1. Position Purpose

The Early Childhood Teacher (ECT) is responsible for providing high-quality early childhood education and care that supports the academic, social, emotional, physical and spiritual development of young children.

Working within the vision and mission of Mother Teresa Catholic Primary School, the ECT will create a safe, nurturing and engaging learning environment in which every child is known, valued and supported to reach their potential.

The ECT will work collaboratively with educators, families and school staff to provide a high-quality early learning program that reflects the Early Years Learning Framework (EYLF), Catholic values and the broader educational priorities of Mother Teresa Catholic Primary School.

The ECT will contribute to a strong transition from the Early Learning Centre into Transition and the primary years, ensuring continuity of learning, relationships and expectations for children and families.

2. Key Responsibilities

A. Curriculum and Pedagogy

The ECT will:

- Plan, implement, document and evaluate a high-quality early childhood curriculum aligned with the Early Years Learning Framework (EYLF).

- Develop engaging, play-based and intentional learning experiences that respond to children's interests, strengths, needs and developmental stages.

- Use observations, assessment and other evidence to identify children's learning needs and inform future planning.

- Provide a balance of child-led play, intentional teaching, small-group learning and whole-group experiences.

- Support children's development across all areas of learning, including:

- communication and language

- early literacy

- early numeracy

- social and emotional development

- physical development

- creativity and the arts

- problem solving and inquiry

- independence and self-regulation.

- Establish clear learning intentions and use age-appropriate strategies to develop children's understanding and independence.

- Embed early literacy and numeracy development within everyday experiences and intentional teaching.

- Provide opportunities for children to develop the skills and dispositions necessary for a successful transition to school.

- Ensure curriculum planning reflects the diversity of children and their families.

- Incorporate Aboriginal and Torres Strait Islander perspectives respectfully and meaningfully throughout the curriculum.

B. Assessment and Documentation

The ECT will:

- Maintain accurate and meaningful documentation of children's learning and development.

- Collect and analyse evidence of learning to inform teaching and planning.

- Regularly monitor children's progress and identify children requiring additional support or extension.

- Develop individual learning goals where appropriate.

- Communicate children's learning and progress with families in a clear, respectful and timely manner.

- Contribute to transition-to-school documentation and processes.

- Maintain appropriate records in accordance with regulatory, school and organisational requirements.

- Use assessment information to support continuity of learning as children transition into Transition and beyond.

C. Child Wellbeing, Safety and Inclusion

The ECT will:

- Create a safe, inclusive and nurturing environment where children feel secure, respected and valued.

- Develop positive relationships with children based on trust, consistency and respect.

- Support children's social and emotional development and explicitly teach appropriate behaviours and interpersonal skills.

- Promote children's agency, independence and confidence.

- Identify and respond appropriately to children's individual needs.

- Implement adjustments and inclusive practices for children with additional needs.

- Work collaboratively with inclusion support staff, allied health professionals and other relevant agencies.

- Comply with all child protection, safeguarding,



health and safety requirements.

- Understand and fulfil mandatory reporting obligations.

- Follow all school and Catholic Education NT policies and procedures relating to child safety and wellbeing.

- Maintain appropriate professional boundaries with children and families.

D. Catholic Identity and Mission

As a staff member of Mother Teresa Catholic Primary School, the ECT will:

- Support and actively contribute to the Catholic identity and mission of the school.

- Foster a learning environment that reflects Gospel values and the dignity of every child.

- Promote values including compassion, respect, kindness, justice, forgiveness, inclusion and service.

- Provide opportunities for children to experience prayer, reflection and age-appropriate expressions of faith.

- Participate in school liturgies, celebrations and Catholic community activities as appropriate.

- Model a strong commitment to the values and ethos of Mother Teresa Catholic Primary School.

- Support children to develop an understanding of caring for others, their community and the environment.

E. Relationships with Families

The ECT will:

- Develop respectful, trusting and professional relationships with families.

- Recognise families as children's first and most important educators.

- Maintain open and effective communication with parents and carers.

- Share information about children's learning, development and wellbeing appropriately.

- Respond professionally and sensitively to family concerns and feedback.

- Encourage families to contribute to the learning program and the life of the ELC.

- Respect cultural, linguistic, family and individual diversity.

- Support families through the transition into the ELC and from the ELC into school.

F. Collaboration and Teamwork

The ECT will:

- Work collaboratively with educators and other ELC staff to ensure consistency in teaching, routines, expectations and behaviour support.

