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 VSLs Languages provision are:
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Respect - understanding that languages are a way to increase lifelong opportunities for learners;
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Commitment
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to students from all communities and socio-economic backgrounds to study a language of their choice;
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to enhancing student well-being
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to improving outcomes for every student, in every class, at every VSL centre and in all communities
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Courage - to continue to ensure the VSL remains a leader in languages as its specialised field of endeavour;
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Teamwork to support our communities to embrace diversity and strength.
Environmental Context
The school teaches 51 languages in 40 Centres (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.
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The school teachers 13 languages via distance education (Arabic, Chinese, French, German, Greek, Hindi, Indonesian, Italian, Japanese, Latin, Punjabi, Spanish and Vietnamese). The levels range from Year 5 to Year 12 (VCE). The teaching is carried out through workbooks, video-conferencing, online courses and regular seminars.
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.
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.
SC6 Demonstrated ability to teach VCE Indonesian and to apply this knowledge of teaching and learning to the distance setting and to understand the particular needs of students learning by distance, including the emphasis on technology assisted learning.
Applications are invited from suitably qualified personnel with appropriate teaching qualifications to teach Indonesian at the secondary level.
The Victorian School of Languages (VSL) is a government school whose function is to assist other schools in the delivery of language programs. The VSL Distance Education Section teaches more than 1700 students.
In addition to the Distance Education Section, the School also teaches some 18,000 students through face-to-face classes in forty VSL centres across Victoria.
The successful applicant will be required to teach the language identified as well as carry out other general duties.
1. Duties
1.1 General Duties
Under the direction of the Principal, Victorian School of Languages:
1.2 Teaching Duties
Under the direction of the Principal, appropriate Assistant Principals and in co-operation with the Distance Education Manager, to undertake Distance Education Section teaching duties, including
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preparation, evaluation, maintenance and revision of courses and related curriculum materials such as audio or other digital material to meet required deadlines
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participation in the development of explanatory and support materials such as an introductory booklet for study through distance education or advice to supervisors in schools
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development of new courses (online) and/or revision of current courses, where appropriate
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provision of additional teaching support for students delivered through print, e-mail, videoconferencing, face-to-face or other means of online delivery
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correction and assessment of student
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written and graphic work presented through print, electronic or other means
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oral work conducted via videoconferencing, face-to-face or other means
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maintenance of records of interactions with students including the nature and length of oral lessons and seminars
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preparation of corrected work within published timelines
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preparation of seminar programs and conduct of seminars related to courses taught
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maintenance of student records, including assessment records
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preparation of reports on student progress
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preparation of other administrative materials
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liaison with the home school supervisor and/or parent or guardian
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conduct of student interviews, including counselling about courses
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provision of assistance to students experiencing difficulties and participation in such support programs or defaulter procedures as deemed necessary by the Distance Education Manager
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where appropriate, administrative or organisational responsibilities such as faculty or leadership
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other duties as directed by the Principal.
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.
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
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the successful applicant will be based in the Distance Education Section at VSL Head Office, located in Collingwood
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the successful applicant must have extensive computer and internet skills
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the successful applicant must have demonstrated experience with relevant VCE Language Study Design and course delivery
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the VSL is an EEO employer
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the Department of Education has implemented a smoke-free workplace policy.
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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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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'; and
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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).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
