Foundation - Year 8 Eal Teacher

Job type: Part time / From 27/01/2025 - 26/01/2026 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1451133 Job posted: 12/11/2024 Closes: 25/11/2024 Work location: GeelongLocation Profile Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong made up of four Prep to Year 8 campuses and a fifth Year 9 - Year 12 campus. The college also boasts a Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) on our Goldsworthy site. The College operates through a three sub-school structure to enhance our `One School ¿ One Team¿ ethos which emphasises a rigorous focus on Student Learning underpinned by a proactive and supportive well-being framework. Across the college, staff work in Professional Learning Communities based upon the Stages of Learning: Prep - Year 2, Year 3 - 6, Year 7 - 9 & Year 10 - 12. These teams meet regularly in Campus based and college wide groups to implement data informed strategies that support continued improvement of learning outcomes for all students. Organisationally the college is arranged in three sub schools, the Hendy P-8 Campus and Peacock P-8 Campus Sub School; the Wexford P-8 Campus and Tallis P-8 Campus Sub School and the Goldsworthy Year 9-12 Sub School. Additionally, the College Assistant Principal ¿ Student Enrichment Programs leads a portfolio that includes oversight of programs that connect students with further educational opportunities as well as providing executive leadership to College facilities including the Family and Early Learning Centre and the GITTC. The College is very well supported by a strong team working to implement a college wide, sustainable Inclusion Team structure that consists of specialised teachers and education support staff, including a College Inclusion Leader, Inclusion Support Coordinators, Mental Health Wellbeing Leaders (Years P-6), Inclusion Workers and an Inclusion Administration Assistant. The Inclusion Team works closely with the College Nurse, College Wellbeing Team, mentor teachers, education support staff, CALD staff, Allied Health practitioners and DET Student Support Services. As a College we embrace our diversity, boasting a proud cohort of Culturally and Linguistically Diverse (CALD) students and a large First Nation student population. The College supports the needs of students through a structured English as an Additional Language program (EAL) and through implementation of the Marrung Strategy. Our vision is to instil community commitment, confidence and high expectations in lifelong learning by: Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best Developing young people who are engaged, motivated and challenged to fulfil their potential Maximising educational opportunities and creating purposeful and diverse pathways for all students Developing partnerships with other schools, community organisations and business Northern Bay College is characterised by school values inspired by student voice: Growth The College has a shared community commitment to support every child to grow academically and emotionally. With a growth culture we celebrate improvements in skills, engagement, outcomes, and participation. We value positive actions and relationships across the College that increase our collective potential for improvement. Actively working together supports our goal to better improve outcomes in learning, health, and participation. Persistence Our College communities share expectations to continue to pursue our goals and outcomes, even if challenging or when it takes time and energy. We seek solutions and strategies to ensure our ongoing improvement. Kindness Our College encourages all members of our community to model and interact with each other in a positive and respectful manner. As students, staff, and families we operate with a kindness mindset, encouraging and developing an inclusive and diverse community. In Summary We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers. Selection Criteria SC1 Demonstrated knowledge of the EAL Victorian Curriculum and experience in responding to learning needs of EAL students. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how EAL students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing EAL student learning using the EAL Victorian Curriculum. Demonstrated experience in using data to inform teaching practice and providing feedback on EAL student learning growth and achievement to colleagues, students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support EAL student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. Role Northern Bay P-12 College (NBC) is rich in culture with one third of its students having a first language other than English. There are many Culturally and Linguistically Diverse (CALD) communities which benefit from the NBC EAL program. Many are from the Dari-Hazaragi/Persian/Pashto/Urdu, Karen/Karenni/Burmese/Thai, Nuer/Swahili, Arabic, Tamil/Hindi/Punjabi speaking communities who are refugees and migrants. EAL students at NBC are in the unique position to be supported by ten Multicultural Education Aides (MEAs) who speak these languages and support teaching and learning in the classroom. The EAL (English as an Additional Language) Transition program of NBC is an outstanding and innovative education program for Foundation - Year 12 students from CALD backgrounds. It is an education program which focuses on teaching EAL to CALD students after they have completed their intensive English studies at the Geelong English Language Centre (GELC) program or for students who require support with EAL. There are 450 students across the college who are assessed against the Victorian EAL Curriculum and receive an EAL Report. The overall goal of the EAL program is to prepare EAL transition students to participate more confidently and effectively in mainstream schooling through: provision of learning strategies and familiarity with the (meta language) language/frameworks/tasks for specific subject areas;  exposure to different genres as required for a variety of Key Learning Areas; and  exploration and consistent application of school-wide wellbeing practices NBC EAL Programs EAL Transition students in Year 1 ¿ Year 8 are withdrawn for specialist EAL English classes for 4 hours a week. The core EAL curriculum is set out in our EAL Scope and Sequence and our EAL Units of Work which have been planned by the EAL team each term. Within these documents EAL teachers differentiate learning tasks and activities according to student and group needs. The EAL Transition program focuses on skills EAL students need to be successful learners. These skills incorporate such as completing multi-modal tasks using iPads and laptops to further develop their English skills, as well as developing their digital technology skills. All tasks are scaffolded and differentiated using EAL pedagogical methodology.  EAL Students in Years 9 & 10 have 5 hours of EAL English which prepares students to make a smooth transition into EAL VCE English, and to have learning outcomes to select from a range of pathway choices. In the VCAL / Year 12 certificate program a holistic view is taken. Not only the student¿s academic ability but their future pathways and connection with study and work post - secondary school is taken into consideration. NBC EAL Programs are varied to provide the skills students need to be successful in mainstream classes and enter their desired pathway. Responsibilities To be a successful applicant as a F-Yr 8 EAL teacher at NBC, you will need to demonstrate insights into planning and implementing a curriculum and have effective communication to collaborate with the EAL team and different learning communities. Also, you need an ability to give support to other teachers who teach EAL students in their mainstream classes, such as by offering pedagogical advice, and assistance in moderating learning and assessment tasks. Necessary experience includes demonstrating flexibility and effectiveness in the employment of High-Impact Strategies through differentiated pedagogy, assessment and feedback that caters for individual students¿ literacy needs and abilities with aligned EAL methodology. As well as being an accomplished and dedicated teacher, other vital attributes are a flexibility to work across various year levels, and a passion for championing the cause of EAL students, their families and their communities to help ensure academic and wellbeing needs are being met. EAL teachers at NBC have qualifications to teach EAL English. 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 CommitmentApplicants 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.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 Workplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ****** 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: 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: 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 conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx 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. Part time / From 27/01/2025 - 26/01/2026Job classification:Classroom TeacherContact:Barbara Barry | 03 5273 2365To apply for this role, you will be redirected to the Schools (Government) job application system.
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