Autism Spectrum Disorder Senior Teacher

Job description

Agency Department of Education and Training Work unit MacFarlane Primary School – CommAut

Program

Job title Autism Spectrum Disorder Senior Teacher Designation Senior Teacher 1

Job type Full timeDuration Ongoing commencing 27/01/2026

Salary $139,296 Location Katherine

Position number 39253 RTF Closing 10/09/2025

Contact officer Philip Russell 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.

Aboriginal applicants will be granted priority consideration for this vacancy. For more information on Special Measures

plans, go to the OCPE website.

Primary objective

To design and implement educational programs to achieve optimal outcomes for students diagnosed with Autism and to

provide educational leadership and advice on appropriate teaching approaches, behaviour management and classroom

strategies to facilitate the effective and successful inclusion of the students in their mainstream schools. Context statement

The CommAut Program (Katherine) is a specialist program that caters for students diagnosed with Autism who are

experiencing moderate to severe barriers to learning in a mainstream classroom setting. Through a rigorous assessment and

referral process, students access the program from primary schools in the Katherine Region. The Senior Teacher and the

Special Education Support Officer work collaboratively to enable students to maximise their learning within school, home

and community settings.

Key duties and responsibilities

1. Provide leadership to teachers and other staff in the development and implementation of effective educational programs

for students diagnosed with Autism and high support needs, including positive behaviour strategies and transition support

from the CommAut Program (Katherine) to home schools.

1. Collaborate within a multi-agency framework, including home schools, host schools, outside agencies and families to

develop, implement and maintain inclusive practices to ensure required adjustments are implemented.

1. Lead the implementation of processes that support students with special needs including profiling, referral processes,

educational adjustment plans, positive behaviour support plans, assessment and data collection and analysis.

1. Liaise and consult with school leadership and student support team and provide advice in relation to student's individual

needs and staff capacity building needs.

Selection criteria

Essential

1. Demonstrated ability in the delivery of a program for students diagnosed with Autism within a specialised setting and the

ability to share these skills and practices with others.

2. Demonstrated high level interpersonal, negotiation and communication skills to work effectively with families, students,

staff and other agency and community members.

3. Demonstrated ability to relate effectively with students diagnosed with Autism, including students who may display

challenging behaviours, and substantial current knowledge in this field across a variety of learning environments.

4. Effectively leads and collaborates with colleagues, families and networks from various cultural and socio-economic

groupings to maximise student wellbeing and achieve high educational outcomes for students with disability.

5. Registration with the Northern Territory Teacher Registration Board, current Working with Children Clearance notice

(Ochre Card).

Desirable

1. Sound knowledge of current research, legislations, policies and practices in relation to leadership and the education of

students with special educational needs.

2. A recognised qualification relevant to discipline/leadership.