Teaching Assistant

Positions Vacant

Permanent Positions (Multiple Roles)

Commencing Term 2 2026

Teaching Assistant Positions – Middle/Senior School

Differentiated Learning/Hospitality – up to 30hrs/wk, Term-time

Position Summary

The Teaching Assistant supports the effective delivery of teaching and learning across the School by providing

educational, behavioural, and administrative assistance to teachers and students. Working under the direction of

classroom teachers, Heads of Faculty, and Deputy Principals, the Teaching Assistant contributes to a safe,

inclusive, and engaging learning environment that reflects the values of Faith, Performance, and Honour. Guided

by the Australian Teacher Aide Professional Standards (ATAPS) Framework, the Teaching Assistant demonstrates

professional knowledge, practice, and engagement to support continuous improvement and reflective practice.

Teaching Assistants play a vital role in supporting students’ individual needs, whether through classroom support,

small group work, or one-on-one learning assistance. They may also provide practical or technical support within

specialist areas such as Science, Design Technology, Cultural, or Catering, as outlined in the relevant appendix to

this role statement.

Selection Criteria

SC1 Proven ability to communicate effectively and work collaboratively with teachers, students, and colleagues

in a team environment

SC2 Demonstrated ability to assist teachers in supporting student learning, engagement, and wellbeing across a

range of subjects and year levels

Applying for the Position

Pre-employment checks form part of the appointment process and cover such matters as Student Protection,

Workplace Health and Safety, School Procedures and Policies etc. Further information about these policies and

procedures is available on the School’s website.

The St Luke’s Anglican School Staff Recruitment and Selection Policy and the Staff Conduct – Guidelines and

Expectations Policy apply to this position.

Applicants should apply by submitting an application, which clearly provides details on each of the following:

• You are encouraged to apply with a short video (maximum 2 minutes), introducing yourself and outlining

why you would like to work with us at St Luke’s Anglican School

• A copy of your resume, including education qualifications relevant to the duties and selection criteria, as

well as a summary of relevant work and education history (maximum 4 pages) – we will not contact

references without your permission.

Please submit your application via email to: ***email_hidden***. Applications close at 10am Tuesday

7 April. The closing date may be reduced or extended as determined by business needs.

Teaching Assistant – Learning Support

Position Summary

The Teaching Assistant – Learning Support is a key member of the Differentiated Learning team, working

collaboratively with classroom teachers to support the effective functioning of the whole class. This role is

designed to assist teachers by providing targeted, specialised educational support to students who require

additional assistance, helping to maintain a positive and productive learning environment for all students This

role involves collaborating closely with the Differentiated Learning Coordinator and classroom teachers to

ensure that students receive the targeted support they need to thrive, and requires strong communication and

interpersonal skills, adaptability, problem-solving abilities, and a thorough understanding of diverse learning

needs and classroom dynamics.

Key Responsibilities

Skills and Attributes

• Possess excellent interpersonal skills with the ability to communicate effectively with students,

colleagues, and parents/guardians

• Demonstrate strong problem-solving ability to address various challenges encountered in the support of

students’ learning and development

• Ability to follow established policies and procedures, with the flexibility to adapt to changes and new

guidelines as required

Student Learning Support

• Respect the privacy of students and families by safeguarding any personal or sensitive information

disclosed during the course of providing support

• Under teacher instruction and guidance, provide one-on-one or small group support to students with

diverse learning needs

• Assist in the implementation of individual learning plans (ILPs) and differentiated instruction strategies
• Support the Differentiated Learning Coordinator in assessing students’ learning needs and progress,

including assisting with testing and data collection

• Provide support to identified students during exams and assessments, including reading, scribing, or

supervision where required

• Use appropriate learning aids and technologies to support student understanding and engagement
• Assist identified students with personal care tasks where required (e.g. toileting, mobility).

