Full job description
Overview
Work type: Full time
Salary: Salary not specified
Grade: Ed Support Level 1-Range 4
Occupation: Other
Location: CBD
Reference: 147+672
Selection Criteria
KSC1 Administrative Expertise: Demonstrated experience in high-level administrative support, including managing calendars, coordinating meetings, and preparing briefings and reports in a fast-paced and sensitive environment.
KSC2 Stakeholder Engagement: Proven ability to communicate effectively with a range of stakeholders, including government departments and educational partners, and to maintain professional relationships that support the objectives of the College.
KSC 3 Policy and Compliance Knowledge: Understanding of relevant educational policies, legislative requirements, and compliance processes, particularly those related to the Department of Education and Training (DET), the Department of Justice and Community Safety (DJCS), and the Department of Family, Fairness and Housing (DFFH).
KSC 4 Organisational Skills: Strong organisational skills with the ability to track and monitor multiple projects, prioritise tasks effectively, and ensure timely follow-up on key administrative responsibilities.
KSC 5 Emotional Intelligence and Adaptability: High degree of emotional intelligence and the ability to adapt to a complex educational environment, demonstrating sensitivity to the needs of students and communities, particularly those experiencing marginalisation and trauma.
KSC 6 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.
Role
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.
Responsibilities
The Executive Assistant (EA) to the Principal supports the effective leadership and management of Parkville College through high-level administrative, policy, stakeholder, and governance support. Operating across a unique and complex educational setting that intersects with multiple government departments, the EA provides essential coordination and support to ensure the Principal can meet operational, legislative, and strategic demands.
The role includes supporting diary and communications management, assisting with interagency coordination (DJCS, DFFH, DE), supporting policy and program documentation, coordinating school council administration, and supporting the development of strategic documentation aligned to regulatory frameworks and The Parkville Model.
Under direction, and consistent with ES Range 1¿4 work dimensions, the Executive Assistant will be required to undertake the below tasks, as well as other tasks and duties as directed by the Exectuvie Principal:
Executive and Stakeholder Support
Manage the Principal¿s calendar, appointments, and correspondence in a high-demand, sensitive environment
Assist in preparing briefings, reports, and presentations for use in inter-agency and government forums.
Support internal and external communication with key stakeholders including DJCS, DFFH, DET, and education partners.
Policy and Document Support
Assist in the formatting, version control, and scheduling of policy review in line with school and department expectations
Maintain and coordinate the College¿s policy register and ensure relevant documentation meets DET and legislative requirements (including Child Safe Standards)
Provide administrative support for program evaluation and research activities, ensuring documentation is accessible and aligned with college frameworks.
School Governance and Strategic Planning
Provide comprehensive administrative support to the School Council, including scheduling, minute-taking, preparing agenda papers, and maintaining records.
Coordinate documentation to support the school¿s strategic planning and review cycle, including the School Strategic Plan and Annual Implementation Plans.
Organisational Coordination
Track and monitor administrative tasks and ensure timely follow-up on key projects across the principal¿s portfolio.
Assist with compliance processes related to precinct entry requirements (DJCS, DFFH), including documentation and tracking of approvals.
Uphold confidentiality and act as a key liaison point for sensitive communications in a custodial education setting.
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 marrung@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 at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
Role Context and Complexity
This role requires a high degree of flexibility, adaptability, and emotional intelligence. Parkville College is a multi-campus school operating within custodial and community-based settings and intersects daily with DJCS, DFFH, and DET frameworks. The EA must be attuned to the regulatory and relational complexities of this setting while operating with care and respect for the lived experience of students and communities impacted by marginalisation.
Conditions of Employment
Classification in accordance with the Victorian Government Schools Agreement (VGSA) Education Support Range 1¿4.
Role is based at Parkville College, including work within youth justice precincts (compliance with DJCS and DFFH clearance requirements will apply).
Employment subject to DET and VPS Code of Conduct, DET Child Safety Standards, and the Parkville College Model.
Performance Measures:
Success is measured against individual Performance and Development Plans set annually which sit within the individuals¿ goals and objectives.
Progress is underpinned using the Parkville College Model continuum of practice, in the areas of staff self-awareness and growth, strong secure relationships and safe spaces, evidence-based teaching and learning, student empowerment and voice and connection to community and culture.
Practice and utilisation of the Australian Professional Standards for Teachers (AITSL).
Essential functions and additional duties as outlined above
Performance and Development Plans objectives are aligned with the School Strategic Plan
Major Challenges:
Knowledge and management of the DJCS and DFFH approval process for resources to be brought into the precincts.
Knowledge and management of DJCS policies and processes to enter and work within the precinct.
Compliance to the DJCS, the DFFH and the DET policies and while also working within the framework of The Parkville College Model.
Developing and sustaining relationships with students and communities who have experienced marginalisation and oppression.
Exposure to the inherent trauma of working within custodial settings.
The transient nature of the student cohort, and the school environment.
Prioritisation of tasks and people, the ability to effectively manage stakeholders and resources.
Position Requirements
Attributes and Behaviour
Ability to work collaboratively with school and stakeholder colleagues
Operate within the Department of Education and Training (DET) policy and procedures as set out in the Victorian Government Schools Agreement (VGSA).
Operate within the Department of Justice and Community Safety (DJCS), Department of Family, Fairness and Housing (DFFH), and the Victorian Public Sectors (VPS) policy and procedures as set out in the Victorian Government Schools Agreement when operating within the precinct.
Demonstrated a high level of personal integrity, professional behaviour and standards and work ethics within an extremely challenging and unique environment.
Ability to apply a self-care plan and seek appropriate wellbeing support as required
Demonstrated ability to always employ highly refined interpersonal and communication skills with all stakeholders within the school community.
Ability to work consultatively and effectively with all levels of Parkville and key stakeholders while building and maintaining mutually beneficial relationships
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 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 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 in classrooms or on units to support the delivery of an educational program, working across a number of units and engaging in outreach.
Applications close Wednesday 25 June 2025 at 11.5+PM
Posted 12 June 2025
Read more
