Special Education Services

About the Organisation 

Good to Great Schools Australia (GGSA) partners with schools and school systems to support school improvement along a journey from Poor to Fair, Fair to Good and Good to Great, which is a universal school-improvement framework (which GGSA along with McKinsey & Company created) to benchmark performances and implement a set of evidence-based programs that enable them to progress to the next stage of their improvement journey.

About the Unit 

The Cape York Aboriginal Australian Academy (the Academy) operates schools in Coen and Hopevale. GGSA supports these schools through a unique partnership with the Queensland Department of Education.  The vision of the Academy is: ‘We are determined to ensure that our younger generations achieve their full potential, talent and creativity and have the confidence and capacity for hard work so that they can orbit between two worlds and enjoy the best of both.'

About the Role 

The Special Education Services role plays an important role in improving the wellbeing outcomes of students. Based in Cairns, the role will require regular travel and time spent in remote communities including Hopevale, Cooktown and Coen. Flexible work arrangements may be made available to the successful applicant.   

The major functions of the role are to: 

• Support training and professional development to teaching staff and school leadership
• Undertake analysis of student wellbeing data and participate in weekly wellbeing meetings with school
• Liaise with local and remote agencies to maximise the opportunity for each child to get prompt access to the best professional support 
• Support schools to embed all aspects of the wellbeing program consistent with the school curriculum and approach to behaviour management 
• Provide in-school and remote professional development; coaching, observations, demonstrations and feedback to teaching team on their wellbeing practice and the implementation model
• Deliver wellbeing reporting and review at term reviews 
• Develop collegial professional relationships with parents, teachers, school leadership and agencies
• Participate in regular meetings with community members and agency leaders to report on progress

Essential Role Criteria  

• Demonstrated coaching and mentoring experience within an educational setting and / or through extracurricular activities
• Proven ability to manage/lead a team in the achievement of outcomes
• Experience in designing training packages for adults
• Strong organisational, problem solving, prioritising and time management skills;
• Demonstrated ability to develop effective professional relationships with school
• Competent administration and computer skills including Word, Excel, Outlook and PowerPoint

Desirable Role Citeria   

• Demonstrated leadership experience in an educational setting, preferably with remote school experience
• Current teaching registration from a government statutory body
• Qualification in social services, community development or related fields 
• Knowledge of social-emotional learning curriculums or other wellbeing program practices
• Demonstrated negotiation skills and the ability to sell difficult/contentious concepts
• Deep knowledge of co-design methodologies

Positions at GGSA are subject to the successful candidate conducting a national police check and successfully obtaining a Working With Children Card (Blue card). 

Applicants need to submit a resume and an application letter that addresses the essential selection criteria above.