Employment Pathways Coordinator

All applications will only be considered via Recruitment Online. Please apply with responses to the Key Selection Criteria by 30/11/2025 using Job Number . Location Profile 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 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 programme, working across a number of units, and engaging in outreach. Selection Criteria SC1 Demonstrated high level knowledge of and experience with: a. Students in the youth justice system and/or employment pathway planning and support b. Careers, VET, vocational pathways, industry, school structures, and operations c. Professional development design, delivery, and implementation SC2 Demonstrated ability to work with marginalised young people, their families, and communities to achieve positive outcomes. SC3 Demonstrated proficiency in stakeholder management, including negotiation, working cooperatively, building sustained partnerships, and managing agreements with and between a range of stakeholders such as students, parents/carers, school‑based staff, employers, support services, and peak bodies. SC4 Demonstrated proficiency in project management, including an ability to apply and to support others to apply critical, creative, and innovative thinking to design and deliver a successful initiative. Further, demonstrated ability to monitor and assess outcomes against agreed criteria (student, school, and programme objectives) and respond agilely in instances where outcomes are falling short of expectations. SC5 High‑level verbal and written communication skills, which includes preparation of reports, development of resources, and presentations as required. 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. Key Responsibilities Build trust with Parkville College students that will enable them to engage in meaningful conversations about their education, 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. Advocate for enrolment of young people into appropriate schools and training providers, and for access to employment supports, pathways, and opportunities. When appropriate, engage in meaningful and intentional outreach with young people, their families and support networks to support engagement in education, training and employment pathways. Provide a child‑safe environment in accordance with the child‑safe standards and the Parkville College philosophy. 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. Provide outreach and support to 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. 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. Provide information to internal (Parkville College Staff, DFFH, DJCS) and external support services (Community Controlled Organisations, Youth Justice, Legal Aid, Child Protection and others) regarding education, training and employment options and potential pathways, as well as general information about policies, processes and available supports for young people. 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. Work with relevant stakeholders in the community to build their knowledge and capacity of the Youth Justice system and how best to support young people involved in it. Where required, engage stakeholders to establish and foster relationships with employers and industry representatives with the purpose of brokering suitable exposure, pathway and employment opportunities for young people involved in Youth Justice. Liaise with relevant government departments to understand and utilise relevant policy and legislation to resolve issues regarding enrolment or access to employment as necessary. Collaborate with other PC teams to develop and improve transitions processes, and any specific transitions‑related projects. In collaboration with Transitions Team Leader and Manager, identify the most valuable ways to utilise available brokerage for young people that will support their engagement and success in education, training and employment pathways. Attend and participate in appropriate professional development, including professional learning communities and supervision. As required, prepare and deliver reports to the Team Leader, School Leadership and/or any external funding providers on the progress and accomplishments of the Transitions Team. Record and analyse data pertaining to the transitions and/or engagement of young people into education, training and employment. In conjunction with the above requirements, Parkville College also sees the below as key responsibilities of the role: Provide and communicate accurate handovers when absent. Attend and participate in appropriate professional development, including professional learning communities and supervision. Actively engage in the implementation and continuous improvement of the PC Transitions Framework. Balance team and individual responsibilities; by ensuring that practice is underpinned by and supports the PC Model and PC Transitions Framework. Display behaviours that reflect the PC ethos and contribute to the strategic direction of the College. Comply with legislation and College policies, processes, and instructions, including those relating to non‑discrimination, safety and duty of care. Comply with confidentiality protocols related to sensitive student and staff information. Undertake and comply with mandatory training and regulatory requirements as determined by the College. Role The successful candidate will be allocated to the Work and Industry Transitions Team and will be required to work across both Parkville and Cherry Creek campuses as well as provide targeted outreach support to students who have transitioned into community. They may also be required to work some school holiday periods. 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 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. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment 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 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: DE Values 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:At least 2 years of experience in a similar youth development role, Youth Work/Social Work/Community Services/Career Counselling/Teaching/Education or other related disciplines as well as a current and valid Driver’s License. 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 programmes provided.Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at #J-18808-Ljbffr