Job Title

Location: Melbourne - CBD and Inner Metro suburbs Reference: 1503720 Location Profile Collingwood 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. 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 northeast of the city centre. This is the original 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. The South Morang Campus opened in July 2023 and is 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: 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. Role 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. Responsibilities The role of classroom teacher may include but is not limited to: Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties. 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. Diversity and Inclusion 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) [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. 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 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: 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 South Morang Campus. By applying for this position, you acknowledge that the employment is whole school, and staff can be asked to change campuses during their employment. It is a requirement that 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 Referee''s name, position title, phone number and e-mail address. Please include your Department of Education Employee ID number on your application (where applicable). Collingwood English Language School Commitment to Child Safety Collingwood ELS is committed to child safety. We believe that all children should be safe, happy and empowered. We support and respect all children, as well as our staff and volunteers. We practise zero tolerance of child abuse, and all allegations and safety concerns are treated very seriously and consistently with our policies and procedures. We acknowledge and practise legal and moral obligations to contact authorities when we are concerned about a childs safety. Collingwood ELS is committed to preventing child abuse and early identification of risks and risk minimisation. Our human resources and recruitment practices for all staff and volunteers support child safety. We regularly train and educate our staff and volunteers on child abuse risks. By applying for this position in the teaching service, the applicant is aware that information may be collected in order to establish whether they are suitable for child-connected work and is a fit and proper person (as defined in the Ministerial Order 1359). Conditions of Employment 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 Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching; and if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership ''Accreditation of initial teacher education programs in Australia: Standards and Procedures''; a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person). Applications close Sunday 16 November 2025 at 11.59pm #J-18808-Ljbffr