Position Information J. J. Cahill Memorial High School is in Mascot, a fast-growing residential area. The school has a solid focus on community and works closely with families to support the learning and wellbeing needs of all students. JJCMHS strategically targets growth in literacy and numeracy and delivering quality teaching and learning underpinned by evidence-based practices and improved student learning outcomes. The school provides an environment that promotes engagement in learning, challenging students to strive for success. The school takes a trauma informed strengths-based approach to student learning and utilises the Positive Behaviour for Learning Framework to explicitly and collaboratively define the school’s values to encourage students to actively participate in their own learning, developing prosocial behaviours and responsible attitudes towards the school and the community. JJCMHS caters for the needs of students with a wide range of academic ability. Students come from diverse cultural and socio-economic backgrounds and enrolments are currently around 300, including 24 students who are Aboriginal, or Torres Strait Islander and 69 students identified as EAL/D. The school’s support unit caters for students with mild and moderate intellectual disabilities as well as students with an autism diagnosis. The school has a commitment to not only the education of students, but is interested in the whole student development as an adult able to effectively contribute to the world they live in. It achieves this through a long-term commitment to the development of proactive and positive wellbeing programs and supports, an ongoing commitment to professional learning for all staff, having a clear understanding of the value of staff with specific expertise in wellbeing such as the school counsellors and student support officer and linking with external expertise and support. The school has developed and trained staff in tier one supports to minimise the need to intervene with higher level supports and interventions. These supports include, a planned wellbeing program, year advisers with clearly articulated roles, home room teachers, early attendance supports, teaching expectations and values and developing clear consistent classroom expectations. The Learning and Support teacher is integral to developing student profiles and individual education plans that are regularly shared with staff, assisting and adjusting learning programs with teachers to support the needs of students, providing in class support and supporting the work of SLSOs in the classroom. The Learning and Support Teacher is integral to the Learning and Support Team in implementing tier 2 supports. The work from this team informs the interventions delivered to students across the school. Selection Criteria Approval to teach students with learning and support needs (Secondary) and/or experience teaching students with learning and support needs (secondary) within regular classes. The capacity to provide specialist support for teachers to develop and implement differentiated teaching programs for a diverse range of students in regular classes, including Aboriginal students. Provide in class support to identified students through a range of interventions, including targeted small group interventions, team teaching and modelling practice. Knowledge, skills and experience in leading the development, implementation and monitoring/evaluation of Individual Education, Behaviour and Transition Plans to cater for the learning, social, emotional, sensory and communication needs of students requiring personalised supports, with a focus on improving academic and social outcomes. Willingness and capacity to complete access requests for students requiring special placements and/or support. Demonstrated high level of organisational and interpersonal skills with the capacity to effectively communicate and work collaboratively across the whole school environment, including students, staff, parents/carers, external agencies and the wider community to improve the educational outcomes of all students. Conditions An unconditional full approval to teach is a requirement. If you do not hold a full approval to teach with the NSW Department of Education, you are required to commence the application process at the same time as you apply for this teaching opportunity. Special Notes The role statement for Learning and Support Teacher may be accessed at: https://education.nsw.gov.au/teaching-and-learning/disability-learning-and-support/media/documents/last-role.pdf Applicants are to include details of their WWCC clearance number as part of this application. About the NSW Department of Education The Department of Education is the largest provider of public education in Australia with responsibility for delivering high-quality public education to two-thirds of the NSW student population. We welcome applications from all ages and genders, Aboriginal and Torres Strait Islander peoples, culturally and linguistically diverse groups, the LGBTQIA community, veterans, refugees and people with disability. If we can make some adjustments to our recruitment/interview process to better enable you to shine, please contact the Diversity and Inclusion Team ( dandidet.nsw.edu.au ) or visit NSW Department of Education Diversity and Inclusion New merit selection application guidelines for classroom teachers, executives and principals have been introduced to provide greater clarity to applicants and selection panels. The guidelines are located here . To ensure that your application complies with the guideline page limits, your attachments must be in PDF format .