This position has been designed to improve learning outcomes for Aboriginal students by providing advice, expertise and practical support for classroom teachers. The STAE would work collaboratively with classroom teachers to develop culturally appropriate resources and programs; identify learning intentions and success criteria to challenge and extend students of varying abilities and characteristics; use skills and expertise to improