Shepparton English Language Centre - Welfare Position

government schools; Greater Shepparton; On-site; AUD 70,000 - 90,000; Full time

Job summary

St Georges Road Primary School in Shepparton hosts the Shepparton English Language Centre (SELC) and seeks a Welfare Officer to provide comprehensive welfare support to students, focusing on mental health, well-being and disability inclusion.

You will work across SELC and host school with responsibilities including student support, group sessions, and collaboration with external agencies to ensure inclusive education for new arrivals and local students.

Qualifications

• An EAL teaching qualification recognised by the Victorian Institute of Teaching, (preferred).
• At least 5 years of teaching experience in EAL. (preferred)
• Strong communication and interpersonal skills, including the ability to build rapport with all students and staff, including those from diverse backgrounds.
• Excellent problem-solving skills.
• Knowledge of disability inclusion policies and practices.
• Empathy, compassion and a commitment to student and staff well-being.

Responsibilities

• Provide individual support to students, addressing issues such as homesickness, academic stress, cultural adjustment and personal challenges.
• Maintain regular contact with students, monitoring their progress and offering guidance as needed.
• Facilitate group support sessions and workshops to promote mental health and well-being.
• Support students experiencing behavioural or discipline challenges by addressing underlying social, emotional or family factors using restorative practice principles.
• Build capability of the whole school regarding mental health and well-being (identification, promotion and prevention).
• Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
• Work with students regarding mental health and well-being, including targeted teaching lessons on a regular basis.
• Establish clear pathways for referral for students requiring assessment and intervention, and monitor and evaluate student progress.
• Ensure the school is fully compliant with disability inclusion policies and regulations.
• Co-ordinate with relevant departments to provide appropriate accommodations and support services for students with disabilities.
• Advocate for the needs of students with disabilities and promote a welcoming and inclusive environment.
• Collaborate with the SELC Transition Co-ordinator when students with additional needs are transitioning to mainstream schooling or another Designated Purpose Setting.
• Respond to and manage emergency situations, such as medical emergencies, personal crises or safety concerns in collaboration with leadership.
• Collaborate with external agencies and resources as necessary to provide appropriate assistance.
• Build relationships with local organizations and community resources to support students' needs.
• Co-ordinate volunteer programs and community events to enhance students' social integration.
• Other duties as assigned by the SELC Co-ordinator (or delegate) or St Georges Road Primary School's Principal or people acting in those positions.

Skills

EAL teaching

Communication

Interpersonal skills

Empathy

Problem solving

Education

EAL teaching qualification (Victorian Institute of Teaching)

5+ years teaching experience in EAL

Job description

The host school for the Shepparton English Language Centre (SELC) since 2008 to the current time is St Georges Road Primary School in the south of Shepparton. The School Principal has the overall responsibility of the school, including the Shepparton English Language Centre, which will operate as a sub-school of the host school.

The Shepparton English Language Centre is located in the northwest corner of the St Georges Road Primary School site in a discrete building formerly used by the Shepparton Schools Support Centre (corner of Hayes and Weddell Streets). Adjacent to thei building are two EAL purpose built The building is called the Hayes Street Campus of St Georges Road Primary School/SELC. SELC has three primary classrooms located in a new relocatable building on the southeast corner of the St Georges Road PS grounds (corner of St Georges Road and John Street). SELC's main entrance and office is located opposite 22 Weddell Street, Shepparton.

The Shepparton English Language Centre (SELC), based at the Hayes Street Campus of St Georges Road Primary, will be responsible for providing EAL (English as an Additional Language) Intensive English Tuition to New Arrivals students in primary and secondary government schools in the Shepparton Schools District.

In addition to Intensive English Tuition, students are taught some specialist areas such as Mathematics, Physical Education, Art, Music, Science and/or Aussie Skills.

The overall target number for SELC is 65 students each year. Although this does fluctuate, enrolment numbers have only gone lower than 65 students (5 classrooms) during the period of the COVID pandemic.

New Arrival Primary and Secondary students from the Shepparton network of schools will attend the Hayes St Campus full time for a period of 6 - 12 months.

