonstrated teaching and substantial educational leadership experience, preferably in complex or multi-campus settings.
High-level capability in school improvement, people leadership, governance, data analysis and stakeholder engagement.
Experience in secure or custodial education settings is desirable.
Competence with relevant school administrative systems, including Compass, EduPay and Microsoft 365, and capacity to learn other platforms.
Commitment to integrity, cultural safety, child safety, professional conduct and staff wellbeing.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.