Language Assistant - Indonesian_ES1-3_0.16_Fixed Term
Government schools
Una candidatura completa en un minuto
Currículum y carta de presentación personalizados, listos para enviar.
Descripción de la vacante
Mac.Robertson Girls' High School in Melbourne seeks a Language Assistant for Indonesian (Years 12 and VCE focus). You will support Year 12 Indonesian oral preparation and contribute to language enrichment for highly able students in a selective entry context.
You will work with classroom teachers to develop speaking skills, provide targeted feedback, and help develop materials and listening resources, while upholding safe, inclusive school practices.
Formación
- Capacity to deliver high quality Indonesian oral support, at native speaker level.
- Commitment to enhancing the language and oral skills of students.
- Strong understanding of the VCAA Indonesian Study Design, especially oral exam.
- Ability to provide targeted feedback to staff and students to support learning.
- Demonstrated commitment to professional development.
- Support the school's enrichment programs for highly able students.
- Show initiative and contribute to a positive school culture.
Responsabilidades
- To help with VCE oral work preparation (Year 12 language) focusing on general conversation and detailed study.
- Develop speaking skills for VCE and collaborate with teachers for in-class and withdrawal sessions.
- Create listening resources and maintain attendance records, providing progress updates to teachers.
Conocimientos
Descripción del empleo
The Mac.Robertson Girls' High School is one of four selective entry high schools for high ability learners in Victoria, catering for 1200 young people in Years 9-12.
Situated in a central city location adjacent to the Albert Park Lake, the school offers outstanding facilities for the delivery of its programs and is attended by students from metropolitan Melbourne and beyond.
The selective nature of entry results in a broad socio-economic and cultural mix of students with a strong commitment to academic excellence. The school provides an educational experience that equips girls and gender diverse young people for tertiary study and leadership roles in a range of fields and industries, and develops interests and skills to enhance their personal lives.
The school changes the lives of young people by providing a learning community that fosters a strong sense of belonging, outstanding engagement and self regulation, and a love of challenge and enrichment.
Our school vision:Honouring diversity. Inspiring curiosity and creativity. Transforming lives.guides our direction and aspirations. While the strong, positive culture is underpinned by our four core values:
COMMUNITY
We are an inclusive community built on positive relationships and a strong sense of belonging. We value diversity and appreciate those around us for their similarities and differences. We are internationally-minded and value our place in our local and global context.
GROWTH
We seek challenges in order to grow, and are resilient in the face of adversity. We are curious, collaborative, and passionate about learning. We celebrate success and aspire to be our best selves in all aspects of life.
RESPONSIBILITY
We are agents in our own learning, and we foster leadership through action. We take responsibility for ourselves and each other, and we contribute to school life and our broader communities.
COMPASSION
We are interested in the lives and perspectives of others. We value every member of our school and wider communities. We treat people with respect and offer support to those who need it.
The school's highly successful alumnae, The Palladians, continue to be strong supporters of the school offering a range of enrichment and leadership programmes for our students.
We have an outstanding, collaborative and stable staffing profile who support a values driven culture. Staff wellbeing (alongside student wellbeing) is a priority for the school.
The Principal Team conducts tours of the school and prospective applicants are encouraged to visit.
The Mac.Robertson Girls' High School is one of four selective entry high schools for high ability learners in Victoria, catering for 1200 young people in Years 9-12.
Situated in a central city location adjacent to the Albert Park Lake, the school offers outstanding facilities for the delivery of its programs and is attended by students from metropolitan Melbourne and beyond.
The selective nature of entry results in a broad socio-economic and cultural mix of students with a strong commitment to academic excellence. The school provides an educational experience that equips girls and gender diverse young people for tertiary study and leadership roles in a range of fields and industries, and develops interests and skills to enhance their personal lives.
The school changes the lives of young people by providing a learning community that fosters a strong sense of belonging, outstanding engagement and self regulation, and a love of challenge and enrichment.
Our school vision:Honouring diversity. Inspiring curiosity and creativity. Transforming lives.guides our direction and aspirations. While the strong, positive culture is underpinned by our four core values:
COMMUNITY
We are an inclusive community built on positive relationships and a strong sense of belonging. We value diversity and appreciate those around us for their similarities and differences. We are internationally-minded and value our place in our local and global context.
