English as an Additional Language (EAL)

Department of Education Victoria; Geelong; On-site; AUD 70,000 - 110,000; Full time

Job summary

Geelong English Language School (GELS) in Belmont, Geelong, is seeking classroom teachers for Range 1 and Range 2 to deliver intensive EAL-focused programs for New Arrivals students. The role includes planning and teaching for Foundation to Year 10, with a focus on literacy, numeracy and wellbeing.

Teachers will work collaboratively with MEAs and the broader school community to provide high-quality instruction, assess student progress, and support transitions to mainstream schooling.

Qualifications

• Demonstrated knowledge of the relevant curriculum and ability to teach literacy and numeracy skills.
• Demonstrated ability to plan high-impact teaching strategies guided by how students learn and evaluate impact.
• Demonstrated ability to monitor and assess student learning and use data to inform practice.
• Strong interpersonal and communication skills to collaborate with students, parents, colleagues and the community.

Responsibilities

• Direct teaching of groups of students and individual students.
• Contribute to development, implementation and evaluation of curriculum areas and school programs.
• Undertake other classroom duties and organisational tasks as appropriate to salary range and experience.
• Participate in parent/teacher meetings, staff meetings, camps and excursions.
• Mentor and supervise student teachers and support staff to improve practice.

Skills

Interpersonal communication

Curriculum knowledge

Education

Provisional or full registration (VIT)

Postgraduate initial teacher education accreditation

Job description

Department of Education Victoria – Belmont VIC

2d ago , from Department of Education & Training Victoria

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.

Our school also employs multicultural education aides (MEAs) who work in the classroom to support students in their first language to learn English and provide valuable connections with our families in their own language.

GELS has 3 core values: Respect, Responsibility and 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

• 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 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.
• SC3 Demonstrated 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.
• SC4 Demonstrated 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.
• SC5 Demonstrated 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.

• 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.

Responsibilities

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.

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 and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

Child Safe Standards

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

• 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.
• 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

Conditions of Employment

• 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.
• 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

GELS is a dynamic environment with continuous enrolment and termly exits. GELS staff must respond with flexibility to meet student needs.

Teachers employed at GELS may be required to work at any of the three campuses.

Teachers may be reallocated at any time, at the Principal's discretion, to manage fluctuating class numbers.

Teachers may be required to travel between campuses.

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• 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 program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures';
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the