Job ID: 1223101
Location: Robinvale College
Department: Robinvale College
Role Type: Targeted Financial Incentive
Subjects/Duties: View Subject/Duties
Full/Part Time: Full-Time
Ongoing/Fixed Term: Ongoing
Classification: Classroom Teacher
Apply By: 04/19/2021
Contact Name: Miss Sarah Broster (Principal)
Phone: 03 5026 3704
School Website: https://www.robinvale.vic.edu.au
Robinvale College began in 2016 through the closure of Robinvale P-12 College and re-opening as the new entity in January, 2016. Robinvale P-12 College was formed in 2010 through the merger of Robinvale Secondary College and Robinvale Consolidated School. The College serves a horticultural community; the economic and environmental highs and lows affecting the community are an important part of the College’s context.
As a rural school, Robinvale College’s student profile is unique. The school is proud of its many cultures which includes people of mainly Anglo Celtic, Italian, Indigenous, Polynesian, Greek and Asian descent. In 2018 approximately 56% of the students were either of Aboriginal and/or Torres Strait Islander (ATSI), or Polynesian descent. In recent years the local community has seen a huge influx of new arrivals to Australia; there are over 40 different nationalities, including refugees from the Middle East and Horn of Africa – all in a town of 7,000 people.
As a multicultural school, the need to provide inclusive educational opportunities for the diverse cultures of the students is fundamental. The ongoing need to close the gaps for Aboriginal and/or Torres Strait Islander students saw the establishment of the Clontarf Academy in 2010. Moreover, students who are recent migrants have a broad range of issues that must be considered in planning and delivery of learning. Almost 50% of our students come from Language Backgrounds Other Than English (LBOTE); including EAL-funded students who have very specific language and literacy requirements. An exciting challenge and opportunity lies in providing a learning environment that simultaneously respects diversity, while building College and community identity and pride.
Improved student outcomes, in a community whose socio-economic profile provides significant challenges, requires both continued effort to engage positively with families/community and high quality teaching. Raising achievement in Literacy and Numeracy continues to be the focus of student learning. Some teachers at this College have shown that significant growth can be achieved by individual students, through a combination of high quality teaching practices focusing on using data to inform practice and high levels of student engagement, primarily through students feeling a sense of ownership of their data and setting challenging goals with their teacher’s support.
It is important for students at Robinvale College to be able to develop the resilience to persevere through their problems and to navigate the everyday issues that affect them in a spirit of problem-solving, optimism, creativity and fun.
In 2019 Robinvale College entered into a 10 year agreement with the Colman Foundation to become an ‘Our Place’ School. This exciting partnership will support the opportunity for Robinvale College to provide families with a greater level of access to a range of services.
Robinvale is a thriving community with high aspirations to build a brighter future for its young people. We promote learning as a community activity and a shared responsibility involving students, their families, our staff and the broader community.
School Learning Program and Curriculum
The curriculum design for the College has, as its core, the Victorian Curriculum, the Victorian Certificate of Education and the Victorian Certificate of Applied Learning (VCAL), incorporating the Vocational Education and Training program. In 2021, the College will continue its work to provide a viable documented curriculum, which is outlined and available to staff via Google Drive and is essential to guaranteeing for every student their access to successful educational outcomes.
Our College has developed a school-wide model of instructional practice which is based on:
The College’s learning program advocates approaches to teaching and learning that are relevant to the needs and aspirations of children and young adults. This is reflected in the College’s approach to teaching and learning and is supported by the continual professional development and growth opportunities for staff. Restorative Practice forms the basis of the approach to student/staff relationships.
The College is committed to ongoing school improvement. In order to customise the curriculum for different stages of learning, the College operates as three Learning Communities: F-4, 5-8 and 9-12. Maintaining small class sizes and targeted student support such as InitialLit, the Transitional Prep Program and the Social Emotional Learning groups, reflects the focus on literacy and numeracy in F-4. A developing focus on Science led to the commencement of STEM as a specialist subject supporting the classroom-based Science learning, allowing each child in Foundation to Year 4 a period a week in order to experience their learning in the Science Language Building. In 2013 the Years 5-8 Learning Community introduced a Year 7 program that aimed to support student transition into secondary schooling, the success of which has led to the extension of this program into Year 8 in 2014. They learn English, Maths, Humanities, STEM, Health/PE and Science with their classroom teacher and go out of their classroom for their Electives program. Students from Years 5-8 are able to develop supportive relationships with their classroom teacher who is the significant adult who supports their connectedness to school.
There is ongoing expansion of learning opportunities to keep students connected to schooling in the Years 9-12 Learning Community, including a timetabling structure that maximizes students’ opportunities for work experience and participation in the local community. The Year 9 Program is designed to allow for this and for students to engage in ‘passion projects’. VCAL students have a timetable structured so that they are school-based from Monday to Wednesday and undertake Structured Work Placements and VET courses on Thursday and Friday. There is an early start VCAL program for students in Years 9-10. Students are also able to access VET Courses at SuniTAFE in Mildura as well as the opportunity to do onsite VET Business Management and Trade Skills.
School-Wide Positive Behaviour for Learning
In 2018 Robinvale College began the implementation of the SWPB framework. The aim is to develop school-wide systems for promoting positive behaviour to support powerful learning. An audit of current student behaviour practices was completed and a school-wide behaviour (SWPBS) matrix was constructed by staff. The action plan aims to establish consistency of teachers’ understanding and practice, as described in the behaviour matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours. 2017 saw the integration of the General Capabilities and also the Respectful Relationships program. In 2018 and 2019, this work was further added to as we prioritised high expectations and respectful relationships, with all staff across the school participating in Berry Street Education Model training.
Robinvale is located in the Northern Mallee Region of Victoria and situated on the beautiful Murray River between the regional cities of Mildura (95kms) and Swan Hill (145kms). Robinvale College has a current enrolment of 323 students. Modern technology facilities, sporting arenas including two indoor gymnasiums together with an indoor heated pool are but a few examples of our current facilities.
Funding by the Building Education Revolution and the Victorian Building Futures Program has provided us with outstanding classroom facilities for all year levels. Robinvale College is structured around three Learning Communities. We are developing a strong and collaborative team culture and professional learning community to ensure effective learning and teaching within a guaranteed and viable curriculum.
We have high expectations of our staff. Staff who choose to work at Robinvale College will bring our vision to life through their commitment to the students and community and their professional practice which will be guided by the College Charter. We will foster a culture of curiosity, innovation and passion for learning, engaging the community in learning and demonstrating excellence in our practice. We will help to build a positive and vibrant climate for our peers, students, families and community members. We will help parents to support their children to learn, and to become active participants in our new vision.
Teacher housing accommodation is available and opportunities exist for involvement in a wide-range of sporting and social activities.
Robinvale College Vision – “Great learning for a thriving community”.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricular activities.
The role of classroom teacher may include but is not limited to:
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.