Multicultural Education Aide - Dari/Pashtu/Hazaragi

Location Profile

Thank you for your interest in the Multicultural Education Aide - Dari, Hazaragi and Pashtu Languages at Noble Park English Language School.  Our school is a multi-campus school which provides an intensive English language course for newly arrived migrants and refugees from non-English speaking backgrounds in the southeast Victoria region.

The students are introduced to the Victorian education system and assisted with settlement in Victoria.  The basis of the curriculum is the study of the English language; however, the curriculum aims to prepare students for life in Australia.  Many students have been displaced by war, economic hardship, or political persecution.  The school is committed to assisting students to regain trust in people and systems and to develop the self-esteem and confidence required to face the challenges of a new country.

At any given over 50 different language groups are represented.  The school provides a secure and caring learning environment where staff and students respect and tolerate differences between cultures and religions and caters for individual differences in language acquisition.

Since 2009 the school has expanded to four campuses due to changing settlement patterns in the region.  The main campus is at Noble Park and caters for both primary and secondary students.  Casey campus is located at Hampton Park and caters for primary and secondary students.  Our Springvale campus and Stonnington (Glen Huntly) campuses are for primary students.

Successful applicant must have a valid working with children check (WWCC employee).

Selection Criteria

• Demonstrated ability to communicate in English and the required language(s), including the ability to accurately translate a range of basic school communications in the required language(s).

• Demonstrated ability to enhance the school¿s relationships with the families of the target language group(s), and, with the assistance of school staff, to help them to understand the Victorian education system.

• Demonstrated ability to work with students in a classroom setting.

• Demonstrated communication and interpersonal skills, including the ability to communicate with a wide range of individuals including staff, parents and the wider community.

• Ability to take direction and to work as part of a team.

Role

[Attendance requirement for this position]

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

MEA 

1. Key responsibilities

• Communicate directly with families, support teachers and student welfare coordinators to communicate with families and link the families with services.

• Support students in the classroom, explain teacher instructions and work requirements.

• Support teachers¿ general communication with students.

• Assist students and their families with the transition from one educational setting to another, for example, by gathering enrolment information.

• Translate basic school notices and communications to the local community.

• Assist with the preparation of permission forms and applications, for example, Youth Allowance or student travel card.

• Act as a resource to develop staff knowledge of the students¿ backgrounds and the issues they face.

• Help to involve parents in school activities and programs.

Who May Apply

1. Requirements

• No formal qualifications are required.

• Applicants will need to demonstrate proficiency in communication in English and the nominated language other than English.

• Applicants will work with students, staff, parents and community members.

• Applicants will need to have strong interpersonal skills and a preparedness to work with a diverse community in a range of settings.

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) via marrung@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

Other Information

The successful candidate will need the preparedness to work at any campus of Noble Park English Language School.

Able to drive or commute to any campus of Noble Park English Language School.

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