Middle School Teacher

Overview Position Vacant. Permanent Position. Commencing 1 January 2026 (From Term 1). Full-time Teaching Position - Middle School with the capacity to teach predominantly Year 7 in one or more of the following areas: English Humanities Mathematics Science Applying for the position includes pre-employment checks and information available on the School’s website. The St Luke’s Anglican School Staff Recruitment and Selection Policy and the Staff Conduct - Guidelines and Expectations Policy apply to this position. Position Summary Teachers at St Luke’s Anglican School play a vital role in fostering a safe, inclusive, and engaging learning environment that supports each student to reach their full potential across academic, physical, cultural, social, and spiritual dimensions. Teachers are expected to plan, deliver, and evaluate meaningful learning experiences, uphold high standards of behaviour and presentation, and serve as positive role models within the classroom and the broader School community. These roles require the provision of exceptional pastoral care, the ability to build strong, respectful relationships, and a commitment to both independent and collaborative professional practice. Teachers are also expected to use assessment data to inform instruction, celebrate student growth and achievement, and maintain timely, effective communication with colleagues, students, and families. Selection Criteria SC1 Describe how you foster a safe and supportive classroom culture aligned with current child protection legislation and school policies. Provide examples of how you implement behaviour management strategies, actively supervise students, and contribute to a school-wide culture of care and safety. SC2 Explain how you apply empathy, self-awareness, and interpersonal skills to build trust, manage classroom dynamics, and collaborate with others. Provide examples of how your approach supports student wellbeing, team cohesion, and parent engagement. SC3 Outline your approach to delivering curriculum content in a way that is meaningful, inclusive, and responsive to the needs of learners. Include examples of using assessment data to inform instruction, support diverse learning profiles, and maintain high expectations for student success. Applying for the Position Pre-employment checks form part of the appointment process and cover such matters as Student Protection, Workplace Health and Safety, School Procedures and Policies. Further information about these policies and procedures is available on the School’s website. The School’s Staff Recruitment and Selection Policy and the Staff Conduct - Guidelines and Expectations Policy apply to this position. Applicants should apply by submitting an application, which clearly provides details on each of the following: a copy of your resume including education qualifications relevant to the duties and selection criteria as well as a summary of relevant work and education history (maximum 4 pages). It is encouraged to also upload a short video (maximum 2 minutes), introducing yourself and outlining why you would like to work with us at St Luke’s Anglican School. Please submit your application via email to: Applications close at 10.00 am Tuesday 4 November. The closing date may be reduced or extended as determined by business needs. Teacher - Middle and Senior School Position Summary and Responsibilities: The Middle and Senior Teacher is responsible for planning, delivering, and evaluating engaging learning experiences to support students in reaching their full potential across academic, physical, cultural, social, and spiritual dimensions. This role requires exceptional pastoral care by fostering a safe, nurturing, and inclusive environment that supports the learning and personal development of each student. The role involves working both independently and collaboratively to reflect on and enhance teaching practices, utilise student assessment data to inform instruction, and maintain positive, respectful, and timely communication with colleagues, parents, and students to support student success. Position Responsibilities 1. General Draw on professional knowledge and research to respond to student needs Create and maintain safe, inclusive, engaging, and challenging learning environments and apply fair and equitable behaviour management strategies Analyse, evaluate and expand professional learning both collegially and individually As a key member of the St Luke’s community, the role involves maintaining high standards of professionalism, including dress and conduct. The position will manage resources safely and effectively, support and nurture the unique potential of each student, and approach Pastoral Care as an integral part of students\' education. Pastoral Care responsibilities include planning and teaching the School’s Pastoral Care and personal development programs in collaboration with School leadership, implementing behaviour management frameworks, and managing the daily operations of the Pastoral Care class. The role also includes acting as the first point of contact for parent-raised concerns, writing semesterly Pastoral Care reports, and attending meetings, worship services, and assemblies as directed. Further, the key responsibilities are based on the Australian Professional Standards for Teachers and describe the Professional Knowledge, Practice, and Professional Engagement required. These responsibilities may be modified occasionally to align with the School’s Strategic Plan. 2. Professional Knowledge Know students and how they learn Select from a flexible and effective repertoire of teaching strategies to suit the development and characteristics of students Expand understanding of how students learn using research and workplace knowledge Design and implement effective teaching strategies for diverse linguistic, cultural, religious, and socioeconomic backgrounds Design and implement effective teaching strategies for Aboriginal and Torres Strait Islander students with community support Evaluate learning and teaching programs using student assessment data that are differentiated for diverse abilities Work with colleagues to access specialist knowledge, policy and legislation to develop teaching programs for students with disability or additional needs Know the content and how to teach it Apply knowledge of the content and teaching strategies of the teaching area to develop and implement engaging learning and teaching