Multicultural Education Aide Turkish

Government schools; Geelong; Sur place; AUD 60 000 - 75 000; Plein temps

Résumé du poste

Geelong English Language School (GELS) seeks an Education Support role to assist in intensive EAL programs across P-10. You will support students, coordinate resources and translate across diverse families, working closely with teachers to promote learning and wellbeing.

The role involves travelling to multiple campuses and supporting classroom activities, student wellbeing, and engagement with families in a dynamic educational environment.

Qualifications

• SC1 Capacity to support teachers and students within intensive EAL programs across P-10.
• SC2 Ability to communicate effectively with students, families and school community from diverse backgrounds.
• SC3 Proficiency in ICT and digital learning tools for EAL learners.
• SC4 Commitment to ongoing professional learning and growth.
• SC5 Proficiency in reading, writing, speaking and listening in English and Turkish.

Responsabilités

• Support students in the classroom to develop English language and social learning skills.
• Assist teachers, coordinate support tasks and resources.
• Translate communication between teachers, students and families.
• Help liaise with external support services and wellbeing coordinators.
• Contribute to student wellbeing and family engagement activities.

Connaissances

EAL support

Communication with diverse families

ICT & digital learning tools

Professional learning mindset

Turkish language proficiency

Formation

Education support qualification

Outils

ICT tools

Description du poste

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

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

The Geelong English Language School has four main goals.

These are to provide:

• 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.

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

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

The Geelong English Language School has four main goals.

These are to provide:

• 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.

Selection Criteria

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

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 Turkish language/s.

Role

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 Turkish language or a combination of languages 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

Other Information

• Support EAL learners to reach their potential at school, by assisting them in the classroom.
• Communicate directly with families and support teachers and student welfare coordinators
• Support students in the classroom, explain teacher instructions and work requirements.
• Support teachers¿ general communication with students.
• Act as a resource to develop staff knowledge of the students backgrounds and the issues they face.
• Help to involve parents in school activities and programs.

• Willingness and ability to travel and work at any campus or in program is a condition of employment in this position. All GELS staff may be required to work:
• In both primary and secondary settings.
• In an ELC and/or Visiting Teacher program.
• In the Outreach and EAL support cluster programs.
• Staff will be required to attend camps and excursions.
• A current drivers license is desirable

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