• Classroom Teacher (Part-Time 0.6, 0.8 or Full Time) 

INTRODUCTION

The River Nile School (RNS) is an independent senior-secondary school delivering Applied Learning curriculum to re-engage refugee school-aged women who may have had disrupted schooling, are newly arrived in Australia or find a flexible learning environment most suitable to their learning. All students who attend RNS have English as an Additional Language (EAL), so developing student levels of language, literacy and numeracy (LLN) is a central focus of our teachers. RNS offers students the VCE Vocational Major (VM) and the Victorian Pathways Certificate (VPC) with an integrated program with projects negotiated with and developed by students. It provides a high-challenge, high-support learning environment with a strengths based approach.

RNS offers small class sizes, and teachers work collaboratively to achieve the best possible outcomes for each student with personalised learning, wellbeing and support programs. RNS adopts a holistic model for supporting the unique educational needs of each student, so developing solid student-teacher relationships is essential. Our students come from backgrounds where they may have experienced significant trauma, so we adopt a trauma informed (healing) approach to our teaching.

Based in North Melbourne, 2024 will be our eighth year as a school. RNS grew out of the River Nile Learning Centre (RNLC), established in 2006 to assist the African refugee community. We’ve grown substantially since then, and our student cohort comprises young women from many regions. As a growing school filling a unique gap in the education sector, we are striving to build strong foundations to empower young migrant women to gain the language, life and work skills to thrive.

RNS has ~110 students and a 30-person team, including 12+ registered teachers and 10 allied professionals with social/youth work, multicultural engagement and refugee health expertise. Our team brings different and overlapping strengths, skills and experiences to enable us to respond holistically to students’ educational needs in a respectful and productive learning environment.

For further information, view: http://www.rivernileschool.vic.edu.au and RNS YouTube Clip.

POSITION DESCRIPTION

The River Nile School is seeking a classroom teacher preferably with qualifications in English as an Additional Language (EAL), to deliver the VCE Vocational Major (VM) and/or Victorian Pathways Certificate to young refugee women. Proactive, personalised student engagement, flexibility and trauma-informed (healing) practice are integral to the role. The role will support in multiple classes, support classes when there are teacher absences and support in some teaching administrative planning and work. The role is advertised as a full time position, however it is possible to arrange a part time position pending the needs and preferences of the candidate.

Your Mindset:

• You believe every young person deserves a thriving future.
• You respect and value the perspectives of Culturally and Linguistically Diverse (CALD) young people and are interested to work with those with complex needs to help them achieve their potential.
• You are comfortable working in a flexible, evolving, changing work environment, staying focused on outcomes and adapting your approach as needed.
• You are collaborative, valuing and respecting relationships within and across our entire team and with our external partners.
• You take initiative, solve problems and have a high attention to detail.

Responsibilities:

• Teach and cover classes as needed.
• Support the school, teachers and leaders in some administrative tasks.
• Deliver a 2 or 3-year VCE Vocational Major (VM) program and/or a Victorian Pathways Certificate(VPC) program.
• Implement English as an Additional Language (EAL) lesson planning, documentation and evaluation.
• Develop and manage assessment, evaluation and regular reporting of student language, literacy and numeracy (LLN) outcomes and curriculum outcomes (VM units etc).
• Manage and coordinate student assessments and classroom engagement.
• Liaise with external partner organisations to create enriching opportunities for students.
• Liaise closely with our Student Support Team and external agencies to ensure appropriate individualised responses to student wellbeing needs using a trauma-informed (healing) practice model.
• Participate in RNS meetings and reviews as required.
• Build and maintain strong, collaborative working relationships with teaching and education support staff to develop improvements in student outcomes
• Initiate and support collaborative creative student projects that deliver VM outcomes for students.
• Develop Individual Learning Plans and promote pathway opportunities that enhance students’ opportunities and life outcomes.
• Comply with all VRQA and RNS Policies, standards, procedures and Codes of Conduct and, most importantly, Child Safety regulations, Ministerial Orders and Duty of Care.

Key Selection Criteria:

• Experienced in delivery of Applied Learning curriculum to low literacy EAL learners, or ability for this.
• Demonstrated understanding of teaching towards the acquisition of language, literacy and numeracy (LLN) skills and capacity to monitor and assess student learning data, particularly in the areas of LLN, and to use this to inform improved teaching practice.
• Demonstrated effective, creative, innovative classroom teaching practice that promotes a vibrant, engaging, safe learning environment.
• Proven collaborative relationship builder with colleagues across a school setting, with a mindset aligned to that summarised under ‘Your Mindset’ above.
• Understanding of the impacts of trauma on learning, with some knowledge of trauma-informed practice.
• Track record of building engaging relationships with students from marginalised, refugee or CALD backgrounds, to be able to meet them at their point of need, develop and deliver on their learning goals and set them up holistically for success.

Desirable Skills and Abilities:

• Numeracy teaching experience and knowledge
• Applied Learning teaching experience and expertise.
• Student welfare and wellbeing experience and knowledge.

Qualifications, Experience and Credentials:

• Relevant tertiary qualifications – Minimum Bachelor Degree in Education or equivalent, with Teaching English to Speakers of Other Languages (TESOL) or EAL qualification preferred.
• Some experience in a school setting, including working with Culturally and Linguistically Diverse (CALD) students with complex needs and students with developing literacy skills.
• VIT Registration and 100-point Proof of Identity required

Employment Conditions

• Competitive salary commensurate with qualifications and experience; access to tax effective salary packaging; training and development opportunities; supervision and an employee assistance program. RNS strives for its staff salaries to be competitive with the Victorian Government Schools Agreement (VGSA) scales commensurate with experience.
• Appointment of the successful applicant will be subject to:
  • Reference checks
  • A satisfactory Pre-Employment Disclosure Declaration
• The successful applicant must complete DET Mandatory Reporting / Child Safety training within the first month of work. A DET link to on-line training for non-government schools will be provided.
• If the applicant has evidence of completing this training at another school within the last 12 months, that can be provided on commenced and then refreshed at the appropriate annual time.
• A 6-month probationary period will apply. Induction and professional support and development programs will be provided.

Enquiries to the RNS Business Office – Tel: (03) 9329 8425 or Mob: 0493 397 036.