KSC 1 - Educational leadership

(i) Demonstrated capacity for visionary and exemplary educational leadership in the delivery of educational services working in partnership with government agencies and other organisations

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

KSC 2 - Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

KSC 3 - Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning, particularly for vulnerable and culturally diverse cohorts with a demonstrated capacity to achieve high quality student outcomes and engagement in education.

(ii) Demonstrated ability to implement department policies to a high level, including those related to the Department of Justice and Community Safety operating environment.

(iii) An understanding of, and a commitment to, the use of learning technologies to support teaching and learning and maintain connection to education pathways.

KSC 4 - Leadership of staff and students

(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) A clear capacity to foster a learning environment in a custodial facility that takes account of the individual and diverse needs and length of stay of young people and helps them develop their special abilities and talents and remain connected to education.

KSC 5 - Interpersonal and communication skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with other organisations, families, and the community to develop a strong learning environment.

KSC 6 - School Specific Criteria

(i) Highly developed adaptive leadership skills that will translate to a custodial setting where the cohort of young people are from culturally diverse and often disadvantaged backgrounds

The Campus Principal, Cherry Creek is a critical role that requires an exceptional leader and experience working in an environment that is complex and multi-faceted. This position will be located at the Cherry Creek Campus, in Little River.

The Campus Principal will report directly to the Executive Principal and be part of the Parkville College leadership team, including Campus Principals.

The Department of Education and Training is developing the Cherry Creek Education Model, the principles of which build on the Parkville Model. The enhanced Cherry Creek model reflects the opportunities provided by the physical infrastructure and enhanced educational offering to support a behaviour shift in how young people engage with education and improve rehabilitation outcomes.

The Campus Principal of Cherry Creek, under the leadership of the Executive Principal of Parkville College, will contribute to the development of the education model and be responsible for localised implementation.

The Cherry Creek Campus Principal will oversee the operation and delivery of educational services at the Cherry Creek Youth Justice site and will:

Work closely with the Department of Justice and Community Safety operations team to deliver education services as part of the structured day.

Oversee the teaching and learning practices and approach.

Be a lead practitioner of educational delivery within a custodial context and exemplary exponent of engagement with young people, families and stakeholders.

Work to build the educational leadership capacity of Team Leaders.

Oversee the delivery of ICT enabled learning.

Oversee an approach to transition that ensures young people are connected to their base school and successfully reengaged on release from custody.

Design and deliver education programs and offerings that respond to the young persons length of stay.

The Campus Principal will perform the following functions:

¿          Pursue student achievement and engagement in education or training

¿          Ensure the education model is implemented effectively.

¿          Supervise and coordinate the work of all staff at Cherry Creek;

¿          Supervise the delivery of learning and teaching programs as part of the structured day

¿          Contribute to the management and operation of Parkville College

¿          Partner with other providers to design and deliver services in an aligned and complementary way

¿          Integrate and tailor application of broader departmental systemwide supports for schools and young people involved in youth justice.

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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

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.

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

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

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.