Department of Education Victoria – Shepparton VIC
6d ago, from Department of Education & Training Victoria
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 the building are two EAL purpose‑built facilities. The building is called the Hayes Street Campus of St Georges Road Primary School/SELC. SELC also 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 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. 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 that do not have sufficient numbers of students 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.
Overarching School Goals
* Intensive English language tuition for newly arrived students.
* Provide a nurturing, caring and safe learning environment for students to settle into their new country and develop a sense of belonging and connectedness.
* Through English acquisition teach children a general knowledge of Australia and an understanding of the culture.
* Professional Practice
o To develop staff capacity for consistent and coherent approaches for Student Goal Setting, Feedback and Reflection.
o All staff members to take responsibility for leading effective and consistent implementation of professional learning initiatives from the Annual Implementation Plan's Strategic Intent for students.
o All staff to implement SELC Assessment Schedule.
o All staff to implement data informed approaches for planning, implementing and reviewing practice for a differentiated teaching and learning programme.
* Professional Knowledge
o Further develop staff capacity to implement consistent, coherent and explicit teaching approaches for English Language Acquisition incorporating Reading, Writing, Speaking and Listening.
o To build the capacity of staff to implement a technology‑rich learning environment for staff practice and student knowledge.
o To build teacher capacity to meet the diverse needs of New Arrivals.
* Professional Engagement
o All staff to actively implement school improvement goals.
o All staff to actively strengthen links between the community, parents and the Language Centre.
o Promote parent engagement in student learning through strategic planning of events and effective communication between home and the Language Centre.
o All staff to work towards strengthening student engagement and developing future learning aspirations.
o Provide students with knowledge and links to their new community and country in order to assist their settling process.
* Student Outcomes
o Improve the learning outcomes for all students deemed capable in Speaking, Listening, Writing and Reading against the EAL Developmental Continuum as per the targets of each year level, based on agreed school‑based data sets and through agreed whole school targeted teaching and learning.
o Improve student engagement through a strong focus on teaching, learning, cultural and social development.
Selection Criteria
* Demonstrate a comprehensive knowledge of EAL and related curriculum areas, student learning processes and resources.
* Demonstrate high‑level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
* Demonstrate ability to monitor and assess student learning and to use this to inform teaching and improve student learning.
* Demonstrate high‑level written and verbal communication skills and high‑level interpersonal skills, including capacity to develop constructive relationships with students, parents and other staff.
* Demonstrate commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development skills, expertise and teaching capacity.
Role
* The EAL Teacher reports to the Coordinator of the Shepparton English Language Centre at the Hayes St Campus of St Georges Road Primary School in Shepparton.
* The position will be located at the Hayes St Campus on the corner of St Georges Rd and John St, or at the sub‑campus on the corner of St Georges Rd and John St in Shepparton, for the purpose of teaching secondary or primary students or visiting outlying schools to work with EAL students in isolated areas and build the capacity of their teachers.
* All EAL Teaching staff will attend the Hayes St Campus on a regular basis (two weekly staff meetings) for the purposes of administration, professional development of staff and the development of an EAL curriculum framework for SELC.
* Close liaison with the major mainstream feeder schools and a number of smaller cluster schools will be required.
* The overall target number for SELC in 2024 is 130 students.
* Classes in SELC will be based on an average of 13 students where possible.
Responsibilities
* Deliver quality EAL programs to New Arrivals students in government primary and/or secondary schools.
* Employ flexible and adaptive EAL teaching methods to allow students to reach their full potential.
* Provide a stimulating learning environment for New Arrivals students.
* Contribute to the development of an EAL Curriculum Framework for SELC.
* Develop and maintain EAL resources based at the various teaching locations in conjunction with the SELC Coordinator and/or School Principals.
* Perform welfare duties including student support, counselling students with academic problems and providing student encouragement.
* Manage student behaviour in the classroom by establishing and enforcing rules and procedures and maintaining discipline in accordance with the rules and disciplinary systems of the school.
* Comply with all legislative requirements and government policy, especially Occupational Health & Safety (OHS).
* Complete assessment and reporting documentation on student learning outcomes required for SELC staff, parents and mainstream schools.
* Liaise with mainstream classroom teachers in schools by providing feedback on student learning outcomes such as goal setting and targeted areas of need for explicit teaching.
* Work with and guide Multicultural Education Aides (MEAs) to assist in the classroom.
* Develop and maintain accurate records of EAL activity such as student numbers, assessment, transition exits, lesson plans etc. – preferably using a spreadsheet program such as Microsoft Excel.
* Attend SELC staff meetings on a twice weekly basis for the purposes of administration, professional development of staff and the development of an EAL Curriculum Framework for SELC.
* Participate in the annual opinion surveys of staff, ensuring the focus is on SELC as a discrete unit.
* Organise and coordinate EAL workshops for small groups of teachers and mainstream school staff in the Shepparton Schools District.
* Promote SELC and the New Arrivals Program within the schools and community as required.
* Attend staff meetings at mainstream schools if requested.
* Organise excursions where appropriate for staff and students according to SELC/Schools Policy and Procedures.
* Other duties as assigned from time to time by the SELC Coordinator or St Georges Rd PS's Principal.
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 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*******@education.vic.gov.au
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 well‑being 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 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:
Other Information
* 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 condition check.
* A probationary period may apply during the first year of employment and induction and support programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Conditions of Employment
* An EAL/ESL/TESOL teaching qualification recognised by the Victorian Institute of Teaching is preferred.
* Classroom teaching experience in EAL at either primary or secondary levels is preferred. Alternatively, EAL teaching experience in tertiary or adult education will be considered.
* A current Driver's Licence and own vehicle is required.
Qualification Requirements
* 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';
* 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).
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