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.
SC1 Demonstrated ability to support high-quality VET learning programs and engage young people in practical, hands-on vocational learning.
SC2 Capacity to provide high-level support to students with diverse learning needs, abilities and behaviours in a custodial setting.
SC3 Demonstrated understanding of trauma-informed and culturally responsive practice, with the ability to apply these approaches in VET learning environments.
SC4 Ability to manage competing work priorities, maintain accurate records, and contribute to effective program coordination within complex operational settings.
SC5 Demonstrated commitment to developing as a VET educator through the Industry to Educator Pathway, including completion of the TAE40122 qualification and participation in supervised teaching.
This role may also include Saturday and school holiday work.
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.
This role may also include Saturday and school holiday work.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. A role at this level seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in 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.
In conjunction with the above requirements outlined the in VGSA, Parkville College also sees the below as key responsibilities of the Teacher Aid VET Role:
VET Program Support & Delivery (under supervision)
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Support planning, preparation and delivery of VET programs (e.g., Visual Art, Engineering, Cookery, Horticulture, Sport, Building & Construction, Hair Salon, Music).
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Deliver small-group or individual instruction under teacher direction.
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Assist students in gaining hands-on skills and knowledge linked to industry standards.
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Co-facilitate learning activities and support competency-based assessment processes.
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Maintain accurate attendance, engagement and progress records.
Participation in the Industry to Educator Pathway
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Complete the TAE40122 Certificate IV in Training & Assessment within the six-month scheduled cycle.
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Attend all required online modules, workshops, and two 5-day intensive face-to-face training blocks.
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Complete all workplace-based practical requirements, including:
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planning and delivering supervised training sessions,
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participating in simulated assessment activities,
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developing learning resources, training plans and session documents.
Gradual Release Model ¿ Development of Teaching Capability
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Month 1¿2: Observation and shadowing of qualified VET teachers.
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Month 3¿4: Supported delivery of selected learning components.
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Month 4¿6: Supervised lead delivery of full VET sessions.
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Engage in structured mentoring, feedback cycles and capability assessments.
Student Engagement & Wellbeing
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Build strong, secure relationships with students aligned to the Parkville College Model.
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Support engagement for young people with disrupted schooling histories.
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Apply trauma-informed and culturally responsive practice in all interactions.
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Contribute to a safe, respectful and inclusive classroom environment.
Operational, Safety & Compliance Responsibilities
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Work in alignment with DJCS, DFFH, VPS and DE policies and security protocols.
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Manage approval processes for materials, resources and tools brought into youth justice precincts.
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Follow risk assessments, behaviour management plans, and mandatory reporting obligations.
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Complete all Parkville and DJCS mandatory training.
Contribution to Program Quality and Improvement
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Participate in reflective practice, learning walks, and coaching sessions.
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Contribute to resource development, program planning and evaluation.
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Provide feedback to VET program leads to ensure alignment with industry standards and student needs.
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Demonstrate behaviours that reflect Parkville College ethos, values and strategic direction.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
This role may also include Saturday and school holiday work.
The successful candidate must hold a minimum of a Certificate II Engineering Pathways or equivalent qualification. Transcripts/certificates of completion will need to be provided prior to commencement of employment.
Due to the unique nature of our environment and the distinctive work we undertake at Parkville College, we strongly encourage individuals considering applying for this position to contact the number provided below and arrange a visit to the school.
This visit offers invaluable insight into our school, our students, and how we create the best environments possible.
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.
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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
