Educational Leader

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.

Educational Leader - Early Learning Centre

Position Summary

The Educational Leader provides pedagogical leadership and curriculum support across the Early Learning

Centre and OSHC, ensuring that all programs reflect the principles, practices, and outcomes of the Early Years

Learning Framework (Belonging, Being and Becoming) and My Time, Our Place frameworks.

Working collaboratively with the Director / Nominated Supervisor, Kindergarten Teachers, Educators, and OSHC

staff, the Educational Leader mentors teams to develop, implement, and critically reflect upon high-quality

learning programs that promote children's well-being, inclusion, and holistic development.

This role supports consistency of practice across the Service, facilitates professional discussions and reflection,

contributes to the Quality Improvement Plan (QIP), and ensures that programs meet the requirements of the

Education and Care Services National Law and National Regulations.

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:

Educational Leadership and Curriculum Support

• Lead and mentor educators to deliver programs aligned with EYLF, QKLG (where applicable), and MTOP

principles and learning outcomes

• Facilitate regular reflective practice and curriculum meetings to discuss pedagogy, documentation, and

assessment

• Support educators to design inclusive, play-based, and inquiry-led learning experiences that respond to

children's strengths, interests, and cultural identities

• Model and promote intentional teaching practices that foster engagement, curiosity, and positive learning

outcomes

• Guide educators in documenting and assessing learning effectively, ensuring accuracy, compliance, and

alignment with frameworks

• Promote environments that are developmentally appropriate, inclusive, and stimulating, recognising the

physical environment as an integral component of teaching and learning

• Support educators to embed sustainable practices and cultural awareness, including reconciliation and

antibias approaches, within the curriculum.

Collaboration, Relationships, and Community Engagement

• Build strong, respectful, and collaborative relationships with educators, children, families, and the wider

school community

• Support educators in developing effective communication with families regarding their child's learning,

well-being, and progress

• Foster partnerships with families that encourage shared decision-making and family input into curriculum

planning

• Work with educators and the Director to support smooth transitions between home, ELC, Kindergarten,

school, and OSHC settings

• Encourage collaboration across teams to ensure a consistent and unified approach to curriculum and

pedagogy throughout the School's early years and school-age programs.

Professional Learning, Quality, and Compliance

• Support educators in aligning practice with the National Quality Standards (NQS) and the School's

philosophy and values

• Lead the development, implementation, and review of the Quality Improvement Plan (QIP), ensuring

measurable progress and ongoing improvement

• Identify and promote professional learning opportunities that enhance educator capability and confidence

in curriculum planning and reflective practice

• Mentor new and existing educators, supporting induction and ongoing professional development
• Provide advice and guidance to ensure compliance with the Education and Care Services National Law,

National Regulations, and School policies

• Contribute to audits, self-assessments, assessment and rating processes, and reporting as required by

the Director / Nominated Supervisor or Approved Provider.

Administration, Organisation, and Resource Management

• Maintain accurate and compliant records of curriculum planning, educator mentoring, and reflective

discussions

• Support the Director in ensuring all programming and documentation requirements are met for both ELC

and OSHC programs

• Assist in sourcing, organising, and maintaining appropriate educational resources that enhance learning

and engagement

• Provide written and verbal reports on pedagogical initiatives and curriculum progress as required.

Child Protection Commitment

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

Leader 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

• Diploma or higher qualification in Early Childhood Education and Care (approved under NQF)
• Current Working with Children Check 'Blue Card' or exemption notice
• Current First Aid, CPR, Asthma, and Anaphylaxis certificates.

Desirable

• Bachelor of Education (Early Childhood) or equivalent
• Additional qualifications in mentoring, leadership, or education support
• Experience or training in inclusive and differentiated education practices.

Skills and Experience

• 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

• Strong understanding of EYLF, MTOP, QKLG, NQS, and QIP processes
• Demonstrated ability to mentor and inspire educators through collaborative and reflective practice
• Commitment to inclusive, child-centred, and culturally responsive learning
• Highly organised, with the ability to balance leadership, mentoring, and administrative duties effectively
• Professional integrity, discretion, and alignment with the School's values of Faith, Performance, and

Honour.

Key Challenges

• Supporting a multidisciplinary team across multiple age groups and curriculum frameworks
• Maintaining consistent pedagogical quality across early learning and school-age care environments
• Balancing reflective, educational leadership with operational and compliance demands
• Promoting ongoing professional learning and reflection within a busy and diverse service environment.

Physical Capabilities

• Frequent movement between classrooms and outdoor areas to support and observe educators in

practice

• Active participation in children's learning experiences, which may include sitting, bending, lifting, and

engaging in play

• Capacity to lift and organise learning materials and equipment safely
• Physical capability to respond promptly and effectively in emergencies, including evacuations.

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