AddressCollingwood English Language School (CELS) is the major provider of the New Arrivals Program in the North Western Victoria Region. It is a Foundation to Year 10 multi campus school, providing full time, intensive English Language courses for newly-arrived migrants and refugees with campuses located in Collingwood, Broadmeadows and Craigieburn. The South Morang campus opened in July 2023 (Term 3).
We provide a safe, supportive and stimulating learning environment where students prepare for a seamless academic, social and cultural transition to mainstream school or other educational pathways. We also support families and guardians to understand and engage with our school community and the Victorian Education system.
Students attend the New Arrivals Program for intensive English as an Additional Language courses for 6 months if educational background is age equivalent. Students with disrupted schooling often attend for 4 terms. Assessment and reporting reflect this context. The ratio of teachers to students is 13:1. Multicultural education aides support teachers, students and families.
Vision
We provide innovative, creative, high quality EAL teaching and learning programs. Our students have a sense of curiosity, resilience and are excited about their learning and preparation for mainstream school or further education, leading to improved academic and life chances.
At Collingwood English Language School:
· We provide an exceptional English as an Additional Language program in a welcoming, caring, friendly, collaborative and inclusive learning community
· We provide EAL leadership and advocacy
· Our EAL Specialist teachers provide high quality learning and teaching in a safe and supportive environment
· Our students are courageous and determined learners and become effective members of the school and wider community
· Our parents and guardians are active participants in their students learning and in the school community
Values
Our core purpose at Collingwood English Language School is underpinned by the following values
Respect: for ourselves, each other and our environment
Kindness: to others through compassion and celebrating success
Learning: being ready to learn, do my best, be actively engaged, share ideas and welcome feedback. Seek support.
Collingwood Campus
Collingwood English Language School was established as a school in 1989. The Collingwood Campus is located in Cambridge Street, approximately one kilometre north east of the city centre. This is the original campus.
Broadmeadows Campus
The Broadmeadows Campus is in Johnstone St Broadmeadows, and is part of the Dimboola Hub, sharing the oval with Broadmeadows Valley Primary School and Hume Central (Dimboola Rd Campus)
Craigieburn Campus
The Craigieburn campus is located on Northleigh Ave, approximately two kilometres from the Craigieburn railway station and sits adjacent to Craigieburn South Primary School.
South Morang Campus
The South Morang campus opened in July 2023 and is co-located with The Lakes South Morang College, at 235 Gordons Road, South Morang.
Further information
Further information is available from the Collingwood English Language School website,
including:
School Strategic Plan 2022-2025
https://www.collingwoodels.vic.edu.au/documents/CELS-School-Strategic-Plan-2022-2025.pdf
SC1. Ability to work effectively as part of a team within an educational setting.
SC2. Demonstrated high level communication and interpersonal skills and the capacity to develop constructive relationships with students, staff, families/carers, and the wider community.
SC3. Proven capacity to work effectively with young people, their families/carers, service providers and other key stakeholders in the delivery of counselling services.
SC4. Demonstrated ability to case manage and effectively respond to a range of student wellbeing needs.
SC5. Experience in the initiation, development and implementation of programs, procedures and policies that foster resilience in young people and address their social, emotional and educational needs.
The successful applicant will:
¿ Provide standard counselling services to staff, students and their families/carers within the parameters of school policy and guidelines.
¿ Provide a referral point for young people to appropriate support services as required.
¿ Liaise and develop service referral and provision with government and non-government agencies at appropriate levels to support health, mental health and wellbeing needs of young people.
¿ Work collaboratively with the wellbeing team to develop community and family connections, which support engagement and connection.
¿ Develop partnerships with key agencies to support the delivery of services on site at CELS where appropriate/possible.
¿ Support the development of personal learning plans.
¿ Conduct professional learning for school colleagues and deliver information to students and families/carers.
¿ Maintain detailed records and attend student support meetings and other meetings as required.
¿ Participate in the routines and activities of the school e.g. morning meetings, lunch, electives, outings, camps.
¿ In collaboration with the wellbeing team develop program provision with a focus on health, wellbeing and engagement within the school.
¿ Other duties as assigned by the Principal
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
- Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.
- Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.
- Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
- Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
- Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.
- Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
- Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.
Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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
INFORMATION FOR APPLICANTS
Thank you for your interest in this vacancy at Collingwood English Language School.
Please note the following:
· CELS is a multi-campus school, and you may be required to work at any campus. Initially this position is based at Collingwood Campus 2 days, South Morang campus 2 days.
· To access Recruitment Online information and help guides please refer to Human resources: Recruitment Online (education.vic.gov.au)
· It is a requirement that all applications include a statement addressing the key selection criteria, resume/cv and a letter of introduction.
· It is a requirement that applications include the details of Three (3) Referees. Please provide details including the Referees name, position title, phone number and e-mail address.
· Please note that all ES positions require a valid Working With Children Check.
· Please include your Department of Education Employee ID number on your application (where applicable).
- 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
