Job description
Agency Department of Education and Training Work unit Transition Support Unit
Job title Transition Support Officer - Advisor Designation Professional 3
Job type Full time Duration Ongoing
Salary $110,873 - $124,173 Location Darwin
Position number 35972 RTF Closing 30/11/2025
Contact officer Mardi Rothwell, Director on or
About the agency
Apply online
APPLICATIONS MUST INCLUDE A ONE-PAGE SUMMARY ABOUT YOU, A DETAILED RESUME AND COPIES OF YOUR TERTIARY
QUALIFICATIONS.
Information for applicants – inclusion and diversity and Special Measures recruitment plans
The NTPS values diversity. The NTPS encourages people from all diversity groups to apply for vacancies and accommodates people with
disability by making reasonable workplace adjustments. If you require an adjustment for the recruitment process or job, please discuss
this with the contact officer. For more information about applying for this position and the merit process, go to the OCPE website.
Aboriginal applicants will be granted priority consideration for this vacancy. For more information on Special Measures plans, go to the
OCPE website.
Primary objective
Transition Support Officers provide leadership and guidance to achieve optimal educational outcomes and support for students in Year 6
and 7, their parents and school communities in the transition to secondary boarding schools and residential facilities. They are accountable
for the implementation of program support to meet the needs of remote students preparing for transition to secondary boarding facilities.
Context statement
Teaching and Learning Services (TLS) provides a holistic range of culturally responsive services and support to early childhood settings
and schools to maximise outcomes for Territory children and young people. This includes services and support for quality teaching and
learning, transition support, early childhood quality and integration, and policy coordination. TLS also strategically implements government
priorities, provides advice to the minister and the department's senior executive, and engages with a broad range of stakeholders to benefit
our clients.
Key duties and responsibilities
1. Lead the delivery of support to schools in remote Indigenous communities in relation to preparation and readiness for boarding school
transitions.
2. Lead positive communication with schools, families and students on the transition process, and pathway choices.
3. Implement transition plans to meet the needs of Year 6/7 remote students transitioning to secondary boarding school environments.
4. Provide strategic advice and maintain effective and timely communication with schools and other relevant stakeholders in the
implementation of the business unit's personal and social capabilities program.
5. Facilitate workshops on a regular basis with community members and parents to share information on boarding processes.
6. Working in partnership with all internal and external stakeholders and in particular the student and family support officers and staff of
the very remote community schools.
7. Regular travel to and from very remote communities.
Selection criteria
Essential
1. Demonstrated ability to interact effectively with people from diverse cultural backgrounds and maintain effective relationships in cross
cultural contexts, in particular very remote communities in the Northern Territory (NT).
2. Demonstrated knowledge of career development principles, pathways, and transition planning, to assist students make informed
decisions when selecting secondary pathways and residential options.
3. Demonstrated knowledge and understanding of Indigenous societies, practices, and cultures, in particular very remote communities in
NT.
4. Knowledge of, and experience in, the provision of assistance to students and families making transitions to boarding school
environments.
5. Demonstrated knowledge and experience in delivering services in remote and very remote contexts.
6. Ability and willingness to travel to and from remote and very remote communities as required in light aircraft or 4WD for up to 40
weeks per year, sometimes at short notice, and often to stay overnight for several days at a time.
7. Tertiary qualification in relevant discipline, such as social work, education, community development, counselling.
Desirable
1. Relevant postgraduate qualifications
Further information
Applicants must hold a current Northern Territory Working with Children Clearance (Ochre Card), a current driver's licence, and be willing
to travel remotely by 4WD and in light aircrafts. This position often requires staying overnight in remote communities.
Approved: November 2025 Sarnie Foley-Albutu, Senior Director Secondary Years
Page 1 of 2
Job description
Agency Department of Education and Training Work unit Transition Support Unit
Job title Transition Support Officer - Advisor Designation Senior Teacher 1
Job type Full time Duration Ongoing
Salary $139,296 Location Darwin
Position number 35972 RTF Closing 30/11/2025
Contact officer Mardi Rothwell, Director on or
About the agency
Apply online
APPLICATIONS MUST INCLUDE A ONE-PAGE SUMMARY ABOUT YOU, A DETAILED RESUME AND COPIES OF YOUR TERTIARY
QUALIFICATIONS.
Information for applicants – inclusion and diversity and Special Measures recruitment plans
The NTPS values diversity. The NTPS encourages people from all diversity groups to apply for vacancies and accommodates people with
disability by making reasonable workplace adjustments. If you require an adjustment for the recruitment process or job, please discuss
this with the contact officer. For more information about applying for this position and the merit process, go to the OCPE website.
Aboriginal applicants will be granted priority consideration for this vacancy. For more information on Special Measures plans, go to the
OCPE website.
Primary objective
Transition Support Officers provide leadership and guidance to achieve optimal educational outcomes and support for students in Year 6
and 7, their parents and school communities in the transition to secondary boarding schools and residential facilities. They are accountable
for the implementation of program support to meet the needs of remote students preparing for transition to secondary boarding facilities.
Context statement
Teaching and Learning Services (TLS) provides a holistic range of culturally responsive services and support to early childhood settings
and schools to maximise outcomes for Territory children and young people. This includes services and support for quality teaching and
learning, transition support, early childhood quality and integration, and policy coordination. TLS also strategically implements government
priorities, provides advice to the Minister and the department's senior executive, and engages with a broad range of stakeholders to
benefit our clients.
Key duties and responsibilities
1. Lead the delivery of support to schools in remote Indigenous communities in relation to preparation and readiness for boarding school
transitions.
2. Lead positive communication with schools, families and students on the transition process, and pathway choices.
3. Implement transition plans to meet the needs of Year 6/7 remote students transitioning to secondary boarding school environments.
4. Provide professional support, including curriculum, pedagogy, social and emotional learning, career development and transition
planning to teaching staff, particularly in relation to remote community contexts.
5. Facilitate workshops on a regular basis with community members and parents to share information on boarding processes.
6. Working in partnership with all internal and external stakeholders and in particular the Student and Family Support Officers and staff
of the very remote community schools.
7. Regular travel to and from very remote communities.
Selection criteria
Essential
1. Demonstrated ability to interact effectively with people from diverse cultural backgrounds and maintain effective relationships in cross
cultural contexts, in particular very remote communities in the Northern Territory (NT).
2. Demonstrated knowledge of career development principles, pathways, and transition planning, to assist students make informed
decisions when selecting secondary pathways and residential options.
3. Demonstrated knowledge and understanding of Indigenous societies, practices, and cultures, in particular very remote communities in
NT.
4. Knowledge of, and experience in, the provision of assistance to students and families making transitions to boarding school
environments.
5. Demonstrated knowledge and teaching experience in the very remote education context.
6. Formal qualifications in teaching and eligibility for registration as a teacher in the NT.
7. Ability and willingness to travel to and from remote and very remote communities as required in light aircraft or 4WD for up to 40
weeks per year, sometimes at short notice, and often to stay overnight for several days at a time.
Desirable
1. Relevant postgraduate qualifications.
Further information
Applicants must hold full registration with the Teacher Registration Board of the Northern Territory and hold a current Northern Territory
Working with Children Clearance (Ochre Card), a current driver's licence, and be willing to travel remotely by 4WD and in light aircrafts.
This position often requires staying overnight in remote communities.