4964 1282
About this job
Position Information
Francis Greenway High School is a growing, inclusive comprehensive secondary school located in the Hunter Valley, with a current enrolment of approximately 771 students. The school includes a Support Unit of 13 classes, along with an additional school-funded supported class staffed by a classroom teacher and Student Learning Support Officer to support students requiring enhanced assistance in their transition to high school. The student population is diverse, with 6% of students from an English as an Additional Language or Dialect (EAL/D) background and 24% identifying as Aboriginal or Torres Strait Islander.
The school demonstrates a strong commitment to culturally responsive practice and inclusive education. It works in close partnership with the Maitland Aboriginal Education Consultative Group (AECG) to provide authentic learning and cultural opportunities. Initiatives such as the Write it Right program support improved literacy outcomes for Aboriginal students, while the Junior AECG plays a key role in amplifying student voice and guiding connections with community, business and industry to strengthen educational and employment pathways.
Teaching and learning at the school is underpinned by explicit teaching practices, high expectations and a focus on reflective learning and feedback to drive continuous improvement. The school is committed to High Potential and Gifted Education (HPGE), ensuring that students across all domains of potential intellectual, creative, physical and social-emotional are identified and supported, with particular attention given to students from equity groups. Students are also provided with a broad range of curricular and extracurricular opportunities across sport, science, the arts, culture and leadership.
Specific Selection Criteria
- Approval to teach PDHPE and Community & Family Studies, with the ability to deliver engaging and differentiated teaching and learning programs that promote high expectations and student achievement.
- Approval to teach or preparedness to undertake Vocational Education and Training (VET) teacher training in VSF - Fitness, providing the qualification entry benchmark is met.
- Demonstrated commitment to inclusive and culturally responsive practice, with the ability to support the diverse learning and wellbeing needs of all students.
- Demonstrated ability to implement explicit teaching practices with effective classroom management strategies to create an inclusive and engaging learning environment.
- Demonstrated capacity to work collaboratively within a PDHPE faculty to develop, implement and evaluate quality teaching, assessment and extracurricular programs.
Conditions
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.
Special Notes
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.