ES1-2 Multi-cultural Teacher Aide

Government schools; Mildura; Presencial; AUD 55 000 - 65 000; Tempo integral

Resumo da oferta

Mildura English Language Centre (MELC), a campus of Mildura Senior College in north-west Victoria, delivers a full-time intensive English program for migrant and refugee students (Prep–Year 10). The role involves assisting teachers, supporting students, and translating between families and staff to foster inclusive learning.

The position emphasizes professional development, collaboration, and delivering equitable education in a diverse school community.

Qualificações

• Demonstrated capacity to communicate effectively with students, families and staff.
• Ability to support teachers and students within intensive EAL programs.
• Willingness to engage in professional learning and growth.

Responsabilidades

• Support student learning on an individual or group basis under supervision.
• Translate communication between teachers, students, and families as needed.
• Assist in coordination of education support staff and programs.

Conhecimentos

Interpersonal skills

ICT proficiency

Reading/writing communication

Teamwork

Professional development

Formação académica

Certificate IV in Education Support

Relevant education support qualification

Ferramentas

ICT tools

Descrição da oferta de emprego

Mildura English Language Centre (MELC) is a campus of Mildura Senior College, located in north-west Victoria, approximately 545 kilometres from Melbourne. MELC provides a full-time intensive English language program for newly arrived migrant and refugee students from Prep to Year 10, aged 5 to 17 years.

MELCs purpose is to equip students with the English language skills, knowledge and confidence needed to successfully transition into mainstream schooling or alternative education and training pathways, including TAFE. Through explicit English language instruction, students learn both in and through English while developing the academic, social and cultural skills required to thrive in Australian schools.

In addition to supporting students' language development, MELC works closely with families to build their understanding of the Victorian education system and life in Australia, fostering strong partnerships between home and school.

Small class sizes enable teachers to provide highly differentiated instruction that responds to each student's individual needs. Curriculum planning is informed by students' prior educational experiences, age, English language proficiency and rate of language acquisition, ensuring learning is personalised and responsive.

At MELC, we are committed to providing a safe, inclusive and supportive learning environment where every student is valued and respected. We celebrate the rich cultural, linguistic and religious diversity of our community and promote equity for all, regardless of sex, ethnicity, race, religion or socioeconomic background. Our values of Persistence, Empathy, Aspiration, Community and Engagement underpin our teaching and learning, guiding the behaviours, attitudes and aspirations we seek to foster in every student.

Location Profile

Mildura English Language Centre (MELC) is a campus of Mildura Senior College, located in north-west Victoria, approximately 545 kilometres from Melbourne. MELC provides a full-time intensive English language program for newly arrived migrant and refugee students from Prep to Year 10, aged 5 to 17 years.

MELCs purpose is to equip students with the English language skills, knowledge and confidence needed to successfully transition into mainstream schooling or alternative education and training pathways, including TAFE. Through explicit English language instruction, students learn both in and through English while developing the academic, social and cultural skills required to thrive in Australian schools.

In addition to supporting students' language development, MELC works closely with families to build their understanding of the Victorian education system and life in Australia, fostering strong partnerships between home and school.

Small class sizes enable teachers to provide highly differentiated instruction that responds to each student's individual needs. Curriculum planning is informed by students' prior educational experiences, age, English language proficiency and rate of language acquisition, ensuring learning is personalised and responsive.

At MELC, we are committed to providing a safe, inclusive and supportive learning environment where every student is valued and respected. We celebrate the rich cultural, linguistic and religious diversity of our community and promote equity for all, regardless of sex, ethnicity, race, religion or socioeconomic background. Our values of Persistence, Empathy, Aspiration, Community and Engagement underpin our teaching and learning, guiding the behaviours, attitudes and aspirations we seek to foster in every student.

Selection Criteria

SC1 Capacity and experience to support teachers and students within intensive EAL programs across all year levels (P-10) at the Mildura English Language Centre.

SC2 Demonstrated capacity to communicate effectively and build positive relationships with students, families, and school community members from diverse cultural and linguistic backgrounds.

SC3 Demonstrated proficiency in the use of Information and Communication Technology (ICT) and digital learning tools relevant to assisting students with English as an Additional Language (EAL).

SC4 A commitment to professional learning and growth.

SC5 Proficient reading, writing, speaking, and listening skills in both English and an additional language/s.

Role

Additional hours that may be required by this position are subject to the DET Time In Lieu arrangement (9)(a).

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
• Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

Multicultural Education Aide

• Support student learning on an individual or group basis with direction from class teacher
• Translate communication between teachers and non-English speaking students in the classroom
• Support and translate communication between teachers and non-English speaking parents, eg during enrolment interviews and Parent/Teacher Conferences
• Assist in the translation of school documents and resources, including utilising phone interpreting services
• Prepare basic curriculum resources
• Assist school in liaising with external support service providers, teachers, students, and their families
• Support staff in student wellbeing
• Where possible provide teachers with insight into students cultural backgrounds and experiences
• Literacy in Swahili language or a combination of languages is desirable.

General Skills

• Organise and time manage oneself and tasks
• Work effectively in a team environment
• Take direction and work independently
• Communicate effectively with students, families and staff
• Foster positive relationships with all members of the MELC community
• Actively seek and participate in professional development (Subject to College PandD guidelines)
• Participate in the Colleges performance and development processes in line with DET requirements
• General duties as directed by the Principal within the requirements of ES1-2 dimensions of work as listed in the Victorian Government Schools Agreement 2022.

Other Requirements

• Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
• Current Working with Children Clearance
• First Aid is desirable.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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

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.

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

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