- Contribute positively to team planning, reflection and professional discussion.

- Support and mentor educators in relation to early childhood pedagogy where appropriate.

- Share professional knowledge and contribute to a culture of continuous improvement.

- Work collaboratively with Primary School teachers to strengthen continuity between the ELC and school.

- Participate in transition processes with Transition teachers and relevant school leaders.

- Contribute to whole-school initiatives and professional learning.

- Communicate effectively with the Director, Principal and other relevant leaders.

G. Learning Environment

The ECT will:

- Establish a stimulating, purposeful and well-organised learning environment.

- Ensure indoor and outdoor environments support children's learning, exploration, creativity and independence.

- Regularly evaluate the effectiveness of learning environments and make adjustments based on children's needs.

- Promote sustainable practices and encourage children to care for their environment.

- Ensure resources and equipment are safe, accessible, inclusive and developmentally appropriate.

- Support children to take responsibility for their learning environment.

3. Professional Responsibilities

The ECT will:

- Maintain current knowledge of early childhood research, pedagogy and best practice.

- Participate actively in professional learning and development.

- Engage in professional reflection and identify areas for continued growth.

- Maintain current knowledge of the EYLF and relevant regulatory requirements.





- Ensure compliance with the Education and Care Services National Law and Regulations, National Quality Standard and relevant NT requirements.

- Maintain required teacher registration and professional qualifications.

- Maintain current First Aid, CPR, asthma and anaphylaxis training as required.

- Maintain all required child-related employment clearances and documentation.

- Complete administrative responsibilities accurately and within required timeframes.

- Participate in staff meetings, professional learning, planning meetings and school events.

- Contribute to the continuous improvement priorities of the ELC and school.

4. Child Protection and Safeguarding

Mother Teresa Catholic Primary School is committed to providing an environment where children are safe, respected and protected.

The ECT is expected to:

- Place the safety and wellbeing of children at the centre of all professional practice.

- Understand and comply with mandatory reporting obligations.

- Follow all Catholic Education NT child protection and safeguarding policies.

- Maintain appropriate skilled boundaries.

- Report concerns regarding children's safety, wellbeing or development through the appropriate channels.

- Participate in required child protection and safeguarding training.

- Promote a culture in which children feel safe to speak and be heard.

5. Key Selection Criteria

Essential

The successful applicant will demonstrate:

1. Qualifications and Registration

- An approved Early Childhood Teaching qualification.

- Eligibility for, or current registration with, the relevant teacher registration authority.

- Current Working with Children Clearance / Ochre Card as required.

- Current First Aid, CPR, asthma and anaphylaxis qualifications, or willingness to obtain these.

- Early Childhood Practice

- Sound knowledge and understanding of the EYLF and National Quality Standard.

- Demonstrated ability to plan and deliver high-quality play-based and intentional learning experiences.

- Strong understanding of early childhood development, early literacy and early numeracy.

- Assessment and Planning

- Ability to observe, assess, document and analyse children's learning and development.

- Ability to use evidence to inform planning and individualise learning.

- Relationships

- Demonstrated ability to build strong, respectful relationships with children, families and colleagues.

- Excellent communication and interpersonal skills.

- Ability to work collaboratively as part of a professional team.

- Inclusion and Wellbeing

- Demonstrated commitment to inclusive practice.

- Ability to identify and respond to children's individual learning, developmental and wellbeing needs.

- Understanding of child protection and safeguarding responsibilities.

- Professional Practice

- A commitment to ongoing professional learning and reflective practice.

- Strong organisational and time-management skills.

- Ability to contribute positively to a professional culture of continuous improvement.

- Catholic Education

- Commitment to the Catholic ethos, mission and values of Mother Teresa Catholic Primary School.

- Willingness to actively contribute to the spiritual and community life of the school.

6. Desirable Criteria

The following would be highly regarded:

- Experience working within a Catholic education setting.

- Experience teaching children aged 3–5 years.

- Experience supporting children with additional needs.

- Knowledge of the transition-to-school process.

- Experience working collaboratively with allied health professionals.

- Knowledge of systematic approaches to early literacy and numeracy.

- Experience working within an integrated ELC–school setting.

- Understanding of Aboriginal and Torres Strait Islander perspectives and culturally responsive practice.

- Experience mentoring or supporting Early Childhood Educators.

📌 ECT (Zuccoli)
🏢 Mother Teresa Catholic Primary School
📍 Zuccoli