This role is a temporary full-time position for an immediate start, until the end of Term 4, 2026.

The EAL/D Teacher for Stage 3 will work collaboratively with Stage 3 classroom teachers to support the diverse language learning needs of students, including New Arrival students. The role involves co-teaching, planning, and programming with an EAL/D perspective to ensure all students develop English language proficiency and achieve learning outcomes. We have 6 EAL/D teachers, plus New Arrival funding. There will a comprehensive handover process to support the successful candidate to effectively implement EAL/D pedagogy in classrooms.

Key Responsibilities:

• Collaborate with Stage 3 teachers to co-teach and support EAL/D students within the classroom setting.
• Provide targeted support to New Arrival students to facilitate their successful integration and language development.
• Develop, implement, and evaluate teaching programs and lesson plans that incorporate the EAL/D Learning Progressions and pedagogy.
• Use knowledge of EAL/D teaching methodologies to differentiate instruction and assessment strategies.
• Monitor and document students’ language acquisition and progress, adjusting teaching strategies as required.
• Work closely with teachers, support staff, and families to promote inclusive education and student wellbeing.
• Participate in professional learning and contribute to a culture of collaboration and continuous improvement.
• Support classroom teachers with the preparation of Semester 2 reports, including providing comments specifically for New Arrival and targeted EAL/D students.

Selection criteria

• Demonstrated knowledge of EAL/D pedagogy and the NSW EAL/D Learning Progressions.
• Experience supporting EAL/D learners, including New Arrival students, preferably in Stage 3.
• Ability to collaboratively co-teach and integrate language support within mainstream classrooms.
• Strong programming and planning skills with an EAL/D focus.
• Excellent communication and interpersonal skills to engage students from diverse linguistic and cultural backgrounds.
• Commitment to creating a supportive and inclusive learning environment.