Role
Overview
1. Assess eligibility of students for New Arrival Programs (NAP) including maintaining waitlists
2. Liaise with CELS campus Assistant Principals and the CELS Principal regarding assessment and enrolment of eligible students and waitlists
3. Follow up new arrival students enrolling in schools using data provided from central office and settlement agencies and meetings with parents/carers
4. Analyse data and provide term reports to CELS and DET EAL Unit as per requirements
5. Complete administrative processes and maintain outreach records
6. Develop relationships with mainstream schools
7. Ensure region schools understand the obligation to inform newly arrived students and their families of eligibility for new arrivals programs, particularly in English language schools and centres
8. In consultation with EAL Project Officers and Network, identify the professional learning needs of mainstream teachers working with newly arrived students
9. Provide information to schools and the Region about the NAP
Responsibilities
General responsibilities
10. Take an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, coaching, collegial interaction and critical reflection on practice, feedback and data
11. Contribute to school improvement project completion and evaluation in the Strategic Plan and AIP
12. Actively support the development of a culture within the school of high expectations and aspirations
13. Keep Principal Class Officers informed of issues as necessary
14. Other duties as directed by the Principal
Education Programs
15. Provide leadership for EAL program provision for newly arrived students across the Region. Using data provided from the central office and from local contacts, follow up new arrival students enrolling in schools within the Region. Assist with the development and implementation of the strategies in the School Strategic Plan (SSP) and Annual Implementation Plan (AIP) in relation to outreach programs in the Region. Recommend the most suitable support program available, such as attendance at an ELS/C, or where these options are not appropriate, assist with the development of a school-based program. Lead the school to promote student learning through planning, professional learning teams and through delivering professional learning. Assess the eligibility of students and maintain waitlists. Liaise with caseworkers regarding best EAL program options for students for optimal outcomes.
Planning Review and Accountability
16. Provide regular term reports to CELS and to the DET EAL Unit. Make recommendations to CELS and the Region based on new arrivals data for the region and provide support for identified schools with regard EAL program provision. Maintain records including databases of schools, teachers and students involved in the program. Keep records of information about professional learning and resources provided to mainstream schools. Analyse student outreach data for CELS programs and the Region. Contribute to and attend statewide Outreach and Working Party meetings.
School Organisation
17. Provide overall leadership, management and promotion of the school and deputise for the Principal/Assistant Principal in their absence or as required. Develop processes and action plans for delivery of Strategic Plan strategies. Ensure region schools are aware of their obligations to inform newly arrived students and their families of their right to access new arrivals program, particularly in English language schools and centres. Assist with completion of key documents including SSP, AIP, and Individual Learning plans. Work within the guidelines of CELS Child Safety policies and procedures. Work within the guidelines of DET Occupational Health and Safety (OHS) policies and promote sound OHS.
Student Support
18. Assess students in mainstream schools or the wider community to assess the English language learning needs of newly arrived students as appropriate. Provide the initial assessment recommendations to CELS programs and mainstream schools.
Personnel
19. Assist teachers in mainstream schools by assessing the English language learning needs of newly arrived students as appropriate. Provide resource lists and information about professional learning opportunities. Determine the professional learning needs of mainstream teachers working with newly arrived students, and provide input to professional learning providers, so that the needs of these teachers are catered for. Work with the EAL Project Officer to facilitate and support networks for teachers of new arrivals. Assist with conducting CELS staff Performance Reviews and lead performance and development collegiate teams. Liaise with caseworkers with regards to best EAL intensive language programs for students’ optimal outcomes.
Parents/Guardians
20. Provide information related to the NAP and meet with parents/guardians as appropriate.
School Council
21. Report to School Council on the NAP Outreach program as required.
DET Representative
22. Represent CELS at statewide and regional NAP forums and ensure that the needs of newly arrived students are represented at these forums. Attend meetings as appropriate with other regional outreach coordinators.
School and wider Community
23. Assist in representing the school in the wider community. Provide information to schools and the Region about the NAP. Ensure schools are aware of the full range of resources available to them to support newly arrived students. Promote contact and exchange of information between CELS and other language centres/schools and mainstream feeder schools. Liaise and consult as needed with the EAL Unit, school based personnel, the EAL Regional Program Officer and EAL Specialist Coaches and other Regional personnel, LMERC staff and community support agencies for newly arrived families.
