Learning Coordinator – Top End

Children's Ground is a First Nations organisation. The Children's Ground Approach is designed and delivered through the leadership of First Nations people. We are committed to systems change to ensure dignity, justice and equity for all children and families. Our work focuses on national reform as well as evidencing a new way of working. The Children's Ground Approach is a whole of community, whole of life approach. We privilege First Nations knowledge systems and practice. Over the course of a generation, led by local expertise, we create and deliver an integrated system that is centred on learning, development and wellbeing that responds to the child and their family through the key transition points from pre-birth to young adulthood. Our approach recognises the cultural, social, and economic strength of our communities. We build on this over a generation to ensure a future for our children and grandchildren that gives them freedom, opportunity and rights to their culture and identity. Children's Ground operates in Central Australia and across the Top End, with support provided by a Melbourne-based Shared Services team. About you You’re curious, practical, and culturally responsive, with a passion for creating engaging, play‑based and language‑rich experiences that reflect the aspirations of children, families, and communities. You’re an educator who believes that learning should be grounded in culture, community, and Country. You bring experience in early years or primary education and are committed to working alongside First Nations educators, families, and Elders to create meaningful, inclusive learning environments. You’re equally confident in a classroom or on Country, and you value both First Nations knowledge systems and western pedagogies. You’re someone who thrives in dynamic settings and is comfortable working independently, whether on Country in Marlkawo or in Darwin‑based community programmes. You’re hands‑on and adaptable, with strong communication skills and a collaborative mindset. You’re excited by the opportunity to provide mentorship, support educators, and contribute to a creative, integrated approach to learning and wellbeing. What matters most to you is doing work that is respectful, purposeful and genuinely useful to the children, families and educators you’re working alongside. About the role Working alongside our experienced First Nations educators, our Learning team is responsible for the design and implementation of an innovative and integrated approach to learning and wellbeing. The position will be responsible for both teaching during session delivery and supporting educators who work in Marlkawo and Darwin, by providing direction, support and supervision alongside the Head of Learning and Wellbeing. By privileging First Culture with the best of western teachings, delivery is guided by the Early Years framework and Apmerenge‑ntyele (Everything comes from the land). With a growing team of both Cultural and Western‑trained Educators, a community development approach ensures inclusivity, collaboration and solutions‑focused problem solving, and learning is integrated with Cultural and Creative Development, Community Development, Economic Development and Family Health. Community plans that outline community aspirations assist with learning planning and focus. While this role does not have direct line management responsibilities, it provides specialist leadership through curriculum coordination, hands‑on implementation support, mentoring, and professional development. The role follows a seasonal rhythm: Dry Season (approx. May–October): The Coordinator is primarily stationed in Marlkawo through a drive‑in‑drive‑out model (2 weeks on, one week off), supporting on‑country cultural learning, curriculum delivery, and mentoring local educators. During this time, Darwin‑based programmes are in full swing, and coordination will include light‑touch system support. Wet Season (approx. November–April): The Coordinator is based in Darwin, supporting Early Years teams across multiple town communities. The role requires self‑motivation with the ability to work independently, making sound judgment calls and decisions with minimal supervision. The role is physically demanding, requires a degree of hands‑on practical skills and a desire to live in the outdoor environment. Key Responsibilities First Nations, and Western Knowledge Systems Ensure that learning experiences privilege First Nations knowledge systems and cultural practices, while also meeting the requirements of national frameworks like the Early Years Learning Framework. First Nations, and Western Knowledge Systems Develop and implement a blended learning approach that integrates on‑country, cultural learning with formal educational outcomes. First Nations, and Western Knowledge Systems Foster language and culture learning by working closely with Elders, cultural leaders, and families to design and implement language‑rich educational experiences. Program Design, Standards and Implementation Work with the community team to design and develop dynamic learning experiences which embed local cultural knowledge systems. Program Design, Standards and Implementation Implement strengths‑based responsive teaching strategies that support the diverse interests, needs, and learning styles of all children. Program Design, Standards and Implementation Implement and evaluate learning experiences that fit within Children's Ground philosophies, policies and procedures and regulatory requirements. Program Design, Standards and Implementation Ensure children are offered a high‑quality educational environment that supports their development in all learning domains. Program Design, Standards and Implementation Design and implement teaching and learning programmes which are consistent with all relevant curriculum and standards. Program Design, Standards