Classroom and Teacher Support

• Assist the classroom teacher in the organisation and management of materials, resources, and

equipment used in differentiated instruction

• Support the smooth running of the classroom by providing assistance that allows the teacher to focus

on whole-class instruction

• Provide administrative support to teachers as needed, including photocopying, resource preparation

and basic record-keeping

• Attend excursions, camps, or other school activities to support student participation and supervision

Collaboration and Communication

• Collaborate with classroom teachers, the Differentiated Learning Coordinator, and other staff, to share

insights, strategies, and best practice

• Attend and participate in Teaching Assistant and staff meetings as required
• Maintain respectful, professional communication with students, staff, and families
• Display discretion, tact, and confidentiality when handling student or family information.

Professional Development and Learning

• Participate in professional development activities to enhance knowledge and skills in supporting diverse

learners

• Keep informed of school policies, procedures, and expectations relevant to the role
• Remain current with mandatory training, including Student Protection training.

Student Safety and Wellbeing

• Model and uphold a strong commitment to student safety by ensuring all practices, environments, and

interactions prioritise student wellbeing

• Actively contribute to a positive, inclusive, and respectful learning environment
• Support students in maintaining appropriate classroom behaviours, including redirection and positive

reinforcement where required

• Report any concerns about student welfare, behaviour, or safety to the appropriate staff member.

General

• Attend and fulfil responsibilities pertaining to School celebrations and events throughout the year
• Other duties as directed by the Differentiated Learning Coordinator or their delegate

Education / Professional Qualifications

Essential

• Current Working with Children Check ‘Blue Card’ or exemption notice
• Current First Aid, CPR, Asthma, and Anaphylaxis certificates
• Currently hold a minimum of a Certificate IV in Education Support
• Specific capabilities linked to areas of responsibility, such as literacy and numeracy skills, or personal

care assistance

• Advanced computer skills, including a sound understanding of the Google suite of products.

Desirable

• Mental Health First Aid
• Epilepsy and Diabetes Training
• Previous experience in a similar position, particularly in a school environment
• An understanding of NCCD processes
• Experience working with children with learning and development support needs, including physical and

emotional needs.

Key Challenges

• Students in need of additional support may have a wide range of learning needs, including learning

disabilities, behavioural challenges, or English language proficiency issues. Tailoring instruction and

delivery to meet these diverse needs requires flexibility, patience, and creativity

• Teaching assistants often have multiple responsibilities and may need to juggle various tasks throughout

the day. Finding adequate time to provide individualised support to students while also assisting

classroom teachers and fulfilling administrative duties can be challenging

• Supporting students with learning difficulties or behavioural challenges can be emotionally and

physically taxing. Teaching assistants may encounter situations that require patience, empathy, and

resilience, especially when dealing with students who are experiencing frustration or low self-esteem.

Students may also require physical support with personal care tasks where compassion, patience, and

respect are extremely important

• Occasionally, there may be situations where some students might become restless or feel overwhelmed,

leading them to wander away from the learning environment. In such instances, it is required that the

Teaching Assistant gently guide or redirect these students back to the designated area for their safety

and continued engagement in learning activities. Ensuring students remain within the learning space to

ensure a conducive and secure environment is maintained for everyone’s benefit can be of challenge.

General Terms of Appointment

• Be supportive of the Anglican Ethos of the School
• Support the Strategic Plan and the School Improvement Plan
• Take full responsibility for compliance with the Staff Conduct – Guidelines and Expectations Policy
• Take full responsibility for compliance with all school policies and procedures
• Comply with all requirements of Anglican Church Southern Queensland Policy and Procedures manual –

Safeguarding our Students.

Immediate Supervisor

Differentiated Learning Coordinator – Middle/Senior School

Key Relationships

Effective working relationships with the Principal and the Executive Team.

Given the dynamic environment in which the school operates, the Principal may alter the roles and

responsibilities of this position at their discretion in order to most effectively serve the needs of the School.

