We are seeking to establish a pool of dedicated educators for permanent and fixed term, full-time and part-time vacancies which may arise during the 2025 school year and up to the end of Term 2, 2026. Appointments may be offered at any time for vacancies that commence during this period.
Does the prospect of making a genuine difference in students' lives motivate you? We have an exciting opportunity available for a teacher who enjoys a challenge and teaching in a unique environment.
You will join us in building our current team into three and contributing to our planning, pedagogy and the establishment of our culture. Our Intensive English Centre (IEC), opening in term one, 2025, requires an educator for our IEC's foundation year, in a year 1-2 classroom.
We are looking for an enthusiastic, committed, and open-minded teacher to work with students who are beginning their journey towards Standard Australian English (SAE) acquisition in small classes of 16 students, allowing for these students' unique learning needs to be met.
Located in a picturesque community, we offer a strong collaborative team, beautiful surrounds, and a dedicated administrative team committed to supporting all staff.
We believe in fostering a positive and inclusive atmosphere where both students and educators can thrive.
At our centre, you should contribute to a centre of excellence in English as an Additional Language or Dialect (EAL / D) education by using established whole-school pedagogies and high-impact teaching strategies tailored to students at the beginning of their Standard Australian English (SAE) acquisition journey.
While prior experience in an IEC or with EAL / D students is preferred, it is not essential - what matters is your willingness to operate within the existing learning framework that has consistently supported our students academically and socially.
This involves using explicit instruction alongside research-based SAE acquisition strategies to support learning. The IEC also applies the research of experts such as Cummins and Halliday to ensure students gain SAE skills in environments that meet their specific needs.
Familiarity with the EAL / D Progress Map for Early Childhood and second language acquisition research is valued, and collaboration within the IEC team ensures ongoing alignment with best practice.
Teachers at our school are responsible for planning, implementing, and assessing evidence-based programs using mandated explicit instruction pedagogies that drive our quality teaching agenda.
They should deliver high-impact, reflective teaching that promotes inclusivity, progress, and achievement.
Preferred knowledge areas include the Science of Learning, visible learning strategies, and high-impact instructional methods.
Key programs in use include Prime Maths, Spelling Mastery, Elementary Maths Mastery, Talk for Writing, Core Knowledge / Literacy Units, Promoting Literacy Development (PLD), and Heggerty.
Collaboration is central, with staff working in curriculum teams and learning phases to meet School Business Plan goals.
Applicants with contextual curriculum leadership experience who can contribute to our distributed leadership and empowerment model are encouraged to apply.
A commitment to Instructional Coaching and participation in a robust feedback culture is also highly desirable.
Student success, engagement, and well-being are central to all teaching at our school.
Ideal applicants should prioritise positive relationships, foster belonging and trust, and uphold high expectations for both students and themselves.
Classrooms are expected to be welcoming, with clear routines and structures that establish high behavioural and learning expectations.
Teachers should engage in regular assessment, provide quality feedback, and use data-driven decision-making to inform meaningful learning tasks that deepen student understanding.
Strong communication with families and the broader community supports this inclusive, culturally responsive environment-reflecting our values of personal excellence, respect for diversity, and educational equity.
While literacy and numeracy are priority areas, other learning areas shall be interwoven to ensure students receive a holistic, well-balanced education.
To support learning, daily reviews built around concepts of the Cognitive Load Theory will be utilised.
Digital technologies and Science, Technology, Engineering and Math (STEM) learning shall be embedded within key learning areas to promote learning.
Differentiation and enrichment will ensure every child has access to work at their level and the best opportunities to be successful.
This is a fixed term, full-time teaching position with strong possibility of the position being made permanent in the near term, beginning in term three, 2025.
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