Teacher Learning and Support - Casula Public School

Casula Public School, located in South Western Sydney, serves a culturally and linguistically diverse community with an enrolment of approximately 630 students. With 77% of students from backgrounds other than English, including 28 Aboriginal and Torres Strait Islander students, the school proudly supports 424 EAL/D learners speaking over 40 languages at home. The school also offers an Opportunity Class with 30 students across Years 5 and 6.Casula Public School promotes a dynamic and inclusive learning environment where all students are supported to realise their full potential through a culture of high expectations for learning, behaviour, and wellbeing. At the core of our approach, we embed trauma-informed practices and Positive Behaviour for Learning (PBL) expectations that encourage all students to be Safe, Respectful Learners. Our staff are committed to ongoing professional learning and collaborative practice to strengthen teacher capacity in delivering high-quality teaching and learning. Alongside this, a strong culture of collaboration and reflection promotes continuous improvement in literacy and numeracy outcomes. A comprehensive intervention model utilises triangulated data to provide tiered support aimed at improving literacy and numeracy outcomes for all students. Additionally, this model supports the systematic identification and development of high potential and gifted learners through processes linked to enrichment programs. Casula Public School values strong partnerships and collaboration with its community. Our Parents and Citizens Association, alongside the wider school community, contributes to shaping our school planning and improvement initiatives.

Casula Public School, located in South Western Sydney, serves a culturally and linguistically diverse community with an enrolment of approximately 630 students. With 77% of students from backgrounds other than English, including 28 Aboriginal and Torres Strait Islander students, the school proudly supports 424 EAL/D learners speaking over 40 languages at home. The school also offers an Opportunity Class with 30 students across Years 5 and 6.Casula Public School promotes a dynamic and inclusive learning environment where all students are supported to realise their full potential through a culture of high expectations for learning, behaviour, and wellbeing. At the core of our approach, we embed trauma-informed practices and Positive Behaviour for Learning (PBL) expectations that encourage all students to be Safe, Respectful Learners. Our staff are committed to ongoing professional learning and collaborative practice to strengthen teacher capacity in delivering high-quality teaching and learning. Alongside this, a strong culture of collaboration and reflection promotes continuous improvement in literacy and numeracy outcomes. A comprehensive intervention model utilises triangulated data to provide tiered support aimed at improving literacy and numeracy outcomes for all students. Additionally, this model supports the systematic identification and development of high potential and gifted learners through processes linked to enrichment programs. Casula Public School values strong partnerships and collaboration with its community. Our Parents and Citizens Association, alongside the wider school community, contributes to shaping our school planning and improvement initiatives.

• Approval to teach Learning and Support with demonstrated expertise in planning, implementing and evaluating evidence-based interventions to improve learning, engagement and wellbeing outcomes for all students.
• Proven experience working within learning and support teams, managing Integration Funding Support (IFS), access requests, NCCD and capacity to provide specialist assistance to students with additional learning support needs and their teachers.
• Outstanding organisational and interpersonal skills, with demonstrated ability to manage competing priorities and build positive, collaborative relationships with the wider school community.
• Demonstrated knowledge and experience in supporting students with complex learning, behavioural, social-emotional and wellbeing needs, including the development and monitoring of plans, reasonable adjustments and targeted interventions, using data to inform practice.

• Approval to teach Learning and Support with demonstrated expertise in planning, implementing and evaluating evidence-based interventions to improve learning, engagement and wellbeing outcomes for all students.
• Proven experience working within learning and support teams, managing Integration Funding Support (IFS), access requests, NCCD and capacity to provide specialist assistance to students with additional learning support needs and their teachers.
• Outstanding organisational and interpersonal skills, with demonstrated ability to manage competing priorities and build positive, collaborative relationships with the wider school community.
• Demonstrated knowledge and experience in supporting students with complex learning, behavioural, social-emotional and wellbeing needs, including the development and monitoring of plans, reasonable adjustments and targeted interventions, using data to inform practice.

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.

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.

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.

Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here.

To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.

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.

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.

Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here.

To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.

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.

Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here.

To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.

For technical support in applying for the role please contact School Recruitment Support at 1300 863 694.

Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here.

To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.

For technical support in applying for the role please contact School Recruitment Support at 1300 863 694.