English as an Additional Language (EAL) Teacher

Government schools; Geelong; On-site; AUD 85,000 - 110,000; Full time

Job summary

Geelong English Language School (GELS) invites applications for Range 2 classroom teachers. The roles focus on improving student performance aligned with the school’s strategic plan and state-wide priorities, with emphasis on high quality instruction and staff development.

Successful candidates will meet diverse student needs, mentor colleagues, and use student data to inform teaching, with responsibilities including supervising student teachers and contributing to school policies.

Qualifications

• Demonstrated knowledge of the relevant curriculum.
• Ability to plan for and implement high impact teaching strategies.
• Ability to monitor and assess student learning with data-informed feedback.

Responsibilities

• Direct teaching of groups and individuals.
• Contribute to curriculum development and evaluation.
• Undertake teaching-related and organisational duties as required by the Principal.
• Participate in parent/teacher meetings, staff meetings, camps and excursions.
• Supervise and train student teachers.

Skills

Curriculum knowledge

High-impact teaching

Data-informed practice

Interpersonal skills

Job description

Location: Barwon South West - Greater Geelong

Reference: 1550153

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.

Role

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.

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.

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:

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:

• 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.

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.

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.

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 (see Workplace 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 [e-mail]

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

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'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Location and delivery

Geelong English Language School's main administrative campus is at 12 Pickett Crescent Belmont, Geelong.

In 2027, GELS will deliver an intensive English language program for New Arrivals students at three campuses; Corio ( F to Yr 6), North Geelong (Yr 7 to Yr 10) and Belmont (F -Yr 6),

Students in GELS programs come from a wide range of language, cultural and educational backgrounds. Students are taught in classes of about 13 to ensure that their English language, social learning and wellbeing needs are intensively supported. A school-wide student wellbeing strategy ensures that students and their families are welcomed and supported as newly arrived members of their new 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. Teachers working in this program will be required to travel extensively and may be required to work flexible hours including before and after normal face to face teaching hours.

The Geelong English Language School has four main goals.

• -A focussed 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.

Applications close Thursday 5 November 2026 at 11.59pm