Senior Teacher – Wellbeing and Inclusion

Job description

Agency Department of Education and Training Work unit Anula Primary School

Job title Senior Teacher – Wellbeing and Inclusion Designation Senior Teacher 1

Job type Full time Duration Ongoing commencing 27/01/2026

Salary $139,296 Location Darwin

Position number 5932 RTF Closing 27/10/2025

Contact officer Louise Knights, Assistant Principal 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

As part of the school leadership team, provide innovative leadership and management to implement departmental and school-based

policies and programs to achieve optimal educational outcomes for students with a specific focus on inclusion, intervention, enrichment

and engagement of students with additional needs. This position has a teaching load.

Context statement

Anula Primary School has a culturally diverse school population of approximately 440 students from Preschool to Year 6. Aboriginal and

Torres Strait Islander students comprise 18% of enrolments, 41% of students have a language background other than English and 21% of

students with additional needs. The school is committed to high standards, high expectations and high achievement for students and all

staff. The school motto is "Lifelong Learning" with the expectation that staff will embrace learning and constantly seek and strive to grow

and achieve through professional developmental opportunities

Key duties and responsibilities

1. In collaboration with the Leadership Team, provide leadership and support teachers in the development and implementation of quality

curriculum and pedagogy, assessment procedures, behaviour management, program modifications and adjustments with a focus on

student well-being and inclusion.

1. Provide educational leadership and team management of teachers, tutors and special education support officers to promote an

efficient, productive and harmonious working environment centred around improving student outcomes.

1. Demonstrate leadership in and support for the development, implementation and review of school policies, procedures and strategic

planning/direction by collaborating with all stakeholders.

1. In collaboration with the Leadership Team assist in the delivery and implementation of the goals in the school Annual School

Improvement Plan and actively participate in intervention initiatives.

Selection criteria

Essential

1. Registration with the Teacher Registration Board of the NT and current Working with Children Ochre Card or the ability to obtain.

2. Demonstrated leadership experience in Special Education teaching and learning, demonstrating Student Wellbeing and Inclusion

referral process knowledge, Emergency Extreme Behaviour funding applications, writing Education Adjustment Plans/Support Plans

and the completion of National Consistent Collection of Data (NCCD). Providing professional and administrative advice and support

to the Principal and Assistant Principal regarding relevant policies and procedures.

1. Proven high level communication skills and demonstrated ability to work effectively with students, paraprofessionals, parents, and

staff utilising interpersonal and conflict resolution skills.

1. Demonstrated successful experience in the implementation of the primary curriculum, Multi-Tiered Systems of Support, Read Write

Inc. and Berry Street pedagogy, assessment, program modification and adjustments, collection of evidence for the NCCD, reporting

procedures and data analysis.

1. Proven demonstrated experience in managing a support budget and day to day operations of support staff through providing and

facilitating professional development and timetabling.

Desirable

1. Qualifications in special education.

Further information

Additional inclusions may include further information that is relevant to the vacancy; for example, criminal history checks, flexibility in

starting dates, requirements for travel, etc.