
Aboriginal Student Service Provider
7 days ago
The Aboriginal Student Support Officer is a key role in providing exceptional learner experiences for Aboriginal students. This position requires strong communication skills and demonstrated experience in building effective relationships with key stakeholders.
The ideal candidate will have a Certificate IV in a relevant area or equivalent skills, knowledge and experience in administration support services. They will also possess a Class C driver's licence with the capacity to travel for TAFE NSW business purposes as required.
The successful candidate will be passionate about supporting Aboriginal students in achieving successful outcomes and will have the ability and desire to address the non-educational and educational barriers to success for their local community.
This is a child-related position, therefore, a Working with Children Check is a prerequisite for anyone in child-related work.
Required Skills and Qualifications- Certificate IV in a relevant area or equivalent skills, knowledge and experience in administration support services
- Class C driver's licence with the capacity to travel for TAFE NSW business purposes as required
At TAFE NSW, you will discover a diverse, dynamic, and collaborative environment where you can innovate, create value, and do meaningful work. We provide ongoing training and professional development, health and wellbeing programs with a 35-hour working week.
Our Commitment to Aboriginal and Torres Strait Islander EmploymentWe are committed to creating a culturally safe workplace where dignity, trust, respect, and the promotion of diversity and inclusion are valued. With over 350 Aboriginal and Torres Strait Islander staff and an Aboriginal and Torres Strait Islander Leadership group possessing over 240 years of expertise in the VET sector, we are dedicated to life-changing impact.
Applications close Sunday 24th August at 11:55 pm AEST.
Please submit your current resume, copies of your qualifications, and confirmation of Aboriginality.
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