Kindergarten Teacher

Positions Vacant

Permanent Positions – Commencing 20 January 2026

St Luke's Anglican School is seeking passionate and dedicated educators to join our Early Learning Centre team in

the following positions:

• Kindergarten Teacher - Full-time, term-time (Additional hours as required in School Holidays)
• Educational Leader - Part-time, all year (9.30 am – 2.30 pm Monday to Friday)
• OSHC Coordinator - Part-time, all year (2.30 pm – 6.00 pm Monday to Friday)

These positions offer the opportunity to contribute to high-quality early childhood and school-age education

programs that reflect the principles of the Early Years Learning Framework and My Time, Our Place Frameworks.

Successful applicants will be committed to fostering a safe, inclusive, and engaging environment aligned with the

School's values of Faith, Performance, and Honour.

Selection Criteria

SC1 Professional Knowledge and Practice: Demonstrated understanding of early childhood and/or school-age

learning frameworks (EYLF, QKLG, MTOP) and ability to design, implement, and evaluate high-quality

educational programs that respond to children's needs and interests

SC2 Relationships and Communication: Proven ability to build positive, respectful relationships with children,

families, colleagues, and the wider community, fostering collaboration and open communication

SC3 Commitment to Child Safety and Quality Improvement: Demonstrated understanding of child protection

principles, compliance with the National Quality Framework and associated legislation, and a proactive

approach to continuous improvement in educational and care practices.

Applying for the Position

Pre-employment checks form part of the appointment process and cover such matters as Student Protection,

Workplace Health and Safety, School Procedures and Policies etc. Further information about these policies and

procedures is available on the School's website.

The St Luke's Anglican School Staff Recruitment and Selection Policy and the Staff Conduct - Guidelines and

Expectations Policy apply to this position.

Applicants should apply by submitting an application, which clearly provides details on each of the following:

• A cover letter should be provided, and is your opportunity to tell us your story - what inspires you as an

educator, and which of the roles you believe best fits your strengths, interests, and career goals within our

Early Learning Centre team

• A copy of your resume, including education qualifications relevant to the duties and selection criteria, as

well as a summary of relevant work and education history (maximum 4 pages)

• It is encouraged to also upload a short video (maximum 2 minutes), introducing yourself and outlining why

you would like to work with us at St Luke's Anglican School.

Please submit your application via email to:

Applications close at 10.00 am Tuesday 4 November. The closing date may be reduced or

extended as determined by business needs.

Kindergarten Teacher - Early Learning Centre

Position Summary

The Kindergarten Teacher is responsible for creating and delivering a high-quality, play-based learning

environment for children aged 4-5 years that reflects the EYLF principles, learning outcomes and practice. This

role includes planning, programming, assessing and reporting student learning, in partnership with families,

ensuring each child feels connected, confident, safe, and supported. The Kindergarten Teacher works

collaboratively with the Educational Leader, ELC team, and school leadership to contribute to a coherent Early

Learning program aligned with St Luke's mission, values and strategy.

Key Responsibilities

Key responsibilities may be modified occasionally to ensure the expected outcomes are coordinated with the

School's Strategic Plan. Without limiting the above, the key responsibilities and duties shall include:

Programming, Planning & Assessment

• Design and deliver educational programs that reflect children's interests, strengths, and cultural

backgrounds, and are informed by EYLF Learning Outcomes, and the Queensland Kindergarten

Learning Guidelines (QKLG)

• Use play-based approaches and intentional teaching strategies to scaffold learning and foster children's

curiosity, creativity and sense of agency

• Observe, document and assess each child's learning and development; use this information to plan next

steps and individualised learning goals

• Collaborate with the Educational Leader on program review and refinement to ensure continuous

improvement.

Wellbeing, Safety & Relationships

• Create a warm, inclusive, and supportive classroom environment where children feel safe, secure,

valued, and respected

• Foster positive, trusting relationships with children, families, colleagues and the wider community
• Support children's social, emotional and physical wellbeing, helping them build resilience, independence

and self-regulation

• Work with all team members to act to always protect children and ensure individual privacy rights are

respected and enforced

• Work with families who raise concerns to find mutually agreed solutions, and where complaints arise,

manage these within Diocesan policy and procedures

• Model and uphold a strong commitment to child safety by adhering to all child protection, health, safety,

hygiene, and risk management policies, regulations, and procedures, ensuring that all practices,

environments, and interactions prioritise the well-being and protection of children.

