Job Description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1522352
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.
Selection Criteria
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
(i)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
Outstanding financial, organisational and recourse 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 others 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.
Role
The Campus Principal reports directly to the Executive Principal. Campus Principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, Campus Principals will contribute to making all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Campus Principals will contribute to the overall management of the school through involvement in policy formulation and decision making. The management of significant school program or functional areas in schools involve Campus Principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students. Typically Campus Principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.
Responsibilities
Campus Principals perform one or more of the following functions:
Supervision and coordination of the work of senior curriculum or level coordinators;
Allocation of budgets, positions of responsibility and other resources within the area of responsibility;
Provide a child-safe environment in accordance with the child safe standards;
Supervision of the delivery of teaching programs.
Management of programs to improve the knowledge and experience of staff;
Responsibility for general discipline matters beyond the management of classroom teachers and lead teachers.
Contribute to the overall management of the Campus.
Performance management and development of staff.
In conjunction with the above requirements, Parkville College also sees the below as key responsibilities of the Campus Principal:
First point of contract for Operations Managers of DJCS
Developing and maintaining community links
Regular demonstration, observations and feedback
Driving change through Assistant Principals
Fortnightly leadership supervision with direct reports and follow up notes
Delivery of Teacher Centered Workshops to the Assistant Principals
Assistant Principal Performance
Data ¿ accreditation and attendance ¿ being accountable to the numbers
Approvals ¿ Visitor and Prohibited Items
Delivery of morning communication and updates
Teacher Centered Workshops and Wellbeing Timetables
Principal Support Team Communication
SRC Implementation
Cultural Education Programs
Recruitment.
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
Diversity and Inclusion
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 (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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.
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
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.
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Friday 17 April 2026 at 11.59pm
Posted
30 March 2026
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1522352
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.
Selection Criteria
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
(i)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
Outstanding financial, organisational and recourse 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 others 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.
Role
The Campus Principal reports directly to the Executive Principal. Campus Principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, Campus Principals will contribute to making all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Campus Principals will contribute to the overall management of the school through involvement in policy formulation and decision making. The management of significant school program or functional areas in schools involve Campus Principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students. Typically Campus Principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.
Responsibilities
Campus Principals perform one or more of the following functions:
Supervision and coordination of the work of senior curriculum or level coordinators;
Allocation of budgets, positions of responsibility and other resources within the area of responsibility;
Provide a child-safe environment in accordance with the child safe standards;
Supervision of the delivery of teaching programs.
Management of programs to improve the knowledge and experience of staff;
Responsibility for general discipline matters beyond the management of classroom teachers and lead teachers.
Contribute to the overall management of the Campus.
Performance management and development of staff.
In conjunction with the above requirements, Parkville College also sees the below as key responsibilities of the Campus Principal:
First point of contract for Operations Managers of DJCS
Developing and maintaining community links
Regular demonstration, observations and feedback
Driving change through Assistant Principals
Fortnightly leadership supervision with direct reports and follow up notes
Delivery of Teacher Centered Workshops to the Assistant Principals
Assistant Principal Performance
Data ¿ accreditation and attendance ¿ being accountable to the numbers
Approvals ¿ Visitor and Prohibited Items
Delivery of morning communication and updates
Teacher Centered Workshops and Wellbeing Timetables
Principal Support Team Communication
SRC Implementation
Cultural Education Programs
Recruitment.
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
Diversity and Inclusion
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 (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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.
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
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.
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Friday 17 April 2026 at 11.59pm
Posted
30 March 2026
💡 Quick Summary
Seeking a career-building opportunity? The Assistant Principal - Range 3 - Malmsbury position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.