Early Childhood Teacher — Shape Learning & Growth

Only About Children Springboard; Brisbane; On-site; AUD 70,000 - 100,000; Full time

Benefits offered by this job

Above award pay

Professional development leave

Grow Curriculum training

Career pathways into leadership roles

Childcare discount

Wellbeing support

OAC Rewards discounts

Meaningful impact on children's lives

Job summary

Only About Children Geebung is seeking an Early Childhood Teacher to lead a high‑quality learning program, planning and delivering curriculum while documenting children’s progress and partnering with families to support each child’s learning journey. You will apply the EYLF and NQF frameworks, mentor educators in reflective practice, and contribute to campus improvement.

This role emphasises play‑based learning, inclusion and school readiness.

Qualifications

• Approved Early Childhood Teaching qualification required.
• Teacher registration or accreditation required where applicable.
• Minimum three years' demonstrated experience in an early childhood setting.
• Strong knowledge of EYLF, NQF, child development and inclusive practice.

Responsibilities

• Lead a high-quality early learning program in your room.
• Plan, document and evaluate learning using assessment and planning cycle.
• Design curriculum informed by child development and frameworks.
• Support school readiness through language, social-emotional skills and group learning.
• Mentor educators in intentional teaching, documentation and reflective practice.

Skills

Strong communication

Documentation

Mentoring educators

Relationship-building

Education

Approved Early Childhood Teaching qualification

Teacher registration or accreditation

Job description

Only About Children Geebung is seeking an Early Childhood Teacher to lead a high‑quality learning program, planning and delivering curriculum while documenting children’s progress and partnering with families to support each child’s learning journey. You will apply the EYLF and NQF frameworks, mentor educators in reflective practice, and contribute to campus improvement.

This role emphasises play‑based learning, inclusion and school readiness.