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Bilingual French immersion classroom assistant

Job posted: 16/11/2022
Applications close: 29/11/2022 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 27/01/2023 - 20/12/2023

Organisation: Education and Training

Salary: Salary not specified

Occupation: Teacher

Reference: 1315641

Reference: 1315641

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

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.

SC4  Possess the technical knowledge and expertise 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.

SC7 Demonstrated ability in having the necessary level of native or near native French.

Role

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

  • Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
  • Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
  • Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
  • Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

  • Provides routine support for teachers including assisting with planning of student routines
  • Supports communication between teachers and parents
  • Communicates with teachers on routine matters related to students and/or other responsibilities
  • Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
  • Communicating with student/s to support comprehension of basic tasks and information
  • Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
  • Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
  • Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section
  • names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Our purpose is for children to achieve their potential in a safe, inclusive, collaborative and stimulating learning community. We support and challenge our students to be the best they can be. As engaged learners, they will be active local and global citizens destined to create a better and more peaceful world through intercultural understanding and respect. They are critical, creative thinkers who question and challenge the norms for the benefit of their own and others’ learning.  We support their intellectual risk-taking and empower them to face challenges with empathy and integrity.

Our innovative French English bilingual education is internationally recognised as a model of language learning excellence. Our educational philosophy encompasses explicit instruction incorporating meta-cognitive, met-linguistic skills combining with design thinking; it is child centred, with the firm belief that all students can learn and that all students have the right to be challenged to fulfil their potential.

We embrace the latest research to provide a holistic approach to learning where student achievement continually improves when underpinned by social, emotional and mental wellbeing. Teaching pedagogy focuses on the explicit teaching of skills and concepts with gradual release to prepare students to take ownership of their learning. Our students from Foundation to Year 6 are provided with a broad, rich and differentiated curriculum enabling the character strengths, talents and learning styles of each student to be harnessed, maximised and celebrated.

A rich range of subjects provide opportunities for every child to shine: students engage in four specialist areas - Visual Art, Science, Performing Arts and Physical Education. Students work in a digitally rich environment with a 1:1 iPad program from Year 2 to Year 6.

Our staff and parents support the provision of the best possible outcomes and learning environment for all. An ongoing partnership between home and school is established and nurtured for every child to foster their social, emotional, physical, intercultural and academic development as lifelong learners.

Other Information

The Camberwell Primary School Bilingual Program operates with a teaching partnership between an English-speaking generalist teacher and a French-speaking generalist teacher. The two teachers work in their own classroom and are responsible for the teaching of certain curriculum subjects over two classes of students. They are mutually responsible for all aspects of the children’s education and welfare.

Camberwell staff work together collaboratively using a secondary timetable format where students move from teacher to teacher working with up to six teachers across the week. The successful applicant will possess ability and commitment to work in a closely knit positive and supportive team.

Camberwell Primary School is engaging with the Positive School Wide Positive Behaviour Support initiative as wellbeing is seen as a priority in supporting student learning and wellbeing. For many years, the school has resourced our approach based on the pillars of Positive Psychology.

This position is for a language assistant in a french speaking classroom.  The position is open to either a near-native or native French speaker. All language assistants are required to create an authentic learning environment both inside and outside the classroom through consistent use of the target language. Experience in and familiarity with the principles and practice of bilingual education is an advantage.

Bilingual French immersion classroom assistant

Job type:

Part time / From 27/01/2023 - 20/12/2023

Job classification:

Not provided

Contact:

Janet Gale | 9882-4663

Bilingual French immersion classroom assistant