English as an Additional Language (EAL)

Government schools; Geelong; On-site; AUD 70,000 - 95,000; Full time

Job summary

The Geelong English Language School (GELS) offers English language instruction for Newly Arrived students in the Geelong region. This role focuses on planning, preparing and delivering targeted language programs while supporting wellbeing and transition to mainstream schooling.

Classroom teachers operate within two salary ranges and are expected to mentor staff, use data to inform teaching, and engage in ongoing professional learning to raise student learning outcomes.

Qualifications

• Demonstrated knowledge of the relevant curriculum and ability to incorporate literacy/numeracy teaching.
• Ability to plan high-impact teaching strategies and evaluate learning growth.
• Strong data usage to inform teaching and provide feedback to students/parents.
• Excellent interpersonal and collaborative skills with students, families and staff.
• Commitment to professional learning and reflective practice.
• Comprehensive knowledge of EAL pedagogy and cross-cultural awareness.

Responsibilities

• Plan, prepare and teach programs to achieve specific student outcomes.
• Engage in critical reflection and inquiry to improve knowledge and skills.
• Contribute to the school program beyond the classroom as experience grows.
• Undertake other duties as appropriate to salary range and qualifications.
• Mentor student teachers and coach staff to improve practice.

Skills

Curriculum knowledge

Data-informed practice

Assessment of learning

Interpersonal skills

Professional reflection

EAL pedagogy

Job description

Location: Barwon South West - Greater Geelong

Reference: 1550240

Location Profile

The Geelong English Language School (GELS)

provides English as an Additional Language (EAL) instruction to eligible Foundation to Year 10 students who are Newly Arrived in Australia

supports teachers and schools in the Greater Geelong area to build EAL teaching skills and develop appropriate EAL programs and policies for students within their first five years of school in Australia

Location and delivery

GELS delivers an intensive English language program for New Arrivals students at three campuses; Northern Bay College Wexford (F-Yr6), North Geelong Secondary College (Yr7-10) and our Belmont campus (F-Yr6). The school's main administrative campus is located at 12 Pickett Cres, Belmont, Geelong.

Students in our English language programs come from a wide range of language, cultural and educational background backgrounds. Students are taught in classes of about 13 to ensure that their English language, social learning and wellbeing needs are intensively catered for before they are supported to transition to their mainstream school after 6 or 12 months of English instruction. A school-wide student wellbeing strategy ensures that students and their families are welcomed and supported as newly arrived members of our wider community.

GELS also provides support to build EAL capacity within mainstream schools through the EAL support Cluster program. This program is delivered in schools across the Greater Geelong area.

The Geelong English Language School has four main goals.

These are to provide:

A focused learning environment that maximises learning growth for all students.

A caring learning environment which supports the wellbeing and settlement needs of students and their families.

A supportive and stimulating work environment for all staff that encourages commitment, innovation and excellence.

Professional learning opportunities for mainstream school staff to support newly arrived and EAL students and their families.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

SC6 Demonstrated comprehensive knowledge of EAL pedagogy, student learning processes, plurilingual strategies and cross-cultural awareness.

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 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