Teacher Learning and Support

Rutherford Technology High School 8572 (FOEI 134) was established in 1985 as a comprehensive, co-educational secondary school and is now a very large regional high school catering for a diverse community of learners. The school is situated within a growing residential area within the local Maitland network servicing a diverse and geographically widespread community. The school is located in the Maitland Principal Network. The school's enrolment is1391at the commencement of 2025 including 11 inclusion and support classes, with students from diverse socio–economic backgrounds, as well as 20% of Aboriginal and Torres Strait Islander students. The school has strong ties with the Aboriginal community and a close association with the Maitland Aboriginal Education Consultative Group (AECG). A driving force in Aboriginal education is the Aboriginal Learning and Engagement Centre (ALEC) that provides wellbeing, academic and cultural support for Aboriginal and Torres Strait Islander students to enhance education outcomes, attendance and HSC attainment.

There is a sustained focus on explicit teaching and learning strategies that promote student growth and equity. Differentiation practices cater to the targeted needs of English as an Additional Language or Dialect (EAL/D), students with additional literacy and numeracy support needs, and High Potential and Gifted Education (HPGE) opportunities for students in all four domains. The school has a proud tradition of providing quality and highly successful programs in the creative arts, sport and extra curricula activities. Positive Behaviour for Learning (PBL) is an integral part of the school wellbeing ethos focusing on respect, responsibility, and commitment. An innovative Learning Support Team runs several highly regarded student wellbeing programs in the school. Senior students are catered for with mentoring programs and a fully staffed senior study area. The school values the input of community members through the Parents and Citizens' Association. Rutherford Technology High School is one of six schools who are part of the Rutherford Learning Community (RLC). With our partner primary schools, we form a very strong and innovative Local Management Group with a strong K-12 focus.

Approval to teach students with learning and support needs (secondary) and/or experience teaching students with learning and support needs (secondary) in regular classes. Capacity to provide specialist assistance to students in regular classes with additional learning and support needed and their teachers.

Outline examples of how you have worked collaboratively with classroom teachers, families, students, and external agencies to develop and implement meaningful Individual Education Plans (IEPs) and transition plans.

Outline your experience in designing, delivering, and evaluating small group literacy and numeracy programs aimed at improving student engagement and achievement.

An unconditional full approval to teach is a requirement. If you do not hold a full approval to teach with the NSW Department of Education, you are required to commence the application process at the same time as you apply for this teaching opportunity.

Applicants are to include details of their WWCC clearance number as part of this application.

About the NSW Department of Education

The Department of Education is the largest provider of public education in Australia with responsibility for delivering high-quality public education to two-thirds of the NSW student population. We welcome applications from all ages and genders, Aboriginal and Torres Strait Islander peoples, culturally and linguistically diverse groups, the LGBTQIA+ community, veterans, refugees and people with disability. If we can make some adjustments to our recruitment/interview process to better enable you to shine, please contact the Diversity and Inclusion Team ) or visit NSW Department of Education Diversity and Inclusion

New merit selection application guidelines for classroom teachers, executives and principals have been introduced to provide greater clarity to applicants and selection panels. The guidelines are located here. To ensure that your application complies with the guideline page limits, your attachments must be in PDF format.