Special Education Teacher - Trauma-Informed Literacy Focus

NSW Police Force; Sydney; On-site; AUD 90,000 - 156,000; Full time

Job summary

Campbell House School in Sydney Region is seeking a Teacher Special Education to support students from Years 7-12 in an alternative educational program. The role focuses on differentiated teaching, literacy and numeracy support, and collaborative planning within a trauma-informed framework.

The school emphasises wellbeing, restorative practices, and relationships with families and external services to improve student outcomes, with a commitment to Aboriginal and Torres Strait Islander engagement.

Qualifications

• Approval to teach special education and/or demonstrated experience supporting students with complex learning, behavioural, and wellbeing needs using trauma-informed and restorative practices.
• Demonstrated ability to plan, deliver, assess, and evaluate differentiated teaching and learning programs that improve student outcomes.
• Demonstrated ability to use literacy and numeracy assessment data and evidence-based, explicit teaching strategies to plan and deliver differentiated targeted literacy and numeracy instruction.
• Demonstrated ability to build respectful partnerships with students, families, and external services to support student engagement, attendance, and wellbeing.
• Highly developed communication and interpersonal skills, with the ability to work collaboratively as part of a school team and contribute to whole-school priorities.
• Demonstrated knowledge and experience supporting Aboriginal and/or Torres Strait Islander students and building respectful partnerships with their families and communities.

Skills

Special Education

Trauma-Informed Practices

Restorative Practices

Differentiated Instruction

Collaboration

Assessment & Planning

Job description

Campbell House School in Sydney Region is seeking a Teacher Special Education to support students from Years 7-12 in an alternative educational program. The role focuses on differentiated teaching, literacy and numeracy support, and collaborative planning within a trauma-informed framework.

The school emphasises wellbeing, restorative practices, and relationships with families and external services to improve student outcomes, with a commitment to Aboriginal and Torres Strait Islander engagement.