Sydney Japanese International School – Terrey Hills NSW

Position Overview: EAL/D Teacher (Primary School)

School Type: Independent Primary School (NSW)

Role Type: Part-Time / Monday and Tuesday in both Japanese and International Division

Target Group: Students learning English as an Additional Language or Dialect (EAL/D), with a primary focus on supporting Japanese background speakers across K–6.

Key Responsibilities & Expectations

1. Direct Student Support & Teaching

- Versatile Delivery Models: Deliver targeted instruction through a combination of in-class co-teaching (push-in model), small-group guided learning, and intensive 1-on-1 support based on student needs.

- Language Acquisition Focus: Provide explicit instruction in English vocabulary, grammar, phonics, reading comprehension, and speaking/listening skills for students with limited or emerging English proficiency.

- Scaffolding Japanese Background Learners: Implement strategies tailored to native Japanese speakers adjusting to the English phonological and grammatical structure (e.g., sound distinctions, sentence structure, and visual/conceptual scaffolding).

2. Teacher Collaboration & Curriculum Differentiation

- Co-Planning & Differentiation: Work closely with primary classroom teachers to adapt and differentiate existing units of work, assessment tasks, and daily learning activities.

- Resource Creation: Develop visual aids, graphic organisers, dual-language resources (where appropriate), and simplified texts to ensure EAL/D students can access the NSW Curriculum.

- Classroom Modeling: Model effective EAL/D teaching strategies within mainstream classrooms to support mainstream teachers in building EAL/D capacity.

3. Assessment,



Monitoring & Reporting

- Language Proficiency Mapping: Assess incoming and existing EAL/D students against the NSW EAL/D Learning Progression (Beginning, Emerging, Developing, Consolidating).

- Progress Tracking: Regularly monitor, document, and report on student language growth and academic milestones across listening, speaking, reading, and writing.

- Reporting: Provide detailed feedback for formal school reports and participate in parent-teacher interviews (utilising translation tools or interpreters where required).

4. Community & Cultural Support

- Culturally Responsive Environment: Foster an inclusive, welcoming environment that validates students' cultural identities while easing their transition into the Australian school system.

- Parent Communication: Build positive relationships with families, communicating progress and school expectations effectively and compassionately.

Key Selection Criteria

Qualifications

Bachelor of Education (Primary) or equivalent recognized by NESA (NSW Education Standards Authority). TESOL / EAL/D qualification or proven experience highly regarded.

Language Requirement

Native speaker with exceptional written and verbal communication skills. (Japanese language skills are welcomed but NOT mandatory).

In-Class Experience

Demonstrated ability to co-teach, run small intervention groups, and provide tailored 1-on-1 assistance inside an active primary classroom.

Differentiation Skills

Proven expertise in breaking down complex curriculum content into accessible, scaffolded lessons for non-native English speakers.

Compliance

Current NESA accreditation and an active NSW Working With Children Check (WWCC).

#J-18808-Ljbffr

📌 EAL/D Teacher (Northern Beaches Council)
🏢 Sydney Japanese International School
📍 Northern Beaches Council