Teacher Mathematics - Gunnedah High School

EducationHQ; Gunnedah; Vor Ort; AUD 70.000 - 82.000; Teilzeit

Zusammenfassung

Gunnedah High School in NSW is seeking a qualified Mathematics teacher (7-10) to join its co-educational high school. The role focuses on delivering quality differentiated instruction and building strong relationships with students, families and the wider community.

The NSW Department of Education advertises this as a permanent part-time teaching opportunity, reflecting flexible work arrangements while maintaining high standards of student achievement and wellbeing.

Qualifikationen

• Approval to teach Mathematics (7-10).
• Interpersonal, communication and organisational skills to build positive relationships with teachers, students, parents and the community
• Capacity to implement effective classroom management strategies and to plan and implement differentiated teaching and learning programs to maximise student growth and promote high expectations for all students.

Kenntnisse

Math teaching approval

Interpersonal skills

Classroom management

Jobbeschreibung

Teacher Mathematics - Gunnedah High School

Gunnedah High School is situated 78 kilometres west of Tamworth in the New England Region of NSW.

It is a comprehensive co-educational high school which serves the town as well as the surrounding rural districts bounded by Boggabri, Mullaley and Somerton. The Gunnedah and local area communities are experiencing renewal after a period of economic decline. This is due to the abundant supply of energy, raw materials and open space for manufacturing facilities.

It is predicted that this will lead to increased enrolments at Gunnedah High and its partner primary schools in coming years.

Gunnedah High School has a student population of 410, 53% of whom identified as Aboriginal. There is a Special Education Unit that consists of four MC classes, one IM class and a Tutorial Centre.

Students are offered a variety of pathways, catering for their learning needs and career aspirations, whilst utilising teaching practices and high impact strategies that empower all students to become confident, resilient and successful learners. Many of our students come from a low socio-economic background and the school attracts significant equity funding to improve the outcomes for those who attend Gunnedah High.

Student participation and achievement is encouraged in the academic, cultural and sporting areas of the curriculum and recognised in both the school and local community. Through our situational analysis, we have identified a need to use data driven practices that ensure all students have access to stage appropriate learning. Further work will need to occur around how teachers can successfully plan for and deliver quality differentiated instruction to students with additional needs, including those identified as high potential and gifted.

Through the NAPLAN gap analysis, the school has identified system-negotiated target areas in Reading and Numeracy. Well-being will be a continued focus. Partnerships in learning will bring together students, staff, parents and the community to support equity and excellence in learning.

Gunnedah High School is situated 78 kilometres west of Tamworth in the New England Region of NSW.

It is a comprehensive co-educational high school which serves the town as well as the surrounding rural districts bounded by Boggabri, Mullaley and Somerton. The Gunnedah and local area communities are experiencing renewal after a period of economic decline. This is due to the abundant supply of energy, raw materials and open space for manufacturing facilities.

It is predicted that this will lead to increased enrolments at Gunnedah High and its partner primary schools in coming years.

Gunnedah High School has a student population of 410, 53% of whom identified as Aboriginal. There is a Special Education Unit that consists of four MC classes, one IM class and a Tutorial Centre.

Students are offered a variety of pathways, catering for their learning needs and career aspirations, whilst utilising teaching practices and high impact strategies that empower all students to become confident, resilient and successful learners. Many of our students come from a low socio-economic background and the school attracts significant equity funding to improve the outcomes for those who attend Gunnedah High.

Student participation and achievement is encouraged in the academic, cultural and sporting areas of the curriculum and recognised in both the school and local community. Through our situational analysis, we have identified a need to use data driven practices that ensure all students have access to stage appropriate learning. Further work will need to occur around how teachers can successfully plan for and deliver quality differentiated instruction to students with additional needs, including those identified as high potential and gifted.

Through the NAPLAN gap analysis, the school has identified system-negotiated target areas in Reading and Numeracy. Well-being will be a continued focus. Partnerships in learning will bring together students, staff, parents and the community to support equity and excellence in learning.

About this job

Position Information

Gunnedah High School is situated 78 kilometres west of Tamworth in the New England Region of NSW.

It is a comprehensive co-educational high school which serves the town as well as the surrounding rural districts bounded by Boggabri, Mullaley and Somerton. The Gunnedah and local area communities are experiencing renewal after a period of economic decline. This is due to the abundant supply of energy, raw materials and open space for manufacturing facilities.

It is predicted that this will lead to increased enrolments at Gunnedah High and its partner primary schools in coming years.

Gunnedah High School has a student population of 410, 53% of whom identified as Aboriginal. There is a Special Education Unit that consists of four MC classes, one IM class and a Tutorial Centre.

Students are offered a variety of pathways, catering for their learning needs and career aspirations, whilst utilising teaching practices and high impact strategies that empower all students to become confident, resilient and successful learners. Many of our students come from a low socio-economic background and the school attracts significant equity funding to improve the outcomes for those who attend Gunnedah High.

Student participation and achievement is encouraged in the academic, cultural and sporting areas of the curriculum and recognised in both the school and local community. Through our situational analysis, we have identified a need to use data driven practices that ensure all students have access to stage appropriate learning. Further work will need to occur around how teachers can successfully plan for and deliver quality differentiated instruction to students with additional needs, including those identified as high potential and gifted.

Through the NAPLAN gap analysis, the school has identified system-negotiated target areas in Reading and Numeracy. Well-being will be a continued focus. Partnerships in learning will bring together students, staff, parents and the community to support equity and excellence in learning.

Specific Selection Criteria

• Approval to teach Mathematics (7-10).
• Highly developed interpersonal, communication and organisational skills to build positive relationships with teachers, students, parents and the community
• Capacity to implement effective classroom management strategies and to plan and implement differentiated teaching and learning programs to maximise student growth and promote high expectations for all students.

Conditions

An unconditional full approval to teach is a requirement. If you do not hold a full approval to teach with the NSW Department of Education, you are required to commence the application process at the same time as you apply for this teaching opportunity.

Special Notes

If you are new or returning to the Department of Education and have relevant prior professional experience, you can submit a Salary determination for classroom teachers application form to request a salary determination. Until the outcome of any such determination is confirmed, your salary offer will remain at Step 1 then be updated at a later date (typically a 1-2 week processing time post receipt of the form). For further details on this process, please see the Department’s policy here: Salary determination.

This advertisement qualifies for permanent part-time employment, therefore applicants seeking either permanent full-time or permanent part-time work are encouraged to apply. Candidates must indicate their desired FTE (up to the maximum FTE of the advertised position) in their application prior to submission.

Please note:

• The FTE selection is final
• No changes (increase or decrease) will be permitted at the point of offer if you are the recommended applicant
• If no FTE is indicated, it will be assumed you are seeking the full FTE of the advertised role.

Recommended applicants seeking part-time employment will be appointed at their nominated FTE. Any remaining FTE may be offered to applicants on the eligibility list, who are not obligated to accept. Further information can be found on the merit selection webpage.

Applicants are to include details of their WWCC clearance number as part of this application.

About the NSW Department of Education

The Department of Education is the largest provider of public education in Australia with responsibility for delivering high-quality public education to two-thirds of the NSW student population. We welcome applications from all ages and genders, Aboriginal and Torres Strait Islander peoples, culturally and linguistically diverse groups, the LGBTQIA+ community, veterans, refugees, neurodiverse people and people with disability. If we can make some adjustments to our recruitment/interview process to better help you shine, please contact the hiring manager using the contact details provided above.

For more information, visit NSW Department of Education Diversity and Inclusion