The Shepparton English Language Centre also provides a Visiting Teacher Service. This provides individual, targeted support to local EAL students who have been in Australia between one and five years. Outlying schools who do not have sufficient numbers of students to be able to employ their own staff will be serviced by a SELC teacher who will provide individual, targeted support to EAL Students and support teachers to build the capacity for EAL delivery in each school.

St Georges Road PS as the host school will employ staff on a contract basis, with the possibility of secondment and right of return provisions for ongoing staff in government schools.

.Situation for 2027 Employees

Selection Criteria

SC1'Content of teaching and learning'. Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, well-being or learning of children and young people.

SC2'Teaching practice'. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, well-being or learning.

SC3'Assessment and reporting of student learning'. Demonstrated ability to support a student's mental health, well-being or learning by developing and maintaining connection with external services.

SC4'Interaction with the school community'. Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, well-being and engagement.

SC5'Professional requirements'. Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case.

Role

The Welfare Officer is responsible for providing comprehensive welfare support to students, ensuring their overall well-being and addressing any challenges they may face. The role requires a compassionate and empathetic approach, combined with strong communication and problem-solving skills. This position will play a crucial role in fostering a supportive and inclusive learning environment.

Responsibilities

Student Support:

Provide individual support to students, addressing issues such as homesickness, academic stress, cultural adjustment and personal challenges.

Maintain regular contact with students, monitoring their progress and offering guidance as needed.

Facilitate group support sessions and workshops to promote mental health and well-being.

Support students experiencing behavioural or discipline challenges by addressing underlying social, emotional or family factors using restorative practice principles.

Mental Health and Wellbeing:

Build capability of the whole school regarding mental health and well-being (identification, promotion and prevention),

Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns,

Work with students regarding mental health and well-being, including targeted teaching lessons on a regular basis,

Establish clear pathways for referral for students requiring assessment and intervention, and monitor and evaluate student progress.

Disability Inclusion:

Ensure the school is fully compliant with disability inclusion policies and regulations.

Co-ordinate with relevant departments to provide appropriate accommodations and support services for students with disabilities.

Advocate for the needs of students with disabilities and promote a welcoming and inclusive environment.

Collaborate with the SELC Transition Co-ordinator when students with additional needs are transitioning to mainstream schooling or another Designated Purpose Setting.

Respond to and manage emergency situations, such as medical emergencies, personal crises or safety concerns in collaboration with leadership.

Collaborate with external agencies and resources as necessary to provide appropriate assistance.

Community Engagement:

Build relationships with local organizations and community resources to support students' needs.

Co-ordinate volunteer programs and community events to enhance students' social integration.

Other:

Other duties as assigned by the SELC Co-ordinator (or delegate) or St Georges Road Primary School's Principal or people acting in those positions.

Who May Apply

An EAL teaching qualification recognised by the Victorian Institute of Teaching, (preferred).

At least 5 years of teaching experience in EAL. (preferred)

Strong communication and interpersonal skills, including the ability to build rapport with all students and staff, including those from diverse backgrounds.

Excellent problem-solving skills.

Knowledge of disability inclusion policies and practices.

Empathy, compassion and a commitment to student and staff well-being.

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.

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:

Intensive English language tuition for newly arrived students.

Provide a nurturing, caring and safe learning environment for students to settle into their new countryand develop a sense of belonging and connectedness.

Through English acquisition teach children a general knowledge of Australia and an understanding of the culture.

Terms and Conditions of Employment:Employment is Teacher level

Hours Per Week:Full Time 38 hours per week Time Fraction = 1.0

Tenure:A contract position from 27th January 2027 to 27th January 2028 will be offered.Ongoing staff in government schools will be entitled to secondment and right of return provisions.

Teacher Qualification: An EAL teaching qualification is preferred for this position.

Teacher Registration:Registration with the Victorian Institute of Teaching is mandatory.

Driver Licence:A current Driver Licence is required.

Police Check:The successful applicant will be subject to a police clearance at both the Federal and State levels.

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.

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).

Applications close Sunday 15 November 2026 at 11.59pm