Classroom Teacher

Department of Education Victoria – Geelong VIC 8d ago , from Department of Education & Training Victoria The Geelong English Language School (GELS) (interim name) provides EAL (English as an Additional Language) tuition to eligible Foundation to Year 10 students who are newly arrived in Australia. Overview 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 Main administrative campus located at 12 Pickett Cres, Belmont, Geelong. In 2025, GELS will deliver an intensive English language program for new arrivals students at three campuses: Northern Bay College Wexford (F – yr 6), North Geelong Secondary College (yrs 7–10) and Wangala PS (F – yr 6). Students attend classes of about 13 to ensure intensive support for English language, social learning and wellbeing needs. A school‑wide student wellbeing strategy welcomes students and families as newly arrived members of the community. GELS also provides support to build EAL capacity within mainstream schools through the EAL support Cluster program. Teachers and MEAs in this program will travel extensively and may work flexible hours before and after normal face‑to‑face teaching hours. Core Goals Provide a focused learning environment that maximises learning growth for all students. Provide a caring learning environment which supports the wellbeing and settlement needs of students and families. Provide a supportive and stimulating work environment for all staff that encourages commitment, innovation and excellence. Provide professional learning opportunities for mainstream staff to support newly arrived and EAL students and their families. Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills; demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning and implementing high‑impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programmes. SC3 Demonstrated experience in monitoring and assessing student learning, using data to inform teaching practice and providing feedback on student learning growth to students and parents. SC4 Demonstrated interpersonal and communication skills; established and maintained collaborative relationships with students, parents, colleagues and the broader school community. SC5 Demonstrated behaviours and attitudes consistent with Department values; reflecting on practice and engaging in professional learning. SC6 Demonstrated comprehensive knowledge of EAL pedagogy, student learning processes, plurilingual strategies and cross‑cultural awareness. Role The classroom teacher class has two salary ranges – range 1 and range 2. The primary focus is on planning, preparing and teaching programmes to achieve specific student outcomes. Teachers will engage in critical reflection and inquiry to improve knowledge and skills to effectively engage students. Range 2 teachers play a significant role in improving student performance and educational outcomes. They contribute to policy development and the implementation of school priorities. Key responsibilities include: Have the content knowledge and pedagogical practice to meet the diverse needs of all students. Model exemplary classroom practice and mentor/coach other teachers. Provide expert advice about content, processes and strategies that shape individual and school professional learning. Supervise and train one or more student teachers. Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved. Range 1 teachers develop skills and competencies to become effective practitioners. They plan, prepare and teach programmes, supervise student teachers, and participate in policy development, project teams and co‑curricula activities. Responsibilities Direct teaching of groups of students and individual students. Contribute to the development, implementation and evaluation of a curriculum area or other programme within the school. Undertake other classroom‑teaching related and organisational duties as determined by the School Principal. Participate in activities such as parent/teacher meetings, staff meetings, camps and excursions. Undertake other non‑teaching supervisory duties. Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. 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. Reasonable adjustments for staff with disability are available. Child Safe Standards Victorian government schools are child‑safe environments. All school staff are committed to protecting students from abuse or harm in accordance with child‑safe standards. For details, see the Child Safety Code of Conduct at Professional Values The department’s employees commit to upholding: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information on the department values is available at Employment Conditions Access to a broad range of employment conditions and working arrangements. Appointment contingent upon satisfactory pre‑employment checks. Probationary period may apply during the first year of employment, including induction and support programmes. Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at Qualification Requirements Provisional or full registration approved by the Victorian Institute of Teaching. If completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, must have satisfactorily completed a postgraduate level accredited initial teacher education programme. If graduated from a Victorian ITE program after 1 July 2016, must have passed the literacy and numeracy test (LANTITE) requirement. #J-18808-Ljbffr