Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1507676
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills in both English and Karen.
SC4 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Positions at this range involve tasks that are carried out in accordance with guidelines, accepted practice and school policy. Supervision and coordination of other staff involves ensuring that routine tasks are performed to the required standard.
Specialised support functions will involve accountability for a single function or the operation of a work area. Technical support will involve ensuring clearly defined technical requirements are met (for example, technical support to teachers within a school laboratory). Direction is readily available and the scope for decision making is limited to how required tasks are met.
Responsibilities may include but are not limited to the following:
Be involved with the leading teachers to ensure VNAP day-to-day routine tasks are performed to the required standard.
Improve data accuracy, unify procedure of enrolment, attendance, assessment, report writing, and mailing system etc.
Maintain and manipulate VNAP data & information and prepare documentation, RPO reports and fact data for EAL Unit.
Provide administrative support to VSL and VNAP
This position involves supporting students with a Karen Background. The successful applicant will be allocated a number of students to support, both in the Virtual EAL classroom as well as during Onsite School Visits to country schools, where appropriate.
The Central Duty of the Multicultural Aide is as follows:
1. Fully attend all timetabled EAL meetings and attend classes as directed by the EAL Leading Teacher.
2. Assist teachers and students in these classes by helping to clarify and explain concepts and by being a supportive link between teachers and Karen students.
3. Initiate liaison, where necessary, with teachers before classes in order to be prepared for interpreting the concepts involved.
Beyond this Central Duty, Multicultural Aides have the following Other Duties, from time to time:
The EAL Leading Teacher will allocate duties to the Aides:
1. Translate school letters as requested by the EAL Leading Teacher. Interpret for parents/teachers/students as requested, and also at Parent-Teacher Interviews (for which time in lieu will be granted).
2. Assist when requested with Administrative Duties such as the enrolment of students and their introduction to the school, including the completion of forms.
3. Be available online or on the phone for individual students who seek advice regarding their work, or referrals regarding academic and welfare issues.
4. Carry out occasional special tasks as requested, e.g. telephoning parents to organise parent meetings or assisting the English language program team in dealing with problems arising.
5. When available to assist the Virtual EAL team in tasks related to organisation and resources or as advised by the EAL Leading Teacher.
6. Assist with special programs for EAL students including school visits.
Applicants are expected to have:
1. Language proficiency in Karen and English.
2. An ability to relate to students, teachers, parents and the community.
3. Suitable skills and aptitude for carrying out the above duty statement.
4. Proficiency with ICT.
Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 [email protected]
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.
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 School requests that each applicant consider including the following:
¿ A specific response to the selection criteria
¿ A copy of transcript of qualifications if applicable.
¿ A copy of WWC Check
¿ A summary of experience
¿ Three referees who are able to make relevant comments regarding the application in relation to the key selection criteria. Please provide telephone numbers (home, mobile and work if applicable) and email addresses of your referees. Referees other than those nominated may be contacted.
Purpose
The Victorian School of Languages (VSL) is a government school and state-wide service of the Department of Education and Training 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.
Values
The values that underpin the development and delivery of the VSL¿s Languages provision are:
Environmental Context
The school teaches 51 languages in 42Centres (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 twelve areas, each under the administration of a Leading Teacher (Area Manager) and Centre classes range from Foundation to Year 12.
The VSL School Council, which comprises elected and nominated members, provides expert and broadly based guidance and leadership to the school.
The school responds to Language needs of new and emerging communities and changing demands/demographics.