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MLTAV Call for Expression of Interest - Project Officers (2 positions)

The Modern Languages Teachers’ Association of Victoria (MLTAV) is seeking expressions of interest from suitably qualified persons for two Project Officer positions to deliver the Victorian Department of Education and Training/MLTAV Languages Digital Stories and CLIL Resources projects.

The projects will:

  • support government primary schools to strengthen the quality of Languages programs including small rural schools which are delivering a Languages program via virtual conferencing;
  • support the implementation of CLIL programs in secondary schools.

Project Officer Position 1

The Project Officer will manage the development of:

  • up to six digital stories promoting and illustrating quality Languages programs including a focus on literacy;
  • two digital stories providing advice and examples to support schools to integrate assessment of student learning into Languages programs.

Project Officer Position 2

The Project Officer will manage the development of:

  • two sets of Content and Language Integrated Learning (CLIL) units of work, one in an Asian language and another in a European language. Each unit of work will comprise a comprehensive Scope and Sequence document for Level 7 covering 10 week of classes for 150 minutes a week, and accompanying resources.

Candidates are requested to address the following key selection criteria in their application:

  1. Proven capacity to manage a project in a timely manner;
  2. Demonstrated capacity to develop a fully detailed budget to meet project component deliverables;
  3. Demonstrated capacity to develop a timeline and implementation plan to meet deliverables;
  4. Proven ability to write progress and final reports in required quantitative and qualitative formats, as required;
  5. Demonstrated capacity to work consultatively (noting in this instance, expectations are to collaborate with the MLTAV and DET, through a Working Party);
  6. Proven capacity to contribute expertise in shaping a Languages project;
  7. Ability to follow contractor guidelines and policies.

To oversee the development and delivery of project quality outcomes, applicants are requested to also provide evidence of expertise in the following:

Project Officer, Position 1 – Digital Stories

  • Victorian Curriculum: Languages;
  • Approaches to Languages teaching and learning, as well as literacy;
  • Developing a quality Languages program;
  • Assessment of student learning in Languages education;
  • Developing online resources.

Project Officer, Position 2 – 2 CLIL units

  • CLIL approaches;
  • curriculum and resource development;
  • developing Scope and Sequence documents at a given Level.

The Project Officer/s will be under the direction of, and responsible to, the MLTAV Executive. Initially the Project Officer/s will work for a probationary period of three months. The position/s will then be reviewed after the probationary period in a format agreed to between the MLTAV Executive and the Project Officer/s.

Either party may terminate the agreement as outlined herein with a minimum of one month’s notice. Pro-rata payment will then be made up to the date of the termination of the agreement. The successful applicant/s will be expected to have an Australian Business Number (ABN), be an individual member of MLTAV, have a current professional liability insurance policy and sign a formal Service Agreement once offered a Project Officer Postion.


The Project Officer/s may use the facilities of the MLTAV office to support their work in relation to the project/s, subject to the overall responsibilities of the office and opening times. In carrying out the tasks above, the Project Officer/s will work closely with the MLTAV Office Manager for administrative support and project coordination. The expected commitment of the Office Manager to each project will be fully documented in the implementation plan and clearly accounted for within the project budget. The Project Officer/s will also be expected to work cooperatively with the Office Manager and members of the MLTAV Committee.

The Project Officer/s must act in the interests of the MLTAV at all times, as s/he may be an important public face of the organisation. As the Project Officer/s may be privy to confidential information, it is expected that the Project Officer/s will not betray any confidences, nor use any information gained through the MLTAV to their personal advantage.




In applying for the Project Officer position/s, please supply three hard-copies of your application to the MLTAV Office, Victorian School of Languages building, PO Box 1027 Thornbury VIC 3071 by Wednesday, 20 September. Applicants will be notified as soon as possible after the closing day to advise if they have been successful in moving to the next interview stage. Interviews will be conducted on Wednesday 27 September.

Timeline for applications and appointments:

Position 1 – as submission of a report and up to eight digital stories is required by 31 March 2018, position 1 will commence in Term 4 2017 with a Project Officer appointed within two weeks of close of applications.

Position 2 – as submission of a report and two sets of CLIL units of work is required by 18 June 2018, position 2 will commence in Term 4 2017 with a Project Officer appointed within two weeks of close of applications.

Applications are to be submitted no later than C.O.B. Wednesday 20 September 2017 and include:

  • Curriculum Vitae, including contact details (including email);
  • Evidence of previous work which addresses the seven Key Selection Criteria (maximum of 2 X A4 pages);
  • Evidence of expertise in the project-specific requirements;
  • Names and contact details of 3 referees.


The Project Officer/s will be paid at a fixed remuneration rate of $80 (inc. GST) per hour up to a maximum of 280 hours for the Languages Digital Stories project and up to a maximum of 170 hours for the CLIL Resources project. Payments to Project Officer/s will be paid in two stages (dates to be advised).


