Transition Support Officer

Job description

Agency Department of Education and Training Work unit Transition Support Unit

Job title Transition Support Officer - Advisor Designation Professional 3

Job type Full time Duration Ongoing

Salary $110,873 - $124,173 Location Tennant Creek

Position number 35975 RTF Closing 30/11/2025

Contact officer Mardi Rothwell, Director on or

About the agency

Apply online

APPLICATIONS MUST INCLUDE A ONE-PAGE SUMMARY ABOUT YOU, A DETAILED RESUME AND COPIES OF YOUR

TERTIARY QUALIFICATIONS.

Information for applicants – inclusion and diversity and Special Measures recruitment plans

The NTPS values diversity. The NTPS encourages people from all diversity groups to apply for vacancies and accommodates

people with disability by making reasonable workplace adjustments. If you require an adjustment for the recruitment process or

job, please discuss this with the contact officer. For more information about applying for this position and the merit process, go

to the OCPE website.

Primary objective

Transition Support Officers provide leadership and guidance to achieve optimal educational outcomes and support for students in

Year 6 and 7, their parents and school communities in the transition to secondary boarding schools and residential facilities. They

are accountable for the implementation of program support to meet the needs of remote students preparing for transition to

secondary boarding facilities.

Context statement

Teaching and Learning Services (TLS) provides a holistic range of culturally responsive services and support to early childhood

settings and schools to maximise outcomes for Territory children and young people. This includes services and support for quality

teaching and learning, transition support, early childhood quality and integration, and policy coordination. TLS also strategically

implements government priorities, provides advice to the minister and the department's senior executive, and engages with a broad

range of stakeholders to benefit our clients.

Key duties and responsibilities

1. Lead the delivery of support to schools in remote Indigenous communities in relation to preparation and readiness for boarding

school transitions.

2. Lead positive communication with schools, families and students on the transition process, and pathway choices.

3. Implement transition plans to meet the needs of Year 6/7 remote students transitioning to secondary boarding school

environments.

4. Provide strategic advice and maintain effective and timely communication with schools and other relevant stakeholders in the

implementation of the business unit's personal and social capabilities program.

5. Facilitate workshops on a regular basis with community members and parents to share information on boarding processes.

6. Working in partnership with all internal and external stakeholders and in particular the student and family support officers and

staff of the very remote community schools.

7. Regular travel to and from very remote communities.

Selection criteria

Essential

1. Demonstrated ability to interact effectively with people from diverse cultural backgrounds and maintain effective relationships

in cross cultural contexts, in particular very remote communities in the Northern Territory (NT).

2. Demonstrated knowledge of career development principles, pathways and transition planning, to assist students make informed

decisions when selecting secondary pathways and residential options.

3. Demonstrated knowledge and understanding of Indigenous societies, practices and cultures, in particular very remote

communities in NT.

4. Knowledge of, and experience in, the provision of assistance to students and families making transitions to boarding school

environments.

5. Demonstrated knowledge and experience in delivering services in remote and very remote contexts.

6. Ability and willingness to travel to and from remote and very remote communities as required in light aircraft or 4WD for up to

40 weeks per year, sometimes at short notice, and often to stay overnight for several days at a time.

7. Tertiary qualification in relevant discipline, such as social work, education, community development, counselling.

Desirable

1. Relevant postgraduate qualifications

Further information

Applicants must hold a current Northern Territory Working with Children Clearance (Ochre Card), a current driver's licence, and

be willing to travel remotely by 4WD and in light aircrafts. This position often requires staying overnight in remote communities.

Approved: November 2025 Sarnie Foley-Albutu, Senior Director Secondary Years

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Job description

Agency Department of Education and Training Work unit Transition Support Unit

Job title Transition Support Officer - Advisor Designation Senior Teacher 1

Job type Full time Duration Ongoing

Salary $139,296 Location Tennant Creek

Position number 35975 RTF Closing 30/11/2025

Contact officer Mardi Rothwell, Director on or

About the agency

Apply online

APPLICATIONS MUST INCLUDE A ONE-PAGE SUMMARY ABOUT YOU, A DETAILED RESUME AND COPIES OF YOUR

TERTIARY QUALIFICATIONS.

Information for applicants – inclusion and diversity and Special Measures recruitment plans

The NTPS values diversity. The NTPS encourages people from all diversity groups to apply for vacancies and accommodates

people with disability by making reasonable workplace adjustments. If you require an adjustment for the recruitment process or

job, please discuss this with the contact officer. For more information about applying for this position and the merit process, go

to the OCPE website.

Primary objective

Transition Support Officers provide leadership and guidance to achieve optimal educational outcomes and support for students in

Year 6 and 7, their parents and school communities in the transition to secondary boarding schools and residential facilities. They

are accountable for the implementation of program support to meet the needs of remote students preparing for transition to

secondary boarding facilities.

Context statement

Teaching and Learning Services (TLS) provides a holistic range of culturally responsive services and support to early childhood

settings and schools to maximise outcomes for Territory children and young people. This includes services and support for quality

teaching and learning, transition support, early childhood quality and integration, and policy coordination. TLS also strategically

implements government priorities, provides advice to the Minister and the department's senior executive, and engages with a broad

range of stakeholders to benefit our clients.

Key duties and responsibilities

1. Lead the delivery of support to schools in remote Indigenous communities in relation to preparation and readiness for boarding

school transitions.

2. Lead positive communication with schools, families and students on the transition process, and pathway choices.

3. Implement transition plans to meet the needs of Year 6/7 remote students transitioning to secondary boarding school

environments.

4. Provide professional support, including curriculum, pedagogy, social and emotional learning, career development and transition

planning to teaching staff, particularly in relation to remote community contexts.

5. Facilitate workshops on a regular basis with community members and parents to share information on boarding processes.

6. Working in partnership with all internal and external stakeholders and in particular the Student and Family Support Officers

and staff of the very remote community schools.

7. Regular travel to and from very remote communities.

Selection criteria

Essential

1. Demonstrated ability to interact effectively with people from diverse cultural backgrounds and maintain effective relationships

in cross cultural contexts, in particular very remote communities in the Northern Territory (NT).

2. Demonstrated knowledge of career development principles, pathways and transition planning, to assist students make informed

decisions when selecting secondary pathways and residential options.

3. Demonstrated knowledge and understanding of Indigenous societies, practices and cultures, in particular very remote

communities in NT.

4. Knowledge of, and experience in, the provision of assistance to students and families making transitions to boarding school

environments.

5. Demonstrated knowledge and teaching experience in the very remote education context.

6. Formal qualifications in teaching and eligibility for registration as a teacher in the NT.

7. Ability and willingness to travel to and from remote and very remote communities as required in light aircraft or 4WD for up to

40 weeks per year, sometimes at short notice, and often to stay overnight for several days at a time.

Desirable

1. Relevant postgraduate qualifications.

Further information

Applicants must hold full registration with the Teacher Registration Board of the Northern Territory and hold a current Northern

Territory Working with Children Clearance (Ochre Card), a current driver's licence, and be willing to travel remotely by 4WD and

in light aircrafts. This position often requires staying overnight in remote communities.