Temporary Teacher

**Position Descriptor**:
The Aboriginal Education Teacher (AET) will need to demonstrate high expectations teaching and learning for Aboriginal students. A strong understanding of literacy and numeracy acquisition is essential and the ability to focus deeply on either literacy and/or numeracy. The role is about working shoulder to shoulder with classroom teachers to support the delivery of quality pedagogy, as described by the SA TfEL Framework (DECS, 2010) and the Australian Professional Standards for Teachers (AITSL, 2011).

Aboriginal Education Teachers must clearly demonstrate how their role is contributing to improved outcomes in Aboriginal learning and performance through the following key areas:

- participating in collegial learning to ensure pedagogy and professional learning is culturally responsive and inclusive
- implementing effective literacy and numeracy approaches
- collecting and analysing data to systematically monitor Aboriginal student achievement
- supporting the delivery of inclusive and contextual curriculum.
Quality teaching and learning
A high expectation Aboriginal Education Teacher will:

- support site leaders and teachers to establish and model a culture of high expectations teaching and learning for all Aboriginal students
- model challenging, quality learning practices and outcomes
- work closely with colleagues to design quality learning experiences for Aboriginal students through intentional learning design, based on the SA TfEL Framework and the Australian Curriculum
- support site leaders and teachers to monitor and evaluate Aboriginal student literacy and numeracy achievement
- use evidence-based research and student achievement data to improve literacy and numeracy achievement.
- work with colleagues to track, monitor and interpret Aboriginal student achievement data to inform quality classroom teaching and learning.
- create opportunities for students and staff to develop an appreciation and understanding of the Australian Curriculum Cross-curriculum priority 'Aboriginal and Torres Strait Islander histories and cultures? and the Aboriginal perspectives in the SACE.

Reporting/working relationships
The Aboriginal Education Teacher will be accountable to the principal for:

- reporting on the outcomes of the AET role in line with school reporting requirements
- contributing information and evidence about Aboriginal and Torres Strait Islander student outcomes as requested by the principal and DECD
- working respectfully and collaboratively with Aboriginal Education Community Officers (AECOs) and/or Aboriginal Secondary Education and Transition Officers (ASETOs)1. Aboriginal Education Teachers do not have line management responsibilities for AECOs and/or ASETOs (unless appointed to a leadership position).
- participating in strategic and purposeful Aboriginal Education forums, meetings and conferences at site, partnership and state level.
- Demonstrates high-level communication and interpersonal skills to participate in collegial learning to ensure pedagogy and professional learning is culturally responsive and inclusive.
- Demonstrates knowledge of processes and structures that effectively implementing effective literacy and numeracy approaches.
- Demonstrated experience in collecting and analysing data to systematically monitor Aboriginal student achievement.
- Demonstrated experience in supporting the delivery of inclusive and contextual curriculum.
- Please note that part time and flexible arrangements will be considered.

**Site**:

- Seaford Secondary College

**Local Partnership**:

- River Hub

**Tenure**:

- 22/01/2026 to 21/01/2027

**Fraction of time**:

- 0.6

**Subject**:

- Aboriginal Education to Year 12

**Conditions**:

- $82,496 - $119,647 per annum FTE / Teacher Conditions

**School Website**:

- Eligibility and Application Instructions

We value a diverse range of backgrounds and experiences and encourage all suitable applicants to apply. If you need adjustments during the recruitment process, please let us know.