programs Organise content into coherent, well-sequenced programs Design and implement programs using contemporary knowledge of curriculum, assessment, and reporting Provide opportunities for students to understand and respect Aboriginal and Torres Strait Islander histories, cultures, and languages Apply knowledge to improve literacy and numeracy achievement Model high-level teaching knowledge and use ICT to improve practice 3. Professional Practice Plan for and implement effective teaching and learning Develop high expectations, plan, implement, evaluate, and modify learning programs to engage all students Plan and modify programs to create productive learning environments Select and apply strategies to develop knowledge, skills, problem-solving, and critical/creative thinking Use a wide range of resources, including ICT, to engage students Use verbal and non-verbal communication to support understanding, engagement, and achievement Review programs with colleagues using student feedback and assessment data Provide opportunities for parents/carers to be involved in their children’s learning Create and maintain supportive and safe learning environments Establish inclusive strategies and positive interactions that engage all students Maintain a flexible classroom management repertoire to keep students engaged Manage behaviour by establishing clear expectations and addressing issues promptly and respectfully Ensure wellbeing and safety by implementing school, curriculum, and legislative requirements Promote safe, responsible, and ethical use of ICT in learning and teaching Assess, provide feedback and report on student learning Develop and use a range of informal and formal assessment strategies to assess learning Provide timely feedback relative to learning goals Participate in assessment moderation for consistent judgments Use data to evaluate learning and teaching, identify interventions, and modify practice Report clearly and respectfully to students and parents about learning and achievement Professional Engagement Engage in professional learning Analyse standards to plan professional development goals and improve practice Plan for professional learning by accessing and critiquing research Contribute to collegial discussions and apply feedback to improve practice Engage with colleagues to evaluate the effectiveness of professional learning activities Engage professionally with colleagues, parents, and the community Maintain high ethical standards and comply with laws, policies, and school processes Establish collaborative relationships with parents/carers regarding their children’s learning and wellbeing Participate in professional and community networks and forums Education / Experience / Professional Qualifications Essential Teacher Registration with the QLD College of Teachers. Desirable The ability to teach one subject area to Year 12 Current First Aid, CPR, Asthma, and Anaphylaxis certificates. Characteristics, Qualities and Skills Proven record as an outstanding educator Proven ability to develop and maintain effective relationships with students, staff and parents from diverse backgrounds Proven ability to enthuse, inspire and guide students and staff The proven ability to work as an effective and constructive team member Ability to work collaboratively with colleagues in the pursuit of team goals Excellent interpersonal skills, including listening, communication, and consulting skills Superior organisational ability and initiative Well-developed problem-solving skills with the ability to create solutions Understanding of contemporary student welfare and wellbeing practices Outstanding verbal and written communication skills Demonstrated personal resilience and ability to work in a demanding role A high degree of professional judgement and confidentiality Ability to develop and implement new initiatives A genuine interest in ongoing professional development Flexible, approachable, and consistent in manner High energy and vitality; emotional maturity and resilience to work with a broad range of stakeholders Willingness to coordinate co-curricular activities Key Challenges Maintaining the high standards of professionalism required by the Queensland College of Teachers Code of Ethics and Australian Professional Standards for Teachers can be demanding. Balancing responsibilities with core teaching duties while engaging with parents, carers, and the school community requires exceptional time management and communication skills. Physical Capabilities Ability to stand and move around the School, supervise students, and sustain energy for teaching and activities Proficient in using technology and facilitating clear verbal communication Capacity to lift and carry books or equipment and respond effectively in emergencies Workplace Health and Safety Take responsibility for compliance with the School’s WHS policy and safe work procedures Identify unsafe behaviour or conditions and report to the Principal Manage risks to minimise injury to people and property Be responsible for health and safety of yourself and others Cooperate to comply with WHS requirements under relevant acts and regulations Safeguarding Children And Young People St Luke’s School takes child protection seriously. Employees are required to meet behaviour standards in the Staff Conduct - Guidelines and Expectations Policy, available on the School website. The following duties include participating in training, providing a safe environment, promoting safety and wellbeing, reporting concerns, maintaining working with children documentation where required, and other duties as appropriate. General Terms of Appointment Be supportive of the Anglican ethos of the School Support the Strategic Plan and the School Improvement Plan Demonstrate loyalty, confidentiality and support for the Principal and the School Maintain professional presentation and communication Take responsibility for compliance with staff conduct guidelines and school policies Uphold the ASC Code of Conduct Immediate Supervisor: Head of Middle School, Head of Senior School Key Relationships Effective working relationships with the Principal and the Executive Team Internal and external liaison with all staff, students, parents and other stakeholders Role statements are a guide and may be adjusted over time to reflect changing needs. Approved by the Principal in August 2024. Versions and dates listed in the original document are retained for reference. #J-18808-Ljbffr