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Form of workLocation Profile: Western English Language School
Western English Language School (WELS) has established an excellent reputation for its provision of settlement and education needs for newly arrived primary and secondary students from language backgrounds other than English in the South West Region of Victoria.WELS is a region-wide provider of intensive English as an Additional Language for newly arrived students. The school¿s pedagogical approach is underpinned by a functional grammar approach to language, backward design and the Teaching and Learning Cycle. WELS' teaching staff undertake professional learning on understanding and applying all elements of this pedagogical approach.Students are taught in classes of about 13 to ensure that their English language, social learning and wellbeing needs are intensively supported. A school-wide student wellbeing strategy ensures that students and their families are welcomed and supported as newly arrived members of their new community. The school's excellent networks of support ensure that the health needs, community links and further educational pathways of all students are strongly supported. The school's F-10 Campus is located in Braybrook with four additional primary (F-6) campuses in Footscray, Manor Lakes Melton and St Albans and one secondary (7-10) campus in Wyndham.The school is well-resourced throughout its locations with an excellent library of multicultural books and EAL materials to support student learning. The WELS intranet ensures that best-practice EAL curriculum materials, developed and shared by teaching staff, are available across all sites. Student learning is enhanced through the use of information and communication technologies.The whole-school commitment to build teacher capacity and improve student learning and wellbeing outcomes are underpinned by the goals of the School Strategic Plan 2022 to 2026.Goal 1 - Maximise learning growth for all students.Goal 2 - Enhance the wellbeing of all students.The vision of WELS is to empower students to develop the practical and academic language skills needed in mainstream settings, within a safe and supportive environment. WELS' vision is underpinned by respect, responsibility and caring as well as community connections. SUMMARY OF OTHER RELEVANT CRITERIAA willingness to travel and work at any campus is a condition of the position.The administration campus of WELS is at 46 South Road Braybrook 3019.The Department of Education is an EEO employer.The successful applicant is subject to a satisfactory police records check and may have to undergo a medical check prior to commencement in the position.Staff will be required to attend camps and excursions. Recognised TESOL qualification strongly preferredCHILD SAFE ENVIRONMENTVictorian 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 the Child Safe Standards. The school's Child Safety Code of Conduct is available on the school's website.
SC1 Demonstrated ability to successfully lead the implementation and evaluation of EAL and Mathematics programs, inclusive of evidence-based pedagogical approaches, curriculum initiatives, and effective assessment and reporting.
SC2 Demonstrated outstanding EAL and Mathematics classroom teaching skills and capacity to model high-impact classroom teaching strategies and lead colleagues to improve their teaching and learning to enable all students to achieve their full potential.
SC3 Demonstrated outstanding ability to establish and maintain collaborative relationships with colleagues and the broader school community focused on student learning, wellbeing and engagement through high-level interpersonal skills.
SC4 Demonstrated outstanding ability to monitor and assess EAL and Mathematics student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.
SC5 Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning to enable the further development of others¿ professional practice.
SC6 Demonstrated capacity to deliver outstanding programs to support the academic, social and emotional needs and the health and wellbeing of newly arrived refugee and migrant students from language backgrounds other than English.
Role Description
Support teachers to improve student learning outcomes in Mathematics by implementing a consistent pedagogical approach that promotes and supports inclusive student participation and engagement in classroom activities.
Support teachers to use student learning data to inform Mathematics teaching and interventions.
Demonstrate Positive Behaviours approach in classrooms.
Position Responsibilities:
· Demonstrate exemplary teaching and learning of the curriculum (Top 10 Maths) in the classroom.
· Mentor 4 teachers per semester in the Top 10 Maths program, modelling 2 lessons per week for one term and then observing/supporting teachers for 2 lessons per week in the next term. This includes demonstrating to teachers how to differentiate Numeracy tasks.
· From time to time, welcome teachers from outside the school to view lessons.
· Research & trial lessons from Top10 units
· Prepare some Top10 resources for teachers to trial.
· Assist teachers with assessments (pre & post-tests) and train them to enter data.
· Email Top10 teachers regarding data input, due dates, etc
· Update data spreadsheet for all sites (e.g. moving students to different classes, adding new students, removing exited students, etc)
· Support teachers to use analysis of student diagnostic levels to plan teaching and, at the end of the term, evaluate the impact of their teaching on student growth.
· Run Top 10 Maths PLCs in terms 2 & 4.
· Maintain the Top10 Maths online drive for teachers to use. This includes uploading photos/short videos of classroom practice.
· Organise a mentor/mentee system for staff who have been trained in Top10 to support each other.
· Report Mathematics progress to leadership for inclusion in AIPs and/or the next school review.
· Organise, plan and deliver Mathematics PD where appropriate (e.g. staff meetings, curriculum days).
· Coordinate the Primary Maths budget, including preparing the annual budget request and purchasing.
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
- 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
- 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.
