AddressPurpose
The Victorian School of Languages (VSL) is a government school and state-wide service of the Department of Education and Training (DET) which provides language programs from Foundation to Year 12 (VCE) to students from all three sectors (Government, Independent, and Catholic). The school offers Languages in face-to-face and Distance Education classes to students who cannot study the language at their home school. The key directions are the DET Language policies and the 2015 ¿The Education State¿ document. The school began in 1935 by teaching two languages and now offers over 50 languages. The VSL Head Office is currently located in Thornbury, as is its Distance Education Section.
Our School Values
The values that underpin the development and delivery of the VSL¿s Languages provision are:
¿a respect for languages as a way to increase lifelong opportunities for learners
¿a commitment to students from all communities and socio-economic backgrounds to study a language of their choice
¿a strong sense of community and teamwork which embraces diversity as a strength
¿courage, resilience and integrity to develop as a leader in a specialised field of endeavour
¿ a commitment to students from country, regional and metropolitan areas to have increased access to Languages
¿a commitment to enhancing student well being
¿a commitment to improving outcomes for every student, in every class, in every VSL Centre and in all communities.
Our Vision:
The Victorian School of Language aims to provide the best languages teaching service to students and schools throughout Victoria using a variety of delivery methods (e.g., face-to-face classes, Distance Education, online teaching) and play a key role in maintaining and strengthening Australia¿s language heritage.
The Victorian School of Languages will:
- provide an educational environment which challenges students and encourages excellence in language teaching and learning
- be a leader in the development of online provision
- encourage positive community values and promote positive values of multiculturalism
- work collaboratively with officers of the various section of DET and interstate Government language schools to develop and share curriculum and administrative resources
- promote the benefits of language study to students and the wide school community
Environmental Context
¿The school has two main sections Centre (face-to-face) classes and Distance Education classes. In addition, the school
· has a course development section with a focus on online provision
· provides a range of professional development activities on Languages curriculum and technology
· is a Registered Training Organisation (RTO) and provides a number of Certificate courses in Languages
· provides VET in Schools (VET delivered to secondary school students) courses in languages.
¿The school teaches 50 languages in 42 Centres (campuses) across Victoria. Students come from both Government and non-Government schools. Classes are held outside school hours usually on Saturdays throughout the Melbourne metropolitan area, country and regional Victoria. The VSL Centres are organised in eleven areas, each under the administration of a Leading Teacher (Area Co-ordinator) and Centre classes range from Foundation to Year 12.
¿The school teachers 13 languages via Distance Education (Arabic, Chinese, French, German, Greek, Indonesian, Italian, Japanese, Latin, Hindi, Punjabi, Spanish and Vietnamese). The levels range from Year 6 to Year 12 (VCE). The teaching is carried out through workbooks, video-conferencing, WebEx, online courses and regular seminars.
¿ The VSL School Council, which comprises elected and nominated members, provides expert and broadly based guidance and leadership to the school.
¿Overall staffing arrangements, curriculum, and administrative services are organised from the Head Office in Thornbury where the Principal and three Assistant Principals are based.
¿The school is a state-wide provider for Languages, a member of the Australian Network of Government Language Schools, the Australasian Association of Distance Education Schools, the Ethnic Communities Council of Victoria, and the Modern Language Teachers Association of Victoria.
¿The school has a broad socio-economic demographic and widely diverse cultural setting.
¿As the school has multiple campuses (42) throughout Victoria, metropolitan and country, it requires high-level management to achieve consistent outcomes.
¿The school responds to Language needs of new and emerging communities and changing demands/demographics.
¿The school faces increased demand for distance and online provision and places an increasing emphasis on ICT in learning.
¿The school places an increasing emphasis on data collection and analysis.
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 for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to 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 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.
SC6 Demonstrated ability to teach VCE Latin and to apply this knowledge of teaching and learning to the distance setting and to understand the particular needs of students learning by distance, including the emphasis on technology assisted learning.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will 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.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
1.1 General Duties
Under the direction of the Principal, Victorian School of Languages:
1.1.1 to undertake teaching duties in the VSL Distance Education Section;
1.1.2 other duties as directed by the Principal.
1.2 Teaching Duties
Under the direction of the Principal, appropriate Assistant Principals and in co-operation with the Distance Education Manager, to undertake Distance Education Section teaching duties, including
· preparation, evaluation, maintenance and revision of courses and related curriculum materials such as audio or other digital material to meet required deadlines
· participation in the development of explanatory and support materials such as an introductory booklet for study through Distance Education or advice to supervisors in schools
· development of new courses (online) and/or revision of current courses, where appropriate
· provision of additional teaching support for students delivered through print, e-mail, videoconferencing, face-to-face or other means of online delivery
· correction and assessment of student
- written and graphic work presented through print, electronic or other means
- oral work conducted via videoconferencing, face-to-face or other means
· maintenance of records of interactions with students including the nature and length of oral lessons and seminars
· preparation of corrected work within published timelines
· preparation of seminar programs and conduct of seminars related to courses taught
· maintenance of student records, including assessment records
· preparation of reports on student progress
· preparation of other administrative materials
· liaison with the home school supervisor and/or parent or guardian
· conduct of student interviews, including counselling about courses
· provision of assistance to students experiencing difficulties and participation in such support programs or defaulter procedures as deemed necessary by the Distance Education Manager
· where appropriate, administrative or organisational responsibilities such as faculty or leadership
· other duties as directed by the Principal.
1.3 Implementing Child Safe Standards
Under the direction of the Principal and the school Leadership Team:
· be familiar with the DET and VSL Child Safe Strategy
· implement the VSL ¿Statement of Commitment to Child Safety¿ and the ¿Child Safety Code of Conduct¿
· be familiar and assist with implementing the VSL Principles of Inclusion for culturally diverse and/or linguistic diverse children, children with a disability and Aboriginal children.
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.
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.
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 *******@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
· the successful applicant will be based at the VSL Head Office, located in Thornbury but moving to Collingwood in 2025.
· the successful applicant must have extensive computer and internet skills.
· the successful applicant must have demonstrated experience with relevant VCE Language Study Design and course delivery.
· the VSL is an EEO employer.
· the Department of Education has implemented a smoke-free workplace policy.
- 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
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.