The MLTAV Languages Digital Stories and the CLIL Resources projects are supported by the Victorian Government






Italian Teacher Vacancy - Seabrook Primary School

A fixed term (until 29 January 2018) part-time position is available for an teacher of Italian at Seabrook Primary School - Grades P-6.

Please contact: Ann O'Connor 03 9395 1758
Reference Number: 1093081


2017 & 2018 Job Openings at Haileybury

The Languages Department at Haileybury is looking for passionate Languages teachers for the following positions:

  • Chinese First Language Assistant (Term 3 – End of October) @ Keysborough
  • Years 7-10 French @ City (Starting late Nov 2017 - both FT and PT available)
  • Prep-Year 8 Chinese @ City (Starting Jan 2018)

* VCE experience is preferred, although not essential.

Applicants must hold full VIT registration.

Interested applicants should visit to submit an Expression of Interest. Please direct any questions to Stanley Wang, Head of Languages ( This e-mail address is being protected from spambots. You need JavaScript enabled to view it )




Teachers at St Patrick’s Primary Kilmore are appointed by and responsible to the Parish Priest and Principal for the delivery of quality learning and teaching experiences, which enhance student outcomes.

The school recognises teachers as its most valuable resource and expects teachers to work in a collaborative way that enhances the spirit and culture of the school community and supports the school Mission, Vision and Annual Action Plan. The French Language Teacher is required to teach every class (21 classes) one hour of French each week and report on the students’ progress in semester one and semester two. Lessons are held in the classroom.

Role Responsibilities

The role responsibilities draw upon the Victorian Catholic Education Multi-Employer Agreement (2013) and the Victorian Institute of Teaching Dimensions of Professional Practice. The role revolves around a demonstrated commitment to professional knowledge, professional practice and professional engagement. The teacher must also hold a current VIT Registration.


Teachers know how students learn and how to teach them effectively:

  • § Teachers draw on the body of knowledge about learning and contemporary research into teaching and learning to support their practice.
  • § Teachers know the importance of prior knowledge and language for learning, and the impact of discussion, group interaction and reflection in the learning process.
  • § Teachers know how to engage students in active learning.

§ Teachers know how classroom and program design, use of materials and resources and the structure of activities impact on learning.

  • § Teachers know the central place of religious education and faith experiences within the Catholic school curriculum.

Teachers know the content they teach

  • § Teachers have a sound, critical understanding of the content, processes and skills they teach.
  • § Teachers can articulate the key features and relevance of their content to their students and others, and can demonstrate how it is applied.

§ Teachers know the methodologies, resources and technologies which support learning of the content, processes and skills they teach.

  • § Teachers are familiar with curriculum statements, policies, materials and programs associated with the content they teach.

Teachers know their students

  • § Teachers know the learning strengths and weaknesses of their students and are aware of the factors that influence their learning.
  • § Teachers are aware of the social, cultural, and religious backgrounds of the students they teach; and treat students equitably.

§ Teachers develop an understanding and respect for their students as individuals, and are sensitive to their social needs and the way they interact with others.

  • § Teachers know the importance of working with and communicating regularly with students’ families to support their learning.


Teachers plan and assess for effective learning

§ Teachers use their knowledge of students, content and pedagogy to establish clear and achievable learning goals for their students.

§ Teachers plan for the use of a range of activities, resources and materials to provide meaningful learning opportunities for all their students.

§ Teachers monitor student engagement in learning and maintain records of their learning progress.

§ Teachers select assessment strategies to evaluate student learning, to provide feedback to students and their parents/guardians and to inform further planning of teaching and learning.

Teachers create and maintain safe and challenging learning environments

§ Teachers develop a positive learning environment where respect for individuals is fostered and where learning is the focus.

  • § Teachers provide a learning environment that engages and challenges their students and encourages them to take responsibility for their own learning.
  • § Teachers use and manage the materials, resources and physical space of their classroom to create a stimulating and safe environment for learning.
  • § Teachers establish and maintain clear and consistent expectations for students as learners and for their behaviour in the classroom.

Teachers use a range of teaching practices and resources to engage students in effective learning

§ Teachers communicate effectively with students to make their learning programs explicit, to build rapport, and to support their learning.

§ Teachers provide and manage opportunities for students to explore ideas and develop knowledge and skills, through discussion and group activities.


German Language School – Temple Society Australia is looking for a teacher of German for their non-native speakers Middle Years class taking place on Wed 5.00-7.30pm in Bentleig

For more details please contact the School Principal:

Stefan Mummert

German Language School

Temple Society Australia
152 Tucker Road
Bentleigh VIC 3204
E: This e-mail address is being protected from spambots. You need JavaScript enabled to view it

M: 0415 619 201