and Implementation Ensure health, social and emotional wellbeing and development are an embedded part of the learning and wellbeing platform. Program Design, Standards and Implementation Ensure creativity is an embedded part of the learning and wellbeing platform. Learning and Wellbeing Plan, prepare, and deliver high‑quality community‑based Early Childhood and Primary learning programmes in collaboration with First Nations educators and communities. Learning and Wellbeing Create a welcoming learning space for all families to actively contribute to and be involved in their child(ren)’s learning. Learning and Wellbeing Lead the documentation of children’s learning and development that is regularly shared with families, including individual learning plans. Learning and Wellbeing Work with an interdisciplinary team to deliver an integrated and innovative learning approach including health, social and emotional wellbeing, creative arts, digital and other areas. Learning and Wellbeing Lead the development and implementation of language and culture learning experiences and resources for mixed aged groups of children in collaboration with cultural leaders, elders, and families. Learning and Wellbeing Encourage and support all First Nations families, valuing their ideas, strategies and aspirations. Learning and Wellbeing Support extended hours learning opportunities. Educational Leadership and Mentorship Provide educational leadership and mentorship to Early Years/Primary team, offering guidance on curriculum implementation, pedagogy, and learning strategies. Educational Leadership and Mentorship Work alongside community educators to set goals for children’s learning and development, ensuring that families and cultural educators are at the centre of decision‑making. Educational Leadership and Mentorship Lead the documentation of children’s learning, development, and progress, ensuring this information is regularly shared with families and community members. Community and Family Engagement Engage with families, Elders, and local community leads to co‑design learning programmes that reflect their aspirations for children’s education. Community and Family Engagement Create a welcoming environment where families feel empowered to actively participate in their children’s learning. Community and Family Engagement Support extended hours of learning, including after‑hours or holiday programmes, to enhance children’s education and wellbeing. School Engagement and School Age Planning Support the Head of Learning and Wellbeing with the engagement of local primary schools and participation of primary school age children in cultural camps. School Engagement and School Age Planning Contribute to the education planning for primary and high school age children who attend camps during school term. School Engagement and School Age Planning Liaise with local area schools and confirm learning needs for children. School Engagement and School Age Planning Contribute to reports to local schools. Operational Systems and Standards Comply with Policy and Procedures and participate in reviews as needed. Operational Systems and Standards Ensure Children’s Ground’s duty of care is met, and learning/work environments are, as far as practicable, safe and supportive for families, children and volunteers. Monitoring, Evaluation and Reporting Maintain records including data collection and data entry in Children’s Ground database. Monitoring, Evaluation and Reporting Maintain confidential organised and up‑to‑date files relating to children and adults. Monitoring, Evaluation and Reporting Contribute to the writing of papers and articulation of frameworks for Children’s Ground. Monitoring, Evaluation and Reporting Work collaboratively with staff to complete reporting requirements. Contribute to Children’s Ground Actively learn the local language(s), to be able to use them in basic conversation with communities. Contribute to Children’s Ground Facilitate and contribute to team meetings and discussions. Contribute to Children’s Ground Be a positive, innovative and active member of the Children’s Ground team. Contribute to Children’s Ground Contribute to strategic planning, organisational development, management of work plans and policy formation. Contribute to Children’s Ground Support a strong, connected, respectful and supportive organisation. Contribute to Children’s Ground Participate and when required, lead professional development opportunities. Contribute to Children’s Ground Undertake other tasks as requested to support the activities of Children’s Ground. Key Selection Criteria Experience with First Nations communities and a deep understanding of their strengths and key challenges. Ability to live, work, and communicate well with First Nations people in remote communities. Qualifications in Education with a minimum of 1 year’s experience. Experience working with Early Childhood age groups and organising a learning environment that suits different ages and abilities. A commitment to a First Nations led approach in education. A passion for quality innovative learning and wellbeing environments. Strong teamwork, and training skills, with experience working in culturally diverse and changing environments. Ability to build and maintain strong relationships with different people and organisations, with excellent communication skills. Well‑developed people skills, including negotiation and communication, with the ability to engage various stakeholders in cross‑cultural settings. Ability to work independently, make confident decisions, and recognise when to elevate issues appropriately. A current Working with Children Clearance Notice (Ochre Card) or ability to obtain, and willingness to undergo a National Police Check. Driver’s licence with manual driving experience, and preferably 4WD experience. Pay range: 111,487 – 120,578 AUD per year (Top End – Darwin). #J-18808-Ljbffr