Aboriginal and Torres Strait Islander Education Program Facilitator - Multisite

Job Description

Occupation: Education and training

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Location: Melbourne - CBD and Inner Metro suburbs

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Reference: 1542217

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Location Profile

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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 programmes to meet the needs of young people in custody with the Department of Justice and Community Safety and secure services with the Department of Families, Fairness and Housing.

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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.

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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.

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Selection Criteria

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SC4: Demonstrated ability to provide advice and support to staff in relation to culturally responsive engagement, and to work collaboratively with teachers, wellbeing staff, school leadership, custodial staff, families, community organisations and external stakeholders.

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SC5: Demonstrated ability to gather, interpret and communicate relevant information about student engagement, program participation and emerging issues in order to inform planning, reporting and continuous improvement.

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Role

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This position works across all Parkville College sites as needed, including Parkville, Cherry Creek, Malmsbury and Secure Care units.

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To facilitate weekly Aboriginal and Torres Strait Islander Education classes for Aboriginal and Torres Strait Islander students. This will involve planning, delivery and ongoing assessment of a culturally responsive curriculum that strongly positions a resilient Aboriginal and Torres Strait Islander narrative. It will also involve regular, intentional community outreach with the Aboriginal and Torres Strait Islander community to support students, and develop strength-based relationships between Parkville College and relevant community stakeholders. To support the Aboriginal and Torres Strait Islander Education Leader in increasing cultural competency of teachers across the school, in ensuring a culturally responsive VCE/VM/VPC curriculum that positions a strength -based Aboriginal and Torres Strait Islander cultural narrative across the range of subjects offered by the school.

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This position may require the successful candidate to work flexible working hours including school holidays.

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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.

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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.

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Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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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.

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In custody, the department of Justice and custodial services have duty of care

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Responsibilities

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Student/Teacher Support

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Support teachers and students by contributing specialist cultural knowledge, community understanding and culturally responsive practice advice that strengthens student engagement, belonging and connection to learning.

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The facilitator may work with individual students or small groups in controlled circumstances, where the responsibility for students remains clearly with a teacher.

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Support students to participate in culturally responsive learning experiences, strengthen connection to culture and community, and assist staff to better understand the cultural, social and relational factors that may affect student engagement.

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Administration / Operations

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Provide expertise and professional support in relation to the Aboriginal and Torres Strait Islander Education Program and contribute to the effective operation of the program across the school.

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Coordinate program planning, maintain relevant records, monitor attendance and participation, support communication with staff and stakeholders, and contribute information that assists the Manager - Culturally Responsive

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Practice and school leadership to understand program needs, student engagement and emerging issues.

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Manage day-to-day work priorities within agreed program expectations and seek guidance from the Manager - Culturally Responsive Practice where policy, safety, resourcing or broader strategic decisions require clarification.

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Support coordination with community organisations, service providers and relevant stakeholders, ensuring that any engagement, visits, resources or activities comply with Parkville College, Department and custodial setting requirements.

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Technical

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Use school systems, approved resources and standard documentation processes to support program delivery, reporting, communication, planning and record keeping.

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This role does not have a primary technical function.

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Professional Services / Health and Wellbeing Support

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Deliver a culturally responsive professional support service within the school environment, with a focus on student engagement, cultural connection, belonging and educational participation.

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Provide specialist cultural advice that supports the schools approach to student learning, engagement and wellbeing for Aboriginal and Torres Strait Islander students. This may include advising staff on culturally responsive approaches, supporting the development of culturally safe practices, and contributing to conversations about student support where cultural identity, racism, belonging, family, community or displacement may be relevant.

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Apply sound cultural knowledge, community engagement experience and practical expertise to support the development and delivery of the Aboriginal and Torres Strait Islander Education Program. This includes facilitating

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2 individual or group cultural education activities, supporting culturally safe conversations, and helping students make meaningful connections between culture, identity, learning and future pathways.

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Work collaboratively with teachers, wellbeing staff, leadership, custodial staff and external stakeholders where student needs are complex. The role does not provide clinical services, but contributes cultural knowledge and relational support to strengthen coordinated responses for students.

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Contribute to professional learning, guidance and informal capability-building for staff by sharing relevant cultural knowledge, practice insights and strategies that support culturally responsive engagement with Aboriginal and Torres Strait Islander students.

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Professional Practice and Accountability

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Work within Department, school and custodial setting policies and procedures, including requirements relating to duty of care, confidentiality, safety, non discrimination, child safety, record keeping and mandatory training.

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Maintain professional boundaries, demonstrate integrity and sensitivity, participate in supervision and professional learning, and contribute to a safe, respectful and culturally responsive school environment.

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Align duties with the ES 1-4 Dimensions of Work and the Parkville College Model.

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In conjunction with the above requirements, Parkville College also sees the below as key responsibilities of the role:

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Provide and communicate accurate handovers when absent;

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Encourage, monitor, and record student attendance in programs;

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Attend and participate in appropriate professional development, including professional learning communities and Supervision;

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Balance team and individual responsibilities; by ensuring that practice is underpinned and supports the Parkville College model;

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Display behaviours that reflect the Parkville College ethos and contribute to the strategic direction of the College;

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Comply with legislation and College policies, processes, and instructions, including those relating to non-discrimination, safety, and duty of care.

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Comply with confidentially protocols related to sensitive staff information.

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Undertake and comply with mandatory training and regulatory requirements as determined by the College.

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Who May Apply

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

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Diversity and Inclusion

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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 (seeWorkplace adjustment guidelines ).

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Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) viamarrung@education.vic.gov.au

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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.

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Child Safe Standards

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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:

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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:

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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.

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This visit offers invaluable insight into our school, our students, and how we create the best environments possible.

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Parkville College is guided by the Department of Justice and Community Safety (DJCS) and the Department of Families, Fairness and Housing (DFFH) operating policies and procedures.

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Conditions of Employment

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• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
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• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
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• A probationary period may apply during the first year of employment and induction and support programs provided.
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• 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
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Applications close Saturday 3 October 2026 at 11.59pm