The theme for Robinvale College is "New Beginnings", where staff and students will collaborate with the rest of the College Community and its partners to make Robinvale College the school of choice.
An exciting challenge and opportunity lies in providing a learning environment that simultaneously respects diversity, while building college and community identity and pride.
Robinvale College was established as a new entity in January **** through the closure of Robinvale P-12 College, which was formed in **** through the merger of Robinvale Secondary College and Robinvale Consolidated School.
The College serves a large horticultural and agricultural community and is proud of its many cultures including Anglo Celtic, Italian, Koorie, Polynesian, Greek and Asian.
In **** approximately 56% of the students were either of Aboriginal and/or Torres Strait Islander, or Polynesian descent.
The local community now includes over 40 different nationalities, including refugees from the Middle East and Horn of Africa.
Location Profile
Awareness of community diversity and a commitment to building an inclusive learning environment are essential.
The college has entered a 10-year agreement with the Colman Foundation to become an "Our Place" School, enabling families to access a broader range of services.
Selection Criteria
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 programmes 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, and experience establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellness and engagement.
SC5: Demonstrated behaviours and attitudes consistent with Department values, and demonstrated experience reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
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 programmes to achieve specific student outcomes and to engage in critical reflection and inquiry to improve teaching practice.
As teachers gain experience, they may contribute beyond the classroom, subject to their salary range, qualifications, training and experience.
Responsibilities
Direct teaching of groups of students and individual students;
Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme within the school;
Undertaking other classroom-teaching-related and organisational duties as determined by the School Principal;
Participating in activities such as parent-teacher meetings, staff meetings and camps/excursions;
Undertaking other non-teaching supervisory duties.
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.
Diversity and Inclusion
The Department is committed to diversity and inclusion, valuing all forms of diversity – culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply.
The Department recognises that safe, respectful, inclusive workplaces are essential to high performance and promotes flexible work and diversity across all schools.
Reasonable adjustments for staff with disability are provided.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division.
Child Safe Standards
Victorian government schools are child safe environments.
All school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations.
The Child Safety Code of Conduct is available at .
DE Values
The Department's employees commit to upholding the Department's values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
For more information, see .
Conditions of Employment
All staff are afforded 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, with induction and support programmes provided.
Detailed information on all terms and conditions of employment is available at .
Qualification Requirements
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 programme or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education programme that has been accredited by an Australian State or Territory Teacher Regulatory Authority, satisfying the Australian Institute for Teaching and School Leadership standards; and
a person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July **** must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.
Details of qualification requirements are updated from time to time and can be found at the Department's Recruitment in Schools portal.
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