Approved By Date of Approval Previous Versions Date of Approval

V032024 March 2024

Principal June 2025

V112018 November 2018

Teaching Assistant – Primary/Middle/Senior

Position Summary

The Teaching Assistant supports the effective delivery of teaching and learning across the School by providing

educational, behavioural, and administrative assistance to teachers and students. Working under the direction of

classroom teachers, Heads of Faculty, and Deputy Principals, the Teaching Assistant contributes to a safe,

inclusive, and engaging learning environment that reflects the values of Faith, Performance, and Honour. Guided

by the Australian Teacher Aide Professional Standards (ATAPS) Framework, the Teaching Assistant

demonstrates professional knowledge, practice, and engagement to support continuous improvement and

reflective practice.

Teaching Assistants play a vital role in supporting students’ individual needs, whether through classroom support,

small group work, or one-on-one learning assistance. They may also provide practical or technical support within

specialist areas such as Science, Design Technology, Cultural, or Catering, as outlined in the relevant appendix to

this role statement.

Key Responsibilities

Under the direction of the Heads of Faculty, Deputy Principals and/or classroom teacher, carry out the following

responsibilities to support the effective delivery of learning and pastoral care across the School, consistent with

the ATAPS domains of Professional Knowledge, Practice, and Engagement:

Classroom and Student Support

• Support teachers in the implementation of learning programs, including literacy, numeracy, and

subject-specific activities

• Apply evidence-based strategies to reinforce learning and assist student engagement, aligning with the

ATAPS Professional Practice domain

• Assist individual students and small groups with learning tasks, reinforcing key concepts and skills as

directed by the teacher

• Support the inclusion and participation of students with diverse learning needs in all classroom and

school activities

• Provide general supervision and assistance during classwork, transitions, and school activities, including

playground duty

• Attend excursions, camps, or other school activities to support student participation and supervision
• Support students in developing independence, confidence, and social skills
• Assist with the preparation, organisation, and maintenance of classroom materials, equipment, and

displays

• Collaborate with the teacher to use feedback and student data to reflect on the effectiveness of support

strategies and make improvements in practice

• Drive the school bus for local excursions.

Behaviour and Wellbeing Support

• Support teachers with positive behaviour management strategies that promote engagement and respect
• Model and encourage positive, inclusive, and safe interactions with students
• Apply social-emotional learning and wellbeing strategies that support individual and group development

in line with ATAPS Professional Knowledge expectations

• Assist in implementing individual behaviour or support plans as required

• Provide appropriate supervision of students during classroom and co-curricular activities, including

excursions and events.

Administrative and Operational Support

• Assist with administrative and resource-related tasks such as photocopying, filing, preparing learning

materials, and organising equipment

• Provide anecdotal observations or feedback to teachers regarding student progress and engagement
• Document relevant learning observations in accordance with School processes and ATAPS expectations

for reflective and ethical practice

• Assist with assessment support, such as monitoring small groups or providing supervision during testing

activities

• Support the coordination of events, performances, or practical sessions as relevant to the subject area
• Perform other duties as directed by the Heads of Faculty, Deputy Principal, Classroom Teacher, or

Principal.

Professional Learning and Collaboration

• Work collaboratively with teachers and staff to contribute to a cohesive and supportive school

environment

• Participate in professional development opportunities to build knowledge and improve effectiveness in

supporting student learning

• Engage in self-reflection, mentoring, and collaborative learning in alignment with the ATAPS Professional

Engagement domain

• Maintain confidentiality, professionalism, and integrity in all interactions with students, staff, and families
• Demonstrate adaptability and initiative in responding to the evolving needs of classrooms and students
• Seek and respond to feedback from supervising teachers and peers to progress through ATAPS

professional growth stages.

Education /Professional Qualifications

Essential

• Certificate III or IV in Education Support (or similar) or studying toward a Bachelor of

Education

• Working with Children Check (Blue Card or Exemption Card).

Desirable

• Current First Aid, CPR certificate
• MR licence
• Relevant specialist qualification (e.g. Laboratory Techniques, Design Technology, or Hospitality).

