Teacher Special Education - Ruse Public School

NSW Police Force; Sydney; On-site; AUD 93,000 - 142,000; Full time

Job summary

Ruse Public School in Sydney's south-western region seeks a Teacher Special Education to support diverse learners, including students with autism and intellectual disabilities. Applicants should hold full teaching approval and demonstrate inclusive practices, wellbeing strategies, and personalised learning.

Join a school with a committed staff, a strong literacy/numeracy focus, and collaboration with families and external support services to ensure every student achieves their personal best.

Qualifications

• Approval to teach Special Education or proven experience with autism and mild/moderate intellectual disabilities.
• Commitment to inclusive education and diverse learner needs.
• Ability to differentiate the curriculum with personalised support plans.
• Strong interpersonal skills for collaboration with families and external services.

Skills

Approval to teach

Special Education experience

Differentiated instruction

Collaborative skills

Job description

Job Description - Teacher Special Education - Ruse Public School (0000BE88)

Teacher Special Education - Ruse Public School - 0000BE88

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Location

Sydney Region

Advertisement Number A900159053

Number of Positions

1

Total Remuneration Package: Remuneration package valued at up to $160,942 00. Base salary ranges from $92,882.00 to $141,997.00, plus leave loading and employer's contribution to superannuation. Base salary rates above the minimum are available depending on experience.

School Name Ruse Public School

Principal Network Campbelltown

Staffing Area Campbelltown

FTE 1.000

Contact Name Paul McGillicuddy

Contact Phone number 46257811

Contact School Admin - 99999999

Closing Date

11-Nov-2026, 5:00:00 AM

Job Category

Teachers

Organisation

Teaching Service

Position Information

Ruse Public School is located in South Western Sydney and has an enrolment of approximately 500 students from diverse socio-economic and cultural backgrounds. The school has five Support Unit classes, comprising two multi-categorical classes, two autism classes and one class supporting students with autism and moderate intellectual disabilities. Approximately 30% of students come from an English as an Additional Language or Dialect (EAL/D) background, with Arabic-speaking families representing the largest and growing language group. Aboriginal and Torres Strait Islander students represent approximately 11% of the school population.

Ruse Public School is committed to continuous improvement, high-quality educational provision and positive outcomes for every student. The school provides a safe, supportive and inclusive learning environment where students are nurtured, valued and encouraged to achieve their personal best. Our dedicated and caring staff deliver a diverse range of high-quality educational programs that respond to students' academic, cultural, physical, emotional and social needs.

A comprehensive curriculum is underpinned by a strong focus on literacy and numeracy, alongside sport, creative and performing arts, and a range of enrichment opportunities. The school places a strong emphasis on inclusive education, personalised learning and high expectations, ensuring that all students are supported to engage, participate and experience success. Proactive student wellbeing programs promote positive relationships, respect, resilience, social responsibility and a strong sense of belonging.

The school values collaboration, professional growth and evidence-informed teaching practices to strengthen student learning and wellbeing. Staff work in partnership with families, the wider community and external support services to ensure that every student is known, valued and cared for, and is provided with opportunities to develop the knowledge, skills and confidence to succeed.

Specific Selection Criteria

• 1. Approval to teach Special Education and/or experience teaching students with Autism, mild and moderate intellectual disabilities, mental health needs and complex challenging behaviours, with a strong commitment to and passion in inclusive education.
• 2. Highly developed management skills and a demonstrated ability to differentiate the curriculum through the development and implementation of personalised support plans that caters for diverse learning needs, maximises student growth and fosters high expectations.
• 3.Demonstrated ability to implement effective classroom management skills to create a positive classroom environment incorporating the consistent application of inclusive wellbeing and emotional regulation practices, to cater for a diverse range of students.
• 4. Highly developed interpersonal skills, with the ability to work collaboratively with students, staff, parents, community members and external support services,promotingand achievingpositive outcomes 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

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 people of all backgrounds, including but not limited to Aboriginal and/or Torres Strait Islander people, people of any age or gender, people from culturally and linguistically diverse groups and/or from the LGBTQIA+ community, veterans, refugees, people with disability, people with sensory differences, and neurodiverse people. If we can make some adjustments to our recruitment/interview process to better help you shine, please reach out to the contact person for this recruitment, details listed above. For more information, visit the NSW Department of Education’s Diversity, equity and inclusion webpage .

We pay respect to the Traditional Custodians and First Peoples of NSW, and acknowledge theircontinued connection to their country and culture.