Middle School Teacher

Position Vacant

Permanent Position

Commencing 1 January 2026 (From Term 1)

Full-time Teaching Position - Middle School

With the capacity to teach predominantly Year 7, in one or more of the following areas:

• English
• Humanities
• Mathematics
• Science

Position Summary

Teachers at St Luke's Anglican School play a vital role in fostering a safe, inclusive, and engaging learning

environment that supports each student to reach their full potential across academic, physical, cultural, social, and

spiritual dimensions.

Teachers are expected to plan, deliver, and evaluate meaningful learning experiences, uphold high standards of

behaviour and presentation, and serve as positive role models within the classroom and the broader School

community.

These roles require the provision of exceptional pastoral care, the ability to build strong, respectful relationships,

and a commitment to both independent and collaborative professional practice. Teachers are also expected to use

assessment data to inform instruction, celebrate student growth and achievement, and maintain timely, effective

communication with colleagues, students, and families.

Selection Criteria

SC1 Describe how you foster a safe and supportive classroom culture aligned with current child protection

legislation and school policies. Provide examples of how you implement behaviour management strategies,

actively supervise students, and contribute to a school-wide culture of care and safety.

SC2 Explain how you apply empathy, self-awareness, and interpersonal skills to build trust, manage classroom

dynamics, and collaborate with others. Provide examples of how your approach supports student

wellbeing, team cohesion, and parent engagement.

SC3 Outline your approach to delivering curriculum content in a way that is meaningful, inclusive, and

responsive to the needs of learners. Include examples of using assessment data to inform instruction,

support diverse learning profiles, and maintain high expectations for student success.

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 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.

Teacher- Middle and Senior School

Position Summary

The Middle and Senior Teacher is responsible for planning, delivering, and evaluating engaging learning

experiences to support students in reaching their full potential across academic, physical, cultural, social, and

spiritual dimensions. This role requires the provision of exceptional pastoral care by fostering a safe, nurturing,

and inclusive environment that supports the learning and personal development of each student. The position

involves working both independently and collaboratively to reflect on and enhance teaching practices, utilising

student assessment data to inform instruction, and maintaining positive, respectful, and timely communication with

colleagues, parents, and students to support student success.

Position Responsibilities

1. General

The School is guided by the Queensland College of Teachers Code of Ethics and the Australian Professional

Standards for Teachers. Working within this framework, Teachers at St Luke's Anglican School are required to:

• Draw on professional knowledge and research to respond to the needs of their students
• Create and maintain safe, inclusive, engaging, and challenging learning environments and apply fair and

equitable behaviour management strategies

• Analyse, evaluate and expand their professional learning both collegially and individually.

As a key member of the St Luke's community, the role involves maintaining high standards of professionalism,

including dress and conduct. The position will manage resources safely and effectively, support and nurture the

unique potential of each student, and approach Pastoral Care as an integral part of students' education. Pastoral

Care responsibilities include planning and teaching the School's Pastoral Care and personal development programs

in collaboration with School leadership, implementing behaviour management frameworks, and managing the daily

operations of the Pastoral Care class. Additionally, the role requires acting as the first point of contact for

parent-raised concerns, writing semesterly Pastoral Care reports, and attending meetings, worship services, and

assemblies as directed.

Further, the key responsibilities of the role are based on the Australian Professional Standards for Teachers, and

describe the Professional Knowledge, Practice, and Professional Engagement required. These 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:

1. Professional Knowledge

Know students and how they learn

Select from a flexible and effective repertoire of teaching strategies to suit the physical, social, and

intellectual development and characteristics of students

• Expand understanding of how students learn using research and workplace knowledge
• Design and implement effective teaching strategies that address the learning strengths and needs of

students from diverse linguistic, cultural, religious, and socioeconomic backgrounds

• Design and implement effective teaching strategies for Aboriginal and Torres Strait Islander students using

knowledge of and support from community representatives

• Evaluate learning and teaching programs, using student assessment data, that are differentiated for the

specific learning needs of students across the full range of abilities

• Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop

teaching programs that support the participation and learning of students with disability or additional needs.

