School Learning Support Officer – Full Time – Ongoing – Rutherford Technology High School

Mobile; United States; On-site; USD 37,000 - 43,000; Full time

Job summary

Rutherford Technology High School in Maitland (NSW) invites applications for a School Learning Support Officer (full-time, ongoing). The role supports students with identified diverse learning needs under teacher direction, including welfare and health activities, across multiple streams such as vision and hearing support.

Essential criteria include Working with Children Check clearance and completion of mandatory training; first aid and medication administration training may be required.

Qualifications

• Demonstrated ability to work effectively as part of a team.
• Ability to work with students with emotional, physical or intellectual disabilities.
• Effective communication skills.

Responsibilities

• Provide student welfare, health and wellbeing support.
• Assist teachers in classrooms and other learning environments.
• Support students in streams/settings such as vision/hearing/bilingual as required.

Skills

Teamwork

Communication

Disability support

Collaboration

Job description

School Learning Support Officer – Full Time – Ongoing – Rutherford Technology High School – 0000BFC6
.

Location

Central & North Coasts – Newcastle & Hunter Valley
Advertisement Number A900160016

Number of Positions

1
Total Remuneration Package: The salary range for this position is $38.33 – $44.53 per hour. The total salary package will include employer’s contribution to superannuation and leave loading
School Name Rutherford Technology High School
Principal Network Maitland
Staffing Area Maitland
Hours/Minutes 31 hours 15 minutes per week
FTE 1.000
Contact Name Lexi Fitzgibbon
Contact Phone number [phone]
Contact School Admin – 99999999

Closing Date

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

Job Category

SASS

Organisation

School Administrative and Support
Position Information The NSW Department of Education provides, funds and regulates education services for NSW students from early childhood to secondary school, delivering world-class education through its public schools and providing funding support to non-government schools. We employ, develop and support teachers, leaders and other staff to deliver the best outcomes for students and to advance the wellbeing of Aboriginal people.

About the Role

School Learning Support Officers provides support for students with identified diverse learning needs including disability in classrooms and other learning environments under the direction and supervision of a teacher to support the achievement of educational outcomes. This support includes student welfare, health and wellbeing activities as required. In addition School Learning Support Officers may provide specific support for students in the following streams or settings: pre-school, vision support, hearing support, and bilingual. Student Learning Support Officers working in these streams/settings have specific additional duties, in addition to the general duties for School Learning Support Officers that are required to be performed.

Essential Requirements

• Working with Children Check Clearance
• Completion of mandatory training required by the Department of Education and a willingness to undertake first aid training relevant to the School Learning Support Officer role.
• Administration of Medications — training to be provided based on student needs.
• Health support training to be provided based on student needs (subject to transition provisions).
  Rutherford Technology High School 8572 (FOEI 134 ICSEA 917) was established in 1985 as a comprehensive, co educational secondary regional high school catering for a diverse community of learners. The school is situated within a growing residential area within the local Maitland network servicing a diverse and geographically widespread community. The school is located in the Maitland Principal Network. The school’s enrolment is 1406 at the commencement of 2026 including 13 inclusion and support classes, with students from diverse socio-economic backgrounds, as well as 25% of Aboriginal and Torres Strait Islander students. The school has strong ties with the Aboriginal community and a close association with the Maitland Aboriginal Education Consultative Group (AECG). A driving force in Aboriginal education is the Aboriginal Learning and Engagement Centre (ALEC) that provides wellbeing, academic and cultural support for Aboriginal and Torres Strait Islander students to enhance education outcomes, attendance and HSC attainment. There is a sustained focus on explicit teaching and learning strategies that promote student growth and equity. Differentiation practices cater to the targeted needs of English as an Additional Language or Dialect (EAL/D), students with additional literacy and numeracy support needs, and High Potential and Gifted Education (HPGE) opportunities for students in all four domains. The school has a proud tradition of providing quality and highly successful programs in the creative arts, sport and extra curricula activities. Positive Behaviour for Learning (PBL) is an integral part of the school wellbeing ethos focusing on respect, responsibility, and commitment.
  Specific Selection Criteria

1. Demonstrated ability to work effectively as part of a team.
2. Ability to work with students with emotional, physical or intellectual disabilities.
3. Awareness of the needs of students with emotional, physical or intellectual disabilities.
4. Effective communication skills.
   Special Notes 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 from cultural 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.

Targeted Question 1 Describe a time where you have had to care for a person with emotional, physical or intellectual disabilities.

Targeted Question 2 Describe how you have demonstrated working collaboratively with people in a team setting.