GROWTH
We seek challenges in order to grow, and are resilient in the face of adversity. We are curious, collaborative, and passionate about learning. We celebrate success and aspire to be our best selves in all aspects of life.
RESPONSIBILITY
We are agents in our own learning, and we foster leadership through action. We take responsibility for ourselves and each other, and we contribute to school life and our broader communities.
COMPASSION
We are interested in the lives and perspectives of others. We value every member of our school and wider communities. We treat people with respect and offer support to those who need it.
The school's highly successful alumnae, The Palladians, continue to be strong supporters of the school offering a range of enrichment and leadership programmes for our students.
We have an outstanding, collaborative and stable staffing profile who support a values driven culture. Staff wellbeing (alongside student wellbeing) is a priority for the school.
The Principal Team conducts tours of the school and prospective applicants are encouraged to visit.
- SC1 Capacity to deliver high quality Indonesion Oral support, at native speaker level, to individuals and small groups.
- SC2 Demonstrate commitment to enhancing the language and oral skills of students
- SC3 High level understanding of the VCAA Indonesian Study Design requirement, especially in relation to the oral exam component.
- SC4 Demonstrable commitment to providing targeted feedback to staff and students to support and enhance learning
- SC5 Demonstrable commitment to one's own professional development.
- SC6 Demonstrated commitment to supporting the school's programs which are aimed at providing enrichment and extension for highly able students.
- SC7 Demonstrated capacity to show initiative, contribute to a positive school culture and live by organisational values.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3.Management of staff to achieve the expected outcomes is a key responsibility.Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
- Contribution to a child-safe environment, familiarity with and compliance with the school's child-safe policy and code of conduct, and any other policies or procedures relating to child safety.
- Must hold a Working with Children Check or have VIT registration
- Be enthused by and committed to this role, its responsibilities and its challenges
- Native speaker proficiency
- Able to demonstrate language maintenance
- A comprehensive knowledge of the VCE study design
- Experience in teaching or working as a Language Assistant at Year 9 through to VCE level
- Clear understanding of the VCE Oral Examination structure
- Ability to contribute material/content and ideas for the detailed study
- Understanding of best practice in creating proficient speakers in the target language
- Can create materials to individual student needs to encourage their use of language and improve their overall language proficiency
- Ability to understand and meet the needs of individual learners
- Ability to give clear and constructive advice to individual students
- Ability to work collaboratively with the teachers, but also able to work independently with students
- Ability to create listening resources
- Maintain accurate records of student attendance and provide a progress report, once a month, to the teacher
- To help with VCE oral work preparation (general conversation and detailed study responses only)
- Excursions - language assistants are welcome to join excursions as guests but no payment will be given for attendance
- Private tutoring - Tutoring of Mac.Rob students is prohibited whilst employed as a Language Assistant at Mac.Rob
- Preparing the timetable for students in conjunction with the Language Assistant
- Providing required materials
- Working with the language assistant to monitor student attendance. It is the teacher¿s responsibility to follow up with students and receive feedback on student progress
- Monitoring attendance during expected hours
- Language assistants ahead of time of school events (at least two weeks if possible) that impact on sessions - try to arrange another suitable day or else use the occasion as time-in-lieu for later in the year (the relevant paperwork needs to be completed by the teacher and then handed to the Business Manager)
- Implementing a `Plan B - flow chart' for students in cases where students are away so that they can swap with someone else, utilising the time available with the language assistants
- Requiring students to notify the language assistant and teacher of absences via email
- To help with VCE oral work preparation (General Conversation and Detailed Study responses only) for Year 12 Language students
- To develop speaking skills with VCE (no lessons/marking of written, grammar work, etc unless directly related to oral work preparation) and work with classroom teachers for students in other year levels to support in class and withdrawal modes of assistance.
- Ability to work with the teachers, but also able to work independently with students
- Ability to create listening resources
- To maintain accurate records of student attendance and provide a progress report, once a month, to the teacher
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
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
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
There will be 11 x 30 minute individual conversations with Year 12s.
- 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
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