Know the content and how to teach it

Apply knowledge of the content and teaching strategies of the teaching area to develop and implement

engaging learning and teaching programs

• Organise content into coherent, well-sequenced, and innovative learning and teaching programs
• Design and implement learning and teaching programs using contemporary knowledge and understanding of

curriculum, assessment, and reporting requirements

• Provide opportunities for students to develop an understanding of and respect for Aboriginal and Torres

Strait Islander histories, cultures, and languages

• Apply knowledge and understanding of effective teaching strategies to improve students' literacy and

numeracy achievement

• Model high-level teaching knowledge and skills and use current ICT to improve teaching practice and make

content relevant and meaningful.

1. Professional Practice

Plan for and implement effective teaching and learning

Develop a culture of high expectations for all students by modelling and setting challenging learning goals

• Plan, implement, evaluate, and modify learning and teaching programs to create productive learning

environments that engage all students

• Select and apply effective teaching strategies to develop knowledge, skills, problem-solving, and critical and

creative thinking

• Select, create, and use a wide range of resources, including ICT, to engage students in their learning
• Select and use a wide range of verbal and non-verbal communication strategies to support students'

understanding, engagement, and achievement

• Work with colleagues to review current teaching and learning programs using student feedback, student

assessment data, knowledge of curriculum and workplace practices

• Provide appropriate and contextually relevant opportunities for parents/carers to be involved in their

children's learning.

Create and maintain supportive and safe learning environments

Establish and implement inclusive strategies and positive interactions that engage and support all students

• Establish and maintain a flexible repertoire of strategies for classroom management to ensure all students

are engaged in purposeful activities

• Manage challenging behaviour by establishing and negotiating clear expectations with students and address

discipline issues promptly, fairly, and respectfully

• Ensure students' well-being and safety within the school by implementing school, curriculum, and legislative

requirements

• Develop and incorporate strategies to promote safe, responsible, and ethical use of ICT in learning and

teaching.

Assess, provide feedback and report on student learning

Develop, select, and use a comprehensive range of informal and formal, diagnostic, formative and

summative assessment strategies to assess student learning

• Provide timely, effective, and targeted feedback to students about their achievement relative to their learning

goals

• Participate in assessment moderation activities to support consistent and comparable judgements of student

learning

• Use data from internal and external student assessments for evaluating learning and teaching, identifying

interventions, and modifying teaching practice

• Report clearly, accurately, and respectfully to students and parents/carers about student learning and

achievement, making use of accurate and reliable records.

1. Professional Engagement

Engage in professional learning

Analyse the Australian Professional Standards for Teachers to plan personal professional development goals

• Plan for professional learning by accessing and critiquing relevant research and engaging in high-quality

targeted opportunities to improve practice

• Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional

knowledge and practice and the educational outcomes of students

• Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address

student learning needs.

Engage professionally with colleagues, parents/carers, and the community

Maintain high ethical standards, meet codes of ethics and conduct, and exercise sound judgement in all

School and community contexts

• Understand the implications of and comply with relevant legislative, administrative, organisational, and

professional requirements, policies, and processes

• Establish and maintain respectful collaborative relationships with parents/carers regarding their children's

learning and wellbeing

• Participate in professional and community networks and forums to broaden knowledge and improve practice.

Education / Experience / Professional Qualifications

Essential

Teacher Registration with the QLD College of Teachers.

Desirable

The ability to teach one subject area to Year 12

• Current First Aid, CPR, Asthma, and Anaphylaxis certificates.

Characteristics, Qualities and Skills

• Proven record as an outstanding educator
• Proven ability to develop and maintain effective relationships with students, staff and parents from diverse

backgrounds

• Proven ability to enthuse, inspire and guide students and staff
• The proven ability to work as an effective and constructive team member, with a willingness to participate

fully in School activities

• Ability to work collaboratively with colleagues in the pursuit of team goals
• Excellent interpersonal skills, including listening, communication, and consulting skills, that build and

maintain positive and productive working relationships

• Superior organisational ability with demonstrated self-motivation and initiative in goal-setting, prioritising

work and managing multiple tasks

• Well-developed problem-solving skills and proven experience in creating solutions
• Thorough understanding of contemporary student welfare and well-being practices
• Outstanding verbal and written communication skills
• Demonstrated personal resilience, including the ability to work in a demanding role, often outside of

normal hours

• A high degree of professional judgement and confidentiality
• Ability to develop, promote and implement new and creative initiatives
• A genuine interest and willingness to engage in professional development and learning opportunities and

to identify suitable opportunities for others

• Flexible, approachable and consistent in manner
• A high level of energy and vitality
• Emotional maturity, intelligence, and resilience to work amicably and collaboratively with a broad range of

stakeholders

• Willingness to coordinate co-curricular activities.

