Transitions Advocate - Parkville Campus (Ed Support Level 1-Range 4)

Job posted: 23/04/2024
Job type: Full time / From 27/05/2024 - 01/06/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Other
Reference: 1412340
Selection Criteria SC1 Demonstrated ability to work with marginalised young people, their families and communities to achieve positive outcomes.
 
SC2 Demonstrated experience in developing holistic case/care plans with young people.
 
SC3 Ability to work collaboratively with key stakeholders, not limited to, but including Department of Education (DE), Department of Justice and Community Safety (DJCS), Department of Families, Fairness and Housing (DFFH) and families/guardians.
 
SC4 Demonstrated knowledge of the Victorian education system, the youth justice system and transitional supports/services and case management experience.
 
SC5 Demonstrated experience in working in a high-pressure demand driven environment.
 
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 in an educational setting.
RoleThe successful candidate will be allocated to the Parkville Transitions Team and will be primarily based at the Parkville campus, however, will not be assigned to a specific campus and may be required to work across other campuses/sites within Parkville College. They may also be required to work some school holiday periods.
The primary function of this role is to engage and support Parkville College students at the Parkville Youth Justice Centre to identify, prepare for, and access education, training, and/or employment opportunities, supports, and pathways in their local communities. Developing and delivering a holistic transition plan that supports Parkville College students to positively and sustainably transition from custody into the community. 
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource 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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
ResponsibilitiesA Parkville College campuses-based Transitions 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.
· 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.
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 education, training and/or employment opportunities and supports upon release from custody. · Advocate for enrolment of young people into appropriate schools and training providers, and for access to employment supports, pathways, and opportunities.
· 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.
· Provide reports, information, and insights to schools, training providers and employers about student achievements, support needs, and pathways.
· 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 education, training, and employment.
· Liaise with relevant government departments to understand and utilise relevant policy and legislation to resolve issues regarding enrolment or access to employment as necessary.
· 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.
· Engage stakeholders to establish and foster relationships with school, training providers, and employers with the purpose of brokery suitable exposure and pathway opportunities for young people involved in Youth Justice.
· Collaborate with other PC teams to develop and improve transitions processes, and any specific transitions-related projects.
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 and Training 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.
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 at http://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 at http://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 Location Profile Parkville College is a multi-campus school that delivers education at Cherry Creek, Parkville and Malmsbury Youth Justice Precincts, as well as Secure Care Units and t he O-Street Flexible Learning Campus . 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.
Other InformationAt least 2 years of experience in a similar youth development role, and a tertiary qualification in Youth Work/Social Work/Community Services/Career Counselling/Teaching/Education or other related disciplines is highly desirable.
1208 jobs are currently listed for Schools (Government)
Job type:Full time / From 27/05/2024 - 01/06/2025
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