Role
MEAs are employed by schools to support EAL learners, their families, and the families of other students who require language assistance when communicating with the school. The MEA’s skills in a language or languages other than English enable them to act as a bridge between the school and families. They can also contribute to making the mainstream curriculum more responsive to Victoria’s rich cultural heritage and diversity. MEAs will not necessarily have formal qualifications or accreditation in interpreting or translation and are not employed as professional translators or interpreters.
MEAs are able to assist with:
1. effective communication between students and teachers in the classroom
2. integrating EAL learners into school activities by helping them to understand school expectations and goals
3. assisting teachers to understand the home cultures and the expectations families have of the school and of education in general
4. assisting newly arrived families to settle into the school community.
Teachers are responsible for the supervision of students. A teacher will be present at all times when an MEA is assisting students. The teacher is responsible for the overall supervision of classes and students.
Responsibilities
5. Communicate directly with families and support teachers and student welfarecoordinators to communicate with families, and link the families with services.
6. Support students in the classroom, explain teacher instructions and work requirements.
7. Support teachers’ general communication with students.
8. Assist students and their families with the transition from one educational setting to another, for example, by gathering enrolment information.
9. Act as a resource to develop, support and promote cultural inclusion.
10. Translate basic school notices and communications to the local community.
11. Assist with the preparation of permission forms and applications, for example, Youth Allowance or student travel card.
12. Act as a resource to develop staff knowledge of the students’ backgrounds and the issues they face.
13. Help to involve parents in school activities and programs.
Support for parents and the community
14. liaise with community members
15. assist with communication between parents and the school
16. foster links between families and the school
17. encourage parents to take part in school events and activities, such as fundraising, school council or parents groups
18. explain school policies and activities to students and parents
19. make home visits with the Student Welfare Coordinator or the school administration
20. provide liaison between parents, community organisations and other school staff
21. develop contact with services and resources in the community so that parents can be informed of services available
22. inform the school about family circumstances (with the family’s permission) that may impact on student learning.
23. encouraging parents to take part in school events and activities through the preparation of simple (low-risk) written information, such as notes, notices or basic information about the school .
Additional responsibilities may include:
24. providing teachers with insights into students’ cultural backgrounds and experiences
25. assisting with activities and excursions
26. assisting teachers with the development and modification of learning materials relevant to students’ language capacity
27. contributing cultural perspectives to curriculum content to make it more relevant to all students
28. assisting with the enrolment of new EAL students
29. working with EAL students to be actively involved in cultural celebrations and events
30. assisting teachers to communicate with parents and other family members (with the exception of formal SSG meetings)
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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
31. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
32. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
33. A probationary period may apply during the first year of employment and induction and support programs provided.
34. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Conditions of Employment
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Location Profile
Nestled in the vibrant Southeast region of Victoria on Bunurong land, Cranbourne Secondary College is a single, co-educational 7-12 school located in the City of Casey. In 2023 the College had an enrolment of over 1270 students with a similar number expected in 2024. The College supports an aspirant and diverse student and parent population. Our unwavering commitment to our students is evident in the robust support they receive throughout their journey within and beyond our institution. With a strong focus on academic and holistic well-being, we ensure that every student achieves their utmost potential.
We extend an open invitation to all potential candidates to explore our campus firsthand. By visiting the College, you'll have the opportunity to acquaint yourself with our modernised facilities, meet our key faculty members, and determine whether Cranbourne Secondary College aligns with your educational aspirations. Your journey towards a promising future starts here.
Educators at our college support our students to succeed and support their individual needs with:
35. An exceptional Performing Arts program which includes musicals, plays, talent shows, cultural festivals (our last 2 productions were written by our talented staff and our last musical was nominated for 14 awards, winning 1 award and winning 2 judges awards) The following clip includes snippets of our yearly talent show Show Up!
36. A state-of-the-art Sports Stadium which will see the introduction of our basketball academy in partnership with Casey Basketball in 2024.
37. An excellent Visual Arts Program, showcasing works annually in our Senior Arts Festival.
38. An Accelerated Learning program.
39. An engaging Alumni program that fosters a vibrant connection between former students and our College, as they return to our campus to collaborate with and ignite inspiration among our current student body. See one of our career events by exploring this video: .
40. Celebrated differences where we recognise and celebrate individuality through key events resulting in students know that they are welcome, supported and always able to be themselves.
41. A proactive and supportive approach to teaching behaviours ad fostering positive relationships through our SWPBS (silver recognition) and Berry Street Education.
42. Dedicated activities that allow for staff and student interaction and festivities outside of the classroom. For example, our Colour Carnival, sport days, lunch clubs to name a few.
43. Free onsite tutoring available for students in all year levels afterschool.
44. Differentiated learning programs to support students at all levels of their learning.
45. A variety of evidence-based targeted intervention programs.
46. Student Voice and Agency opportunities such as SRC, Class Captains, MultiPride and Teach the Teacher program.
47. Senior Pathway choice – our senior school program is designed from student choice and thus VCE subjects offerings are extensive.
48. Dedicated VET facilities including a commercial kitchen, fitness room and engineering building and construction area.
49. See what our students think:
We welcome our new staff by providing the following supports:
50. Ongoing staff induction for all new staff where you receive support throughout the year.
51. All teaching staff are appointed their own buddy to support their acclimation to the college. In addition to that, they are supported by our dedicated experienced mentor and Leading Teacher responsible for induction. All graduate teachers are also allocated an individual mentor.
52. Intensive support for VIT registration for all graduate teachers from their mentor and Professional Learning Leader.
53. Teaching and learning programs developed by staff collaboration using evidence-based practice .
54. An active Staff Association with activities throughout the year promoting work-life balance.
55. Learning Specialists provide ongoing support in engaging with our teaching and learning program and instructional model.
56. Ongoing professional development and support.
57. Growth and leadership opportunities.
Prospective candidates are encouraged to submit a single, comprehensive attachment containing both their resume and a well-crafted response to the selection criteria. We value your time and expertise, and there is no need for redundancy through the inclusion of duplicate information already present in your application.
We welcome all prospective applicants who share our College values to join our team:
Learning
Curiosity drives students to engage with broad ranging learning opportunities as explorers, thinkers, collaborators, communicators, problem solvers and evaluators. Our culture of excellence promotes the personal growth and creative expression that emerges as learners develop a deep understanding of themselves, others and the world.
Care
Nurturing, respectful relationships are at the heart of our care network because we want everyone to be known, feel connected and valued, reach their potential and thrive.
Community
We are strengthened by the connection, belonging and diversity that characterises our inclusive learning community. It galvanises our journey of understanding, support and celebration together, and is warmly extended to our alumni, and our local tertiary and industry partners.
Contribution
Encouragement to learn and grow for the purpose of making a unique contribution in their time and place inspires our students to be and give their best. The reward is personal and collective fulfilment and joy.