Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 2, Range 6
Occupation: Education and training
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1481726
KSC1 ¿ Outstanding leadership in embedding Culturally Responsive Practice within a complex educational setting, including program design, delivery, and staff coaching.
KSC2 ¿ Outstansing ability to manage and mentor CETLs or similar team leaders in developing high-impact student programs aligned to cultural and community identity.
KSC3 ¿ Demonstrated expertise in facilitating CRP and Cultural Safety professional learning, and the ability to adapt approaches for staff at varying stages of readiness.
KSC4 ¿ Strong capacity to collaborate with diverse community stakeholders including Elders and marginalised cultural groups in education settings.
KSC5 ¿ Proven ability to assess and address individual and institutional bias and provide constructive leadership in creating safe, inclusive learning environments.
The Manager ¿ Culturally Responsive Practice (CRP) will lead the development, implementation and ongoing refinement of culturally responsive practices across Parkville College. This includes oversight of Cultural Education Team Leaders (CETLs), support for student-centred cultural programming, facilitation of cultural safety professional learning, and integration of CRP into curriculum, behaviour, and staff development practices.
This role is integral to supporting Cultural Safety across the College and strengthening the agency, identity, and wellbeing of young people from diverse cultural backgrounds¿particularly Aboriginal and Torres Strait Islander students¿in line with the Parkville College Model and School Strategic Plan.
- Lead site-based and cross-campus implementation of the CRP Framework in alignment with the Parkville College Model and School Strategic Plan.
- Supervise and support CETLs to deliver student cultural programs and co-develop site-wide CRP learning content and classroom integration
- Coordinate, lead and managing the Elders Advisory Committee
- Coordinate and deliver high-impact professional learning and coaching on CRP and Cultural Safety for all staff, including new staff induction.
- Model and scaffold culturally responsive teaching, engagement and behaviour practices across all units.
- Facilitate or co-facilitate Professional Learning Communities (PLCs) on CRP, cultural identity, and culturally safe practice including the HIES.
- Support school-wide events, days of significance, and community engagement efforts led by CETLs or the Youth Leadership Council.
- Work collaboratively with the Professional Learning Lead to track the uptake and impact of CRP PD.
- Provide consultative support to leaders and staff, including debriefing, program reviews and cultural inclusion planning.
- Coordinate cultural safety interventions, including advice on bias, cultural harm prevention, and inclusive classroom practice.
Performance Measures
- Implementation success and staff participation in CRP-related professional learning
- Demonstrated impact of CETL programs and cultural activities on student engagement and identity
- Contribution to the school¿s cultural inclusion strategy and AIP priorities
- Staff and student feedback on cultural safety and CRP culture
- Personal growth and leadership impact as reflected in the PDP process
Dimensions of Work ¿ ES Level 1, Range 2¿6Education Support employees at Range 2¿6 are expected to carry out tasks requiring expertise in a specialist discipline or area of support under limited supervision. These roles involve the provision of high-level support to students and/or staff, including leadership within functional areas, team coordination, and expert-level implementation of programs aligned with school goals. Work at this level may involve exercising independent judgment within defined systems, mentoring or guiding others, and contributing to policy development or procedural refinement within an area of responsibility.
Staff in these roles are expected to:
- Operate with a high level of autonomy and responsibility.
- Contribute to team leadership and organisational development.
- Support professional learning and system change.
- Demonstrate initiative in identifying and responding to educational and operational needs.
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 [email protected]
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
Experience
- Tertiary qualifications in education, community development, social work or a related field
- Teaching experience highly desirable
- Experience leading CRP or cultural programs in an education, health, justice or community service environment
- Cultural Safety and Culturally Responsive Practice training
- Trauma-informed or therapeutic education background is highly valued
-Technical Knowledge
- Competence in using digital administrative systems such as Compass, MS Office, and relevant DET platforms
- Familiarity with data analysis to inform practice and program development
-Attributes and Behaviours
- Demonstrated cultural humility and a strong commitment to inclusion and equity
- Operates with high levels of professional integrity and emotional intelligence
- Ability to support others through reflective practice and relational approaches
- Collaborative, strengths-based leadership style
- Understanding of DET, DJCS, and DFFH frameworks and compliance in secure settings
Parkville College is a multi-campus school that delivers education at Cherry Creek and Parkville 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.