Communication & Engagement with Families and Community

• Maintain open, timely, and respectful communication with families about their child's learning, well-being,

progress, and needs

• Invite and incorporate family input and involvement into program planning and assessment

• Liaise with community and cultural groups as appropriate to enrich children's learning experiences and

connections to their world.

Professional Practice & Team Collaboration

• Work with the Educational Leader to align planning, programming, assessment, and reporting with St

Luke's ELC and overall School strategic priorities

• Participate in team meetings, sharing observations, reflections, and best practices
• Engage in ongoing professional learning to stay current with EYLF, pedagogical best practice, and

regulatory requirements

• Support transitions for children entering Kindergarten (e.g. from ELC/home) and as they move into their

Preparatory year.

Administration, Compliance & Reporting

• Complete required documentation, records, and regulatory reports (attendance, incident, developmental

records, etc.)

• Ensure classrooms and resources are organised, safe, and prepared to support planned learning
• Monitor and manage classroom budget/resources in consultation with the ELC leadership
• Comply with all National Quality Framework (NQF) and EYLF requirements, plus any state regulations

relevant to early childhood provision.

Child Protection Commitment

The School is committed to the safety, welfare, and well-being of all children and young people. The

Kindergarten Teacher is expected to model and promote child-safe practices, comply with all relevant legislation

and policies, and respond to any concerns, disclosures, allegations, or suspicions of harm in accordance with

the School's Child Protection Policy.

Education / Professional Qualifications

Essential

• Relevant early childhood teaching qualification (approved under NQF)
• Registration or accreditation as required by Queensland authorities for early childhood education

(Kindergarten level)

• Current Working with Children Check 'Blue Card' or exemption notice
• Current First Aid, CPR, Asthma, and Anaphylaxis certificates.

Desirable

• Experience or training in inclusive and differentiated education practices.

Skills and Experience

• Strong understanding of children's development, learning through play, early literacy and numeracy

foundations, and EYLF outcomes

• Excellent interpersonal, communication and relationship-building skills: with children, families,

colleagues and external professionals

• Well organised, reliable, with the capacity to manage time, resources and concurrent

planning/programming demands

• Reflective practitioner: open to feedback and continuous improvement in teaching practice

• Culturally responsive and inclusive mindset, respecting diversity and equity

• Passion for early learning, with energy, creativity and patience.

Key Challenges

• Delivering a high-quality, play-based learning program that meets the requirements of the Queensland

Kindergarten Learning Guidelines (QKLG) and the Early Years Learning Framework (EYLF) while

addressing the individual needs, interests, and developmental stages of each child

• Maintaining compliance with the Education and Care Services National Law and National Regulations,

including curriculum documentation, supervision, and health and safety standards, in a dynamic early

learning environment

• Balancing the daily demands of planning, teaching, observation, and documentation while ensuring

meaningful engagement with children, families, and colleagues

• Building strong, respectful relationships with families and supporting effective two-way communication

about each child's learning and wellbeing

• Adapting to changes in curriculum priorities, pedagogical approaches, and regulatory requirements, and

integrating these into classroom practice

• Supporting the inclusion of children with diverse needs, backgrounds, and abilities within a cohesive,

supportive, and nurturing learning environment.

Physical Capabilities

• Actively engaging with children in a range of learning experiences, including sitting, bending, lifting, and

participating in floor-based and outdoor activities

• Moving frequently around the classroom and outdoor environments to maintain close supervision and

ensure the safety and wellbeing of children

• Setting up and packing away learning materials, play equipment, and classroom resources safely and

efficiently

• Maintaining sufficient physical fitness and mobility to respond promptly and effectively to emergencies or

evacuation procedures

• Demonstrating stamina and sustained attention throughout the day to meet the physical and emotional

demands of working with young children.

Immediate Supervisor

Director/Nominated Supervisor

Key Relationships

• Effective working relationships with the Principal and the Executive Team
• Internal and external liaison with all staff, students/children, parents and various other stakeholders

such as external providers.

The role statement is a guide only and is not intended to be an exhaustive list of duties attached to this position.

They may also vary over time to reflect the changing needs of the School. Employees may be required, from

time to time, to undertake duties that are outside their usual role or area of speciality, but within their skills,

competency, and capability. Role Statements are reviewed annually, in line with the requirements and changing

environment of the School.

Approved By Date of Approval Previous Version Date of Approval

Principal October 2025N/A N/A