Knowledge and Experience

• Understanding of classroom operations and effective teaching and learning practices.
• Knowledge of child development, learning diversity, and inclusive education practices consistent

with ATAPS Professional Knowledge standards

• Experience supporting students in an educational environment, including those with additional

learning needs (desirable)

• Familiarity with technology used in educational settings (e.g. iPads, laptops, learning management

systems)

• Knowledge or skills relevant to a specialist area of support (as detailed in the corresponding

appendix, where applicable).

Skills and Attributes

• Strong interpersonal and communication skills, with a positive and professional demeanour
• High level of emotional intelligence and ability to build supportive relationships with students and

staff

• Reliable, proactive, and flexible approach to work
• Demonstrated ability to work collaboratively as part of a team
• Organised, punctual, and able to manage competing tasks efficiently
• Respect for confidentiality and student privacy at all times
• Genuine enthusiasm for supporting student growth and learning
• Demonstrated commitment to professional growth, reflection, and improvement in alignment with

the ATAPS domains of Knowledge, Practice, and Engagement.

Child Protection Commitment

The School is committed to the safety, welfare, and well-being of all children and young people. The Teaching

Assistant is expected to model and promote child-safe practices, comply with all relevant legislation and policies,

and respond to any concerns, disclosures, allegations, or suspicions of harm in accordance with the School’s

Child Protection Policy.

Key Challenges

• Supporting diverse learners across multiple subjects, year levels, and learning environments while

maintaining consistency and inclusivity in practice

• Applying evidence-based strategies and adapting approaches to meet the academic, social, and

emotional needs of students

• Balancing multiple priorities such as classroom support, resource preparation, and student supervision,

within a dynamic school day

• Maintaining confidentiality and professional boundaries when engaging with students, staff, and families
• Engaging in reflective practice and ongoing professional learning in line with the ATAPS growth stages,

while responding to evolving teaching practices and curriculum requirements

• Collaborating effectively with different teaching teams and adapting to various teaching styles,

expectations, and routines.

Physical Capabilities

• Ability to move frequently between classrooms, learning areas, and outdoor environments to support

students and staff

• Capacity to assist students with physical or practical tasks, including setting up and packing away

classroom materials or equipment

• Participation in active learning sessions that may require standing, bending, lifting (up to 10kg), or sitting

on the floor with students

• Sustained focus and engagement in dynamic learning environments, often requiring quick

responsiveness to student needs

• Physical and emotional capacity to maintain composure and professionalism when managing classroom

behaviours or supporting students with additional needs.

General Terms of Appointment

• Be supportive of the Anglican Ethos of the School

• Support the Schools Strategic Plan
• Demonstrate loyalty, confidentiality and support for the Principal and the School at all times
• Maintain professional presentation and communication
• Take full responsibility for compliance with the Staff Conduct – Guidelines and Expectations Policy
• Take full responsibility for compliance with the Our Commitment – Creating Environments for Children

and Young People to Thrive (ASC Code of Conduct)

• Take full responsibility for compliance with all school policies and procedures
• Uphold the School values of Faith Performance Honour

Reportable to

Head of Faculty/Deputy Principal – Pending rostered allocation within the School.

Operational Supervisor

Classroom Teacher

Key Relationships

• Effective working relationships with the teachers, Heads of Faculty, Deputy Principals,

Principal, and Executive Team

• Internal and external liaison with staff, students, parents, and various other stakeholders

such as external providers

The role statement is a guide only and is not intended to be an exhaustive list of duties attached to this position.

They may also vary over time to reflect the changing needs of the School. Employees may be required, from time

to time, to undertake duties that are outside their usual role or area of speciality, but within their skills,

competency, and capability. Role Statements are reviewed annually, in line with the requirements and changing

environment of the School.

Approved By Date of Approval Previous Version Date of Approval

Principal October 2025 V072023 July 2023