Teacher Learning and Support
- Casula Public School

Casula Public School, located in South Western Sydney, serves a culturally and linguistically diverse community with an enrolment of approximately 630 students. With 77% of students from backgrounds other than English, including 28 Aboriginal and Torres Strait Islander students, the school proudly supports 424 EAL/D learners speaking over 40 languages at home. The school also offers an Opportunity Class with 30 students across Years 5 and 6. Casula Public School promotes a dynamic and inclusive learning environment where all students are supported to realise their full potential through a culture of high expectations for learning, behaviour, and wellbeing. At the core of our approach, we embed trauma‑informative practices and Positive Behaviour for Learning (PBL) expectations that encourage all students to be Secure, Respectful Learners. Our staff are committed to ongoing professional learning and collaborative practice to strengthen teacher capacity in delivering high-quality teaching and learning. Alongside this, a strong culture of collaboration and reflection promotes continuous improvement in literacy and numeracy outcomes. A comprehensive intervention model utilises triangulated data to provide tiered support aimed at improving literacy and numeracy outcomes for all students. Additionally, this model supports the systematic identification and development of high potential and gifted learners through processes linked to enrichment programs. Casula Public School values strong partnerships and collaboration with its community. Our Parents and Citizens Association, alongside the wider school community, contributes to shaping our school planning and improvement initiatives.





About this job

Position Information

Casula Public School, located in South Western Sydney, serves a culturally and linguistically diverse community with an enrolment of approximately 630 students. With 77% of students from backgrounds other than English, including 28 Aboriginal and Torres Strait Islander students, the school proudly supports 424 EAL/D learners speaking over 40 languages at home. The school also offers an Opportunity Class with 30 students across Years 5 and 6. Casula Public School promotes a dynamic and inclusive learning environment where all students are supported to realise their full potential through a culture of high expectations for learning, behaviour, and wellbeing. At the core of our approach, we embed trauma‑informative practices and Positive Behaviour for Learning (PBL) expectations that encourage all students to be Safe, Respectful Learners. Our staff are committed to ongoing professional learning and team-oriented practice to strengthen teacher capacity in delivering high-quality teaching and learning. Alongside this, a strong culture of collaboration and reflection promotes continuous improvement in literacy and numeracy outcomes. A comprehensive intervention model utilises triangulated data to provide tiered support aimed at improving literacy and numeracy outcomes for all students.



Additionally, this model supports the systematic identification and development of high potential and gifted learners through processes linked to enrichment programs. Casula Public School values strong partnerships and collaboration with its community. Our Parents and Citizens Association, alongside the wider school community, contributes to shaping our school planning and improvement initiatives.

Specific Selection Criteria

- Approval to teach Learning and Support with demonstrated expertise in planning, implementing and evaluating evidence-based interventions to improve learning, engagement and wellbeing outcomes for all students.
- Proven experience working within learning and support teams, managing Integration Funding Support (IFS), access requests, NCCD and capacity to provide specialist assistance to students with additional learning support needs and their teachers.
- Outstanding organisational and interpersonal skills, with demonstrated ability to manage competing priorities and build positive, collaborative relationships with the wider school community.
- Demonstrated knowledge and experience in supporting students with complex learning, behavioural, social-emotional and wellbeing needs, including the development and monitoring of plans, reasonable adjustments and targeted interventions, using data to inform practice.

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 prospect.

Special Notes

📌 Teacher Learning and Support (Sydney)
🏢 EducationHQ
📍 Sydney