Catholic Primary Classroom Teacher - Inclusive Learning

Catholic Education Cairns; Cairns Regional; On-site; AUD 87,000 - 147,000; Part time

Benefits offered by this job

Annual leave with 17.5% loading

Salary packaging options

Employer superannuation contributions

Long service leave after 7 years

14 weeks paid parental leave

Job summary

St Gerard Majella School in Woree, Cairns invites applications for a part-time Classroom Teacher role commencing 18 January 2027. The position is a term-time fixed-term arrangement ending 14 January 2028, with responsibilities to deliver engaging lessons in line with the Australian Curriculum and to foster an inclusive, nurturing classroom community.

The successful candidate will collaborate with staff, parents and the broader school community, employ data-informed practices to monitor progress,

Qualifications

• Be registered or eligible to be registered with Queensland College of Teachers
• Professional qualifications in Education
• Be fully supportive of the ethos of Catholic Education

Responsibilities

• Plan and deliver engaging, high-quality learning experiences aligned with the Australian Curriculum.
• Create a safe, inclusive, and supportive learning environment that nurtures curiosity, confidence and a sense of belonging.
• Collaborate with colleagues, parents and the wider school community to enhance student learning and wellbeing.
• Monitor student progress using diverse teaching, assessment and data-informed practices; differentiate learning experiences.

Skills

Registration eligibility

Education

Professional qualifications in Education

Job description

St Gerard Majella School in Woree, Cairns invites applications for a part-time Classroom Teacher role commencing 18 January 2027. The position is a term-time fixed-term arrangement ending 14 January 2028, with responsibilities to deliver engaging lessons in line with the Australian Curriculum and to foster an inclusive, nurturing classroom community.

The successful candidate will collaborate with staff, parents and the broader school community, employ data-informed practices to monitor progress,