Transitions Team Leader - Cherry Creek

Parkville College; Little River; On-site; AUD 90,000 - 120,000; Full time

Job summary

Parkville College is seeking a Transitions Team Leader to lead student pathways and transitions across the Cherry Creek campus, with potential duties at other campuses. You will supervise a multi-disciplinary team and partner with DE, DJCS, schools and employers to build effective transition plans.

Reporting to Pathways and Transitions Manager, you will develop and implement education, training and employment pathways, track outcomes, and contribute to policy-aligned strategies for vulnerable

Qualifications

• Demonstrated ability to lead planning and implementation of effective pathways and transition strategies.
• Demonstrated ability to support staff and stakeholders to evaluate and improve student pathway transition outcomes.
• Demonstrated ability to work collaboratively with a range of stakeholders across multiple settings and systems, including youth justice, education, training and employment to create opportunities for young people.
• Demonstrated ability to lead others in complex environments, applying adaptive leadership to build capability and strengthen practice across teams.
• Demonstrated high-level verbal and written communication skills, including the ability to prepare reports, develop resources and deliver presentations to a range of audiences, including young people, employers, training providers and internal stakeholders.
• Demonstrated understanding and application of culturally responsive practice in an educational setting, with clear examples of impact.

Responsibilities

• Manage, supervise and help develop a multidisciplinary team to support the student transitions from Parkville College.
• Liaise and develop transitional practices with key stakeholders, including DE, DJCS, DFFH and families/guardians.
• Work with the broader Parkville College staffing team to enhance communication and information gathering around student’s transitions.
• Develop, measure and record key performance indicators around transitional impact and support.
• Continue to lead the development and implementation of school wide transition templates and planning documentation.
• Perform targeted outreach with young people, their families and support networks to discuss education engagement.
• Provide reports and information to schools and education providers on student achievement and pathways.
• Provide information to internal and external support services regarding education options and potential pathways, as well as policies and supports for young people.
• Develop educational pathways for young people involved with Youth Justice that are directed to the full development of the young person and with their involvement.
• Advocate for the re/enrolment of young people into appropriate schools, training and employment pathways.

Skills

Pathways planning

Stakeholder engagement

Collaborative work

Adaptive leadership

Verbal/written comms

Culturally responsive practice

Education

Diploma or higher in youth work/related

Job description

Location Profile

Parkville College is a multi-campus college spanning the Parkville Youth Justice Precinct, the Cherry Creek Youth Justice Precinct, Malmsbury 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. This role will be primarily based at the Cherry Creek Youth Justice Precinct but may be required to travel on occasion to other campuses and to engage with stakeholders in the community. 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 the 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 and young adults 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 the pathways needs, 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.

Selection Criteria

KSC 1

Demonstrated ability to lead the planning and implementation of effective pathways and transition strategies that respond to complex student needs.

KSC 2

Demonstrated ability to support staff and stakeholders to evaluate and improve student pathway transition outcomes.

KSC 3

Demonstrated ability to work collaboratively with a range of stakeholders across multiple settings and systems, including youth justice, education, training and employment to create opportunities for young people.

KSC 4

Demonstrated ability to lead others in complex environments, applying adaptive leadership to build capability and strengthen practice across teams.

KSC 5

Demonstrated high-level verbal and written communication skills, including the ability to prepare reports, develop resources and deliver presentations to a range of audiences, including young people, employers, training providers, community partners and internal stakeholders.

KSC 6

Demonstrated understanding and application of culturally responsive practice in an educational setting, with clear examples of impact.

Role

The successful candidate will be allocated to the Cherry Creek Transitions Team and will lead the student pathways and transitions efforts across the campus. They may also be required to work some school holiday periods.

Description The Transitions Team Leader will offer supervision to a multi-disciplinary team of transition staff and promote strong relationships with students, families/supports, teaching teams and DJCS staff. The Team Leader will ensure strong records are maintained on the development and completion of transition plans and manage and support relationships with external agencies and providers such as DE Regional and Area offices, DJCS Community YJ, schools, and employers.

The Team Leader will demonstrate and model excellent practice in the design and construction of Parkville College Transition plans. Plans aim to support the ongoing growth and development for all students during and beyond their time at Parkville College. The transition plans will have a focus on establishing the best ongoing educational, training or employment option for students.

The Team Leader will work with the Pathways and Transitions Manager and campus principals to plan and manage the delivery of transitions work across the school and be adaptable to the changing needs and presentations of students and the policy responses from DE and DJCS. An education support class role at range 5 is usually a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school. They provide a range of services and/or undertake the analysis of complex problems that form part of the policy framework.

Education Support Classification

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required where it is an integral part of the employees position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances where the responsibility for students remains clearly with a teacher.

A role at this range may include: - Professional support management responsibilities, including Nurse Managers (performing the role of Nurse Manager as described in Schedule 3) - Management of a major school or network function, initiative or project, or Department targeted strategy

Responsibilities

• Manage, supervise and help develop a multidisciplinary team to support the student transitions from Parkville College
• Liaise and develop transitional practices with key stakeholders, not limited to, but including DE, DJCS, DFFH and families/guardians.
• Work with the broader Parkville College staffing team to enhance communication and information gathering around student’s transitions.
• Develop, measure and record key performance indicators around transitional impact and support.
• Continue to lead the development and implementation of school wide transition templates and planning documentation.
• Perform targeted outreach with young people, their families and support networks to discuss education engagement.
• Provide reports and information to schools and education providers on student achievement and pathways.
• Provide information to internal (Parkville College Staff, DJCS) and external support services (Families, Community Organisations, Youth Justice, Legal Aid, Child Protection and others) regarding education options and potential pathways, as well as general information about policies, processes and available supports for young people.
• Develop educational pathways for young people involved with Youth Justice that are directed to the full development of the young person and with their involvement.
• Advocate for the re/enrolment of young people into appropriate schools, training and employment pathways​
• Liaise with Department of Education to resolve enrolment issues as necessary.
• Work with the Teaching, Strategy and Capacity and Central Transitions teams to develop and improve transitions processes, and on specific transitions-related projects.
• Participate in leadership supervision, professional development and wellbeing group supervision regularly.
• Prepare and deliver regular presentations and/or reports to School Leadership and external providers on the progress and accomplishments of the Transitions Team.
• Record and analyse data pertaining to the transitions and/or re-engagement of young people into education, training and employment​

Who May Apply

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

EEO AND OHS Commitment

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 (seeWorkplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: [phone] *** or email on:**********@education.vic.gov.au

Child Safe Standards

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 athttp://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DE Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available athttp://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Conditions of Employment

• 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

Other information

Required Attributes:

• Current Working with Children Check and any other employment screening required by the Department of Education.

Desirable Attributes:

• Experience working with young people experiencing disadvantage, particularly those involved in the Youth Justice system.
• Experience in education, training and employment pathways, employment services, vocational pathways or industry engagement.
• A relevant qualification (Diploma level or higher) in youth work, community services, career development, employment services, business or a related discipline, or equivalent relevant experience. Due to the nature of our school we do recommend organising a site tour.