AHS has an enrolment of over 700, including 70% LBOTE and 16% students of Aboriginal and Torres Strait Islander background. Equity funding assists considerable economic and social disadvantage. AHS has a highly-developed sense of vision and purpose, from which the construct of Place and Space and the Whole Person form the basis to various interconnecting layers. This focus means all aspects of human development are equally acknowledged and developed to assist comprehensive educational outcomes. With the young person at the centre, the core of pedagogical practice is the highly regarded and research-supported NSW DoE Quality Teaching Framework [QT] developed by the NSW Department of Education with the University of Newcastle in 2003. All school programs, all teachers are professionally supported all year round through consistent classroom visits and QT coding, one-hour feedback and coaching. Subsequent comprehensive data – including teacher and student reflections and journals, has been tracked since 2010 and included in whole school analysis, reports and research. The HT overseas the intersection of all related programs, staff and PD. Applicants must satisfy the teacher training and academic qualification requirements for this position.

- To be part of an executive team leading a holistic learning approach to human development [the whole person] and an interconnected community model.
- To be part of an executive team that supports a wide range of student learning capacities entering the school, while engendering excitement in practice.
- To see learning as an integrated whole, i.e., awareness of all core elements of contemporary schooling in preparing young people fully for their post-school world.




- To acknowledge and embrace the NSW Quality Teaching model [2003] at the core of intellectually supported pedagogical practice and whole-school programs and outcomes.

- Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice
- Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs
- Educational leadership skills to build the capacity and manage the performance of individuals and teams
- Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents
- Ability to plan and manage resources effectively and equitably to support teaching and learning
- Knowledge of and commitment to the Department's Aboriginal education policy

An unconditional full approval to teach is a requirement. The Eligibility Requirements for Head Teacher Positions in NSW Government Schools are located here.

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.

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 transparent advice for applicants and selection panels.

The guidelines are available here .

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📌 Head Teacher - Teaching & Learning - Ashcroft High School (Sydney)
🏢 NSW Department of Education
📍 Sydney