Position Information
About William Rose School
William Rose School located in Western Sydney is an inclusive Kindergarten to Year 12 School for Specific Purposes (SSP). William Rose School supports students with complex learning needs and is committed to providing students with disability an educational environment where they "thrive academically, develop good physical, mental and emotional health, and gain the skills to live a fulfilling, independent life post-school" (Disability Strategy - A Living Document). Inclusion is embedded in all aspects of school life, and is supported by culture, policies and everyday practices.
88 students are enrolled and offered diverse learning opportunities, enabling them to build skills in problem solving, making decisions and self-advocacy. 46% of our student population are identified as English as an Additional Language or Dialect (EAL/D) learners. 9% of our student population are Aboriginal students.
The school is committed to improving effective classroom practice with staff professional learning and collaboration being instrumental in achieving this goal. The curriculum is tailored to individual students and reasonable adjustments within teaching strategies are supported in everyday practice. Our staff is committed to providing high quality educational opportunities for every child while acknowledging the importance of parental choice and student voice. This underpins our belief that all students at William Rose School will make progress and achieve learning growth.
Position Information
We are looking for committed teachers who are able to build positive relationships with our students and the school community. All teachers at William Rose School are strongly supported through instructional leadership. All students at William Rose School are supported to learn, contribute and participate in all aspects of school through individualised educational and wellbeing support plans.
Our school is timetabled on a primary school model whereby teachers teach their class for all subjects. This supports consistency and routine for students and allows for the development of strong student / teacher relationships. Teaching teams consist of a teacher and at least one SLSO.
Selection Criteria
- Approval to teach careers, or currently undertaking or currently enrolled in the Careers Advisor qualifications approved by the New South Wales Department of Education, with the ability to provide informed guidance on various career pathways for students with complex needs.
- Able to provide strong communication and interpersonal skills with the capacity to build and maintain effective relationships with students, parents, staff, and the wider community, including the ability to engage and support Aboriginal and Torres Strait Islander students.
- Ability and understanding in teaching students with mild to severe intellectual disabilities, physical disabilities and autism. Proven ability to design, implement, structured work experience, ensuring compliance with regulatory requirements and alignment with student needs.
- Has capacity to develop and coordinate support services that empower students to define, explore, and achieve their goals, with a particular focus on creating effective transition solutions for students with complex and high needs.
Conditions
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 all ages and genders, Aboriginal and Torres Strait Islander peoples, culturally and linguistically diverse groups, the LGBTQIA+ community, veterans, refugees and people with disability. If we can make some adjustments to our recruitment/interview process to better enable you to shine, please contact the Diversity and Inclusion Team ([email protected]) or visit NSW Department of Education Diversity and Inclusion
New merit selection application guidelines for classroom teachers, executives and principals have been introduced to provide greater clarity to applicants and selection panels. The guidelines are located here. To ensure that your application complies with the guideline page limits, your attachments must be in PDF format.
