Teacher Personal Development, Health and Physical Education - Manilla Central School

There are 252 students enrolled at Manilla Central School. 36% of students identify as being of Aboriginal and/or Torres Strait Islander descent.  

At Manilla Central School, we have a well-established and supportive Parents and Citizen's Association. We are a split site school, which means that our primary and secondary departments are on separate campuses. As a K to 12 school, Manilla offers students the opportunity to complete their entire school education in their local community and guarantees choice from an expansive and inclusive Secondary curriculum. The school has a strong tradition of providing a quality educational experience to all students from a diverse rural community.

Manilla Central School's high-level areas for improvement and further development areas are based on the findings of the school's situational analysis. We place the highest priorities on student learning, wellbeing, and continuous improvement, in order to develop resilient, self-sufficient learners. Pedagogical priorities include building teacher capacity through explicit Quality Teaching Frameworks, the provision of targeted professional learning addressing improvement of Literacy and Numeracy outcomes, and the utilization of internal and external data sources to inform teaching through reflective practice.

Our school strives to meet the diverse range of needs of our students, through a multi-tiered continuum of care. School and community values are reinforced through a system of Pastoral care and Positive Behaviour for Learning (PBL) programs. Wrap around care is provided to support the growth and wellbeing of our students, ensuring positive mental health and engagement in learning.

Opportunities are provided to students to engage in a multitude of extracurricular activities, school representation and community initiatives. The school encourages and supports academic, cultural, and sporting pursuits of our students to meet the unique aspirations of the individual.

• Approval to teach Personal Development, Health and Physical Education
• Proven interpersonal skills and the demonstrated ability to build strong relationships with staff, students, parents, and the wider community to enhance student outcomes.
• Demonstrated capacity to plan and coordinate whole-school sporting programs and ability to use effective classroom management skills to create classrooms and outdoor environments that are dynamic, engaging, and inclusive.

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.

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.