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 as 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 5,000 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 Island 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 ad 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 2020, 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 work of Professor John Hattie, Robert Marzano and Professor Patrick Griffin
• Students finding out about the learning process (metacognition); and
• Students finding how they themselves learn best (attitudes and behaviours for learning)
  The College 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 QuickSmart (Literacy program), 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 Science 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’. They undertake the Duke of Edinburgh Award program. 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 Rural Studies, IT and Business Management.
  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 College began as a new entity with a new vision for learning in 2016, having transitioned from Robinvale P-12 College at the end of 2015.
  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.
  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 362 students. The College is proud of its many cultures which includes one-third Aboriginal, one-third Pacific Islander and one-third a mix of Anglo Celtic, Italian, Greek, Asian and other cultures. 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:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

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-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program 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; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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 Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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.

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• A minimum commitment of 2 years employment in this position
• The incentive is payable to the successful candidate who meets requirements for relocation as set out on https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses - teaching service’ policy available at https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

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

This position attracts an incentive payment of $50,000 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

Additional relocation assistance may be available upon appointment to the position.

More information about Targeted Financial Incentives is available at https://www.education.vic.gov.au/about/careers/teacher/Pages/targeted-initiative-attract-more-teachers.aspx

Tyrrell College is a P-12 school located in the Mallee town of Sea Lake, which is about 400 kilometres North West of Melbourne. The community is mainly farm-based and the area is well known for its rich grain farming. Our purpose is to provide a safe, positive and challenging environment where everyone aspires to aim high and become responsible, caring and contributing community members.

Our three pillars are the development of high quality teaching and learning practices where learning is differentiated and progress is evidence based, relationships between all community members are embedded and aligned with the College values of Respect, Responsibility, Honesty and Aiming High. Partnerships with the wider Community and parents are an essential and vital part of the College’s operation. The parents, community, staff and students have high expectations of the College and the outcomes it provides for the students.

The College has excellent facilities set in a large, well-maintained precinct. The adjoining Community Centre provides for sporting and cultural activities and a Building the Education Revolution funded primary wing is an outstanding facility. The Student Family Occupation (SFO) index is 0.46 with 160 enrolled students.

Successful applicants have the option of living in school housing which is provided at reasonable rental rates.

For some years now, the College has had a strong focus on agricultural opportunities for students. In 2011, the school was recognised for its achievements and forward thinking with a National Australia Bank Schools First National Award ($500 000). Through this program the College is agricultural manager of two land holdings of 60 and 70 hectares each on different sides of Sea Lake, with VCE and VET students having opportunities in food and livestock production, some related opportunities for P-6 students, a core subject in Year 8, and an elective in Years 9-12.

The College has composite classes in P-6 and each year level from 7 to 12 is comprised of one class of students. VCE classes operate with one class per study. The College has introduced Quicksmart Numeracy as a Mathematics intervention program, as well as Fountass and Pinnell as a literacy intervention program in the Primary Years. The College places a great emphasis on a fully-documented curriculum, which is rigorous and personalised, and is currently in the process of finalising the College-wide instructional model. The Victorian Curriculum and VCE curriculum inform curriculum delivery and organisational structures for student learning. VCE, VCAL and VET are offered as senior pathways programs. VET subjects offered include Agriculture, Engineering (unscored), Music (Sound Production) and Hospitality. The College has some Distance Education classes running and Polycom classes are offered within the Mallee Cluster.

The College is advancing its digital teaching and learning profile with a College-wide iPad program implemented in 2016. All students have access to a digital device from Years 4 to 12 and the College is building a Digital Technologies and STEM curriculum with opportunities to use Lego Wedo 2 and Mindstorms, as well as introducing the use of drones.

The small student numbers provide a platform for relationship building between students and between students and teachers. Teachers have opportunities in this small school context to know students well, to spend more individual time with students, and to personalise learning for every student. Students participate in an extensive range of cultural, academic and sporting activities including visiting performances, drama workshops, College productions, camps and excursions and inter-college sports.

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:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

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-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program 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; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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 Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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.

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• A minimum commitment of 2 years employment in this position
• The incentive is payable to the successful candidate who meets requirements for relocation as set out on https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses - teaching service’ policy available at https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

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

This position attracts an incentive payment of $50,000 (pro-rata) (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

Additional relocation assistance may be available upon appointment to the position.

More information about Targeted Financial Incentives is available at https://www.education.vic.gov.au/about/careers/teacher/Pages/targeted-initiative-attract-more-teachers.aspx

Description:

Architectural, Building and Surveying Technicians perform technical functions to assist Construction Managers, Architects and Surveyors by supervising and inspecting construction sites, estimating time, costs and resources, inspecting plumbing work, and collecting and evaluating survey data and preparing maps and plans.

Education:

Visit the Job Outlook website to find out about education and training requirements.