<p><strong>SC1</strong>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Demonstrated high-level classroom teaching skills incorporating EAL methodology and the effective implementation of High Impact Teaching Strategies (HITS).</p> <p><strong>SC2&nbsp;</strong>&nbsp; &nbsp; &nbsp; &nbsp; Demonstrated ability to effectively monitor and assess student language progression, using a broad range of diagnostic tools aligned with the Victorian Curriculum F-10 EAL and EAL Reporting Resource.</p> <p><strong>SC3&nbsp;</strong>&nbsp; &nbsp; &nbsp; &nbsp; Demonstrated ability to use linguistic assessment data to inform explicit teaching and to individualise student learning pathways.</p> <p><strong>SC4</strong>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Demonstrated high-level written and verbal communication skills, including the ability to establish collaborative, trusting relationships with parents from culturally and linguistically diverse (CALD) backgrounds, school colleagues, and the broader community to optimize student learning, wellbeing, and engagement.</p> <p><strong>SC5&nbsp;</strong>&nbsp; &nbsp; &nbsp; &nbsp; Demonstrated capability to support and teach students from a broad range of linguistic, cultural, religious, and educational environments, including those from Refugee and Asylum Seeker backgrounds with interrupted formal &nbsp;schooling.</p> <p><strong>ROLE</strong></p> <p>The EAL generalist classroom teacher role is:</p> <ul> <li>Direct teaching of students in multi-age classrooms and from diverse backgrounds for whom English is an Additional<br> Language.&nbsp;</li> <li>Direct teaching of students in the development of literacy and numeracy skills in English.&nbsp;</li> <li>Application of the relevant EAL/D curriculum.&nbsp;</li> <li>Differentiating learning experiences, responding to student learning needs, by applying trauma-informed teaching<br> methodologies to support students with interrupted schooling or refugee backgrounds.&nbsp;</li> <li>Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program<br> within the school.&nbsp;</li> <li>Work alongside Multicultural Education Aides (MEAs) and utilise phone interpreting services to foster strong homeschool partnerships with EAL families.&nbsp;</li> <li>Undertaking other classroom teaching related and organisational duties as determined by the MELC Assistant<br> Principal.&nbsp;</li> <li>Participating in whole centre activities such as parent/teacher meetings, staff meetings, activity days, camps and<br> excursions.&nbsp;</li> <li>Undertaking other non-teaching supervisory duties.</li> </ul> <p><strong>OTHER INFO</strong></p> <p>Dear Applicant<br> Thank you for your interest in this vacancy at Mildura English Language Centre Applicants should address the key selection criteria.<br> Attaching your letter of introduction, resume and key selection criteria in one document is most helpful.<br> Day time phone numbers are vital to make appointments for an interview in the event that you are shortlisted.<br> If you have an Employee ID Number, please include it on your application.<br> Three (3) Referees are required. Please provide names, contact phone numbers and e-mail addresses (Most recent employer is preferred).<br> A copy of your current Victorian Institute of Teaching card will be required if successful.<br><strong>EAL experience is preferred but not a requirement.</strong><br><strong>Part-time applicants are also welcome to apply.</strong><br><strong>Graduate teachers are welcome to apply.</strong></p>