Teacher English as an Additional Language/Dialect - Chifley College Mount Druitt Campus

Educationhq; Sydney; On-site; AUD 70,000 - 100,000; Full time

Job summary

Chifley College Mount Druitt Campus, part of the NSW Department of Education, seeks an experienced Teacher for English as an Additional Language/Dialect to support EAL/D learners. The role emphasizes targeted in-class support, differentiation, and delivery of language and literacy programs.

Applicants must hold EAL/D teaching approval or be enrolled in a relevant postgraduate qualification and demonstrate collaboration with staff, parents and community partners to promote equitable learning.

Qualifications

• Approval to teach EAL/D or currently completing a postgraduate qualification in EAL/D.
• Ability to provide targeted in-class support for EAL/D students.
• Understanding of the EAL/D Learning Progression and survey process.
• Experience delivering in-class and small-group instruction for language learners.
• Experience designing professional development for teachers in EAL/D pedagogy.
• Experience liaising with parents, interpreters and community partners.

Responsibilities

• Provide targeted in-class support for EAL/D students across key learning areas.
• Differentiate instruction and scaffold tasks to meet diverse needs.
• Deliver language and literacy programs and monitor progress.
• Collaborate with classroom teachers to adapt curriculum materials.
• Engage external stakeholders to support EAL/D learners' wellbeing.

Skills

EAL/D teaching approval

Differentiated instruction

Data-informed planning

Teacher collaboration

Professional development design

Education

Postgraduate qualification in EAL/D

Bachelor/Diploma in Education

Job description

Teacher English as an Additional Language/Dialect - Chifley College Mount Druitt Campus

Chifley College is a multi‑campus college established in 2000 to enhance the educational opportunities for students in the Mount Druitt area. Mount Druitt Campus has an enrolment of 585 students, including 20% Aboriginal and Torres Strait Islander students as well as 52% Pacific Islander students. The campus is committed to the Premier's Priorities to Lift Education Standards through literacy, numeracy, differentiation and explicit teaching.

The school receives significant funding to support student learning outcomes through the Resource Allocation Model (RAM) including equity loading for Aboriginal background, English language proficiency, low level adjustment for disability and socio‑economic background. Added to this, our flexible wellbeing funds, beginning teaching funds and professional learning funds ensure that the school is well resourced, caters to the individual needs of staff and students and addresses the various aspects of education in our school.

The school is committed to continually improving effective classroom practices with staff professional learning being the key to ensuring this outcome. This learning will ensure that both literacy and numeracy levels can be enhanced through excellent teaching, improved data analysis and used to support individualised and differentiated learning. Strong partnerships are evident with parent forums, the Local Aboriginal Education Consultative Group (AECG), local Aboriginal Elders, partner primary school, universities, local businesses, industry and community and welfare organisation.

About this job

Position Information

Chifley College is a multi‑campus college established in 2000 to enhance the educational opportunities for students in the Mount Druitt area. Mount Druitt Campus has an enrolment of 585 students, including 20% Aboriginal and Torres Strait Islander students as well as 52% Pacific Islander students. The campus is committed to the Premier's Priorities to Lift Education Standards through literacy, numeracy, differentiation and explicit teaching.

The school receives significant funding to support student learning outcomes through the Resource Allocation Model (RAM) including equity loading for Aboriginal background, English language proficiency, low level adjustment for disability and socio‑economic background. Added to this, our flexible wellbeing funds, beginning teaching funds and professional learning funds ensure that the school is well resourced, caters to the individual needs of staff and students and addresses the various aspects of education in our school.

The school is committed to continually improving effective classroom practices with staff professional learning being the key to ensuring this outcome. This learning will ensure that both literacy and numeracy levels can be enhanced through excellent teaching, improved data analysis and used to support individualised and differentiated learning. Strong partnerships are evident with parent forums, the Local Aboriginal Education Consultative Group (AECG), local Aboriginal Elders, partner primary school, universities, local businesses, industry and community and welfare organisation.

Specific Selection Criteria

• Approval to teach English as an Additional Language/Dialect or currently completing or currently enrolled in an approved post graduate qualification for teaching English as an Additional Language/Dialect (secondary) as recognised by the NSW Department of Education.
• Demonstrated ability to provide targeted in‑class support for EAL/D students across a range of key learning areas. Proven capacity to work collaboratively with classroom teachers to differentiate instruction, scaffold learning tasks, and adapt curriculum materials to meet the diverse language, cultural, and learning needs of students from EAL/D backgrounds
• Thorough understanding of the EAL/D Learning Progression and the EAL/D survey process, including accurate identification, placement, and tracking of EAL/D students. Demonstrated ability to analyse survey data and progression information to plan, implement, and monitor targeted teaching programs. Experienced in delivering both in‑class and small‑group instruction, running specialised language and literacy programs, and evaluating their effectiveness to support student growth and achievement.
• Proven ability to design and deliver professional development for teachers focused on effective EAL/D pedagogy, scaffolding strategies, and inclusive classroom practices.
• Demonstrated experience in liaising with external stakeholders—including parents, interpreters, community organisations, and support agencies—to ensure EAL/D students’ educational and wellbeing needs are met. Commitment to building teacher capacity, strengthening school‑wide understanding of EAL/D learners, and promoting equitable and culturally responsive learning environments

Conditions

An unconditional full approval to teach is a requirement. If you do not hold a full approval to teach with the NSW Department of Education, you are required to commence the application process at the same time as you apply for this teaching opportunity.

Special Notes

This advertisement qualifies for permanent part‑time employment; therefore, applicants seeking either permanent full‑time or permanent part‑time work are encouraged to apply. Candidates must indicate their desired FTE (up to the maximum FTE of the advertised position) in their application prior to submission.

Please note:

• The FTE selection is final.
• No changes (increase or decrease) will be permitted at the point of offer if you are the recommended applicant.
• If no FTE is indicated, it will be assumed you are seeking the full FTE of the advertised role.

Recommended applicants seeking part‑time employment will be appointed at their nominated FTE. Any remaining FTE may be offered to applicants on the eligibility list, who are not obliged to accept. Further information can be found on the merit selection webpage.

Applicants are to include details of their WWCC clearance number as part of this application.

About the NSW Department of Education

The Department of Education is the largest provider of public education in Australia with responsibility for delivering high‑quality public education to two‑thirds of the NSW student population. We welcome applications from people of all backgrounds, including but not limited to Aboriginal and/or Torres Strait Islander people, people of any age or gender, people from culturally and linguistically diverse groups and/or from the LGBTQIA+ community, veterans, refugees, people with disability, people with sensory differences, and neurodiverse people. If we can make some adjustments to our recruitment/interview process to better help you shine, please reach out to the contact person for this recruitment, details listed above. For more information, visit the NSW Department of Education’s Diversity, equity and inclusion webpage.

If you are new or returning to the Department of Education and have relevant prior professional experience, you can submit a Salary determination for classroom teachers application form to request a salary determination. Until the outcome of any such determination is confirmed, your salary offer will remain at Step 1 then be updated at a later date (typically a 1–2-week processing time post receipt of the form). For further details on this process, please see the Department’s policy here: Salary determination.