Key Challenges

• Maintaining the high standards of professionalism required by the Queensland College of Teachers Code

of Ethics and the Australian Professional Standards for Teachers can be demanding. It requires

continuous self-evaluation, dedication to ethical practices, and an unwavering commitment to professional

conduct in all aspects of the role

• Building and maintaining collaborative relationships with parents, carers, and the broader School

community, while engaging in professional networks and forums, can also be demanding. Balancing

these responsibilities with the core teaching duties can be challenging, requiring exceptional time

management, communication, and interpersonal skills.

Physical Capabilities

• Ability to stand and move around the School throughout the day, supervise students, and sustain energy

for teaching, and extracurricular activities

• Proficient in using technology, writing, and handling teaching materials, with clear verbal communication

for teaching and student management

• Capacity to lift and carry books or equipment, assist with physical tasks, and respond effectively in

emergencies.

Workplace Health and Safety

• Take full responsibility for compliance with the School's Workplace Health and Safety policy, safe work

procedures, instructions and rules, particularly in the correct use of equipment

• Identify any unsafe behaviour, or unsafe or unhealthy conditions, and report these to the Principal
• Adopt risk management strategies to minimise risk of injury to people and property in the workplace
• Be responsible for own health and safety and for the health and safety of others in the workplace who may

be affected by your acts or omissions at work

• Cooperate with the Principal or other person so far as is necessary to enable compliance with any

requirements under the Work Health and Safety Act 2011 and the regulations that are imposed in the

interests of health, safety and welfare on the Diocese or any other person.

Safeguarding Children And Young People

• St Luke's School takes child protection seriously, and as an employee of the School, you are required to

meet the behaviour standards outlined in our Staff Conduct - Guidelines and Expectations Policy. You will

receive a copy of this policy as part of your induction. You can also access a copy of these guidelines on

the School website.

• Therefore, as a part of your duties and responsibilities, you are also required to:

o Participate in Child Protection training and education as appropriate

o Provide a welcoming and safe environment for children and young people

o Promote the safety and well-being of children and young people to whom we provide services

o Ensure that your interactions with children and young people are positive and safe

o Provide adequate care and supervision of children and young people in your charge

o Act as a positive role model for children and young people

o Report any suspicions, concerns, allegations or disclosures of alleged abuse to management

o Maintain valid 'working with children' (Blue Card) documentation (where req.)

o Undergo periodic 'national criminal history record' checks if requested

o Report to management of any criminal charges or convictions you receive during the course of your

employment that may indicate a possible risk to children and young people.

General Terms of Appointment

• Be supportive of the Anglican ethos of the School
• Support the Strategic Plan and the School Improvement Plan
• Demonstrate loyalty, confidentiality and support for the Principal and the School at all times
• Maintain professional presentation and communication
• Take full responsibility for compliance with the Staff Conduct - Guidelines and Expectations Policy
• Take full responsibility for compliance with the Our Commitment - Creating Environments for Children and

Young People to Thrive (ASC Code of Conduct)

• Take full responsibility for compliance with all school policies and procedures
• Uphold the School values of Faith Performance Honour
• Attend meetings as required by the Principal and their delegate
• Comply with all requirements of Anglican Church Southern Queensland Policy and Procedures manual –

Safeguarding our Students

• All employees recognise and accept that they may be required from time to time to undertake duties that

are outside their normal role description but within their skills, competency and capability.

Immediate Supervisor

Head of Middle School, Head of Senior School

Key Relationships

• Effective working relationships with the Principal and the Executive Team
• Internal and external liaison with all staff, students, parents and various other stakeholders.

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 specialty, 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

Principal August 2024

Previous Date of Approval

Versions

V082023 August 2023

V052018 May 2018

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