49641369
About this job
Position Information
Thornton Public School (TPS) is a dynamic and rapidly growing school located near Maitland, the gateway to the Hunter Valley, with an enrolment of 827 students. Our diverse student community includes 16% Aboriginal or Torres Strait Islander students, 9% from Australian Defence Force families, 13% English as an Additional Language or Dialect (EALD) learners, and four support classes for students with additional needs. We receive targeted equity funding to support socio-economic backgrounds and Aboriginal education.
At TPS, we are committed to providing a happy, secure, and inclusive learning environment where students, staff, and the local community work in partnership. Our school embraces evidence-based practices to guide decision-making and tailor teaching and learning programs that maximise educational outcomes for all students.
Our highly professional and cohesive staff team combines experience and fresh perspectives to deliver high-quality educational programs, with a strong focus on improving literacy and numeracy outcomes and increasing student engagement. Teachers collaborate within stage teams to plan, program, and engage in shared professional development.
TPS values research-informed strategies, including Dr. Lyn Sharratt's Clarity framework and the University of Newcastle Quality Teaching Rounds. These initiatives foster collaborative practices by providing structured opportunities for educators to observe, reflect, and discuss teaching strategies. This collective approach builds trust and shared understanding, strengthening collective efficacy and driving continuous improvement in teaching and learning.
Specific Selection Criteria
Approval to teach infants and/or primary with successful experience in delivering high-quality classroom teaching and effectively managing diverse student needs.
Strong knowledge of curriculum and demonstrated ability to design and implement engaging, effective learning programs that support improved student outcomes.
Experience working with and understanding the wellbeing needs of a diverse range of students, with the ability to collaboratively contribute to the development and implementation of supportive wellbeing strategies.
Ability to work collaboratively within teams, contributing positively to a supportive school culture and actively participating in professional learning to continually develop skills and expertise.
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 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 (dandi@det.nsw.edu.au) 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.