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.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
Thank you for your interest in this vacancy at Collingwood English Language School.
Please note the following:
24. CELS is a multi-campus school, and you may be required to work at any campus. Initially this position will work across Broadmeadows, Craigieburn and South Morang campuses.
25. Applicants are required to provide a statement addressing the key selection criteria.
26. Attaching your letter of introduction, resume and key selection criteria in one document, with your full name in the File Name, is most helpful.
27. Please include your DE Employee ID Number on your application (where applicable).
28. Applicants are required to provide Three (3) Referees. Please provide contact name, position title, phone number and e-mail address.
29. Applicants will be required to present their current VIT registration card, if successful.
CELS COMMITMENT TO CHILD SAFETY
Collingwood ELS is committed to child safety. We believe that all children should be safe, happy and empowered. We support and respect all children, as well as our staff and volunteers.
We practise zero tolerance of child abuse, and all allegations and safety concerns are treated very seriously and consistently with our policies and procedures. We acknowledge and practise legal and moral obligations to contact authorities when we are concerned about a child’s safety. Collingwood ELS is committed to preventing child abuse and early identification of risks and risk minimisation. Our human resources and recruitment practices for all staff and volunteers support child safety. We regularly train and educate our staff and volunteers on child abuse risks.
Conditions of Employment
30. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
31. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
32. A probationary period may apply during the first year of employment and induction and support programs provided.
33. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Collingwood English Language School (CELS) is the major provider of the New Arrivals Program in the North Western Victoria Region. It is a Foundation to Year 10 multi campus school, providing full time, intensive English Language courses for newly-arrived migrants and refugees with campuses located in Collingwood, Broadmeadows and Craigieburn. The South Morang campus opened in July 2023 (Term 3).
We provide a safe, supportive and stimulating learning environment where students prepare for a seamless academic, social and cultural transition to mainstream school or other educational pathways. We also support families and guardians to understand and engage with our school community and the Victorian Education system.
Students attend the New Arrivals Program for intensive English as an Additional Language courses for 6 months if educational background is age equivalent. Students with disrupted schooling often attend for 4 terms. Assessment and reporting reflect this context.
The ratio of teachers to students is 13:1. Multicultural education aides support teachers, students and families.
We provide innovative, creative, high quality EAL teaching and learning programs. Our students have a sense of curiosity, resilience and are excited about their learning and preparation for mainstream school or further education, leading to improved academic and life chances.
At Collingwood English Language School:
• We provide an exceptional English as an Additional Language program in a welcoming, caring, friendly, collaborative and inclusive learning community
• We provide EAL leadership and advocacy
• Our EAL Specialist teachers provide high quality learning and teaching in a safe and supportive environment
• Our students are courageous and determined learners and become effective members of the school and wider community
• Our parents and guardians are active participants in their students’ learning and in the school community
Values
Our core purpose at Collingwood English Language School is underpinned by the following values
Respect: for ourselves, each other and our environment
Kindness: to others through compassion and celebrating success
Learning: being ready to learn, do my best, be actively engaged, share ideas and welcome feedback. Seek support.
Collingwood Campus
Collingwood English Language School was established as a school in 1989. The Collingwood Campus is located in Cambridge Street, approximately one kilometre north east of the city centre. This is the original campus.
Broadmeadows Campus
The Broadmeadows Campus is in Johnstone St Broadmeadows, and is part of the Dimboola Hub, sharing the oval with Broadmeadows Valley Primary School and Hume Central (Dimboola Rd Campus)
Craigieburn Campus
The Craigieburn campus is located on Northleigh Ave, approximately two kilometres from the Craigieburn railway station and sits adjacent to Craigieburn South Primary School.
South Morang Campus
The South Morang campus opened in July 2023 and is co-located with The Lakes South Morang College, at 235 Gordons Road, South Morang.
Further information
Further information is available from the Collingwood English Language School website, including:
School Strategic Plan 2022-2025
Annual Implementation Plan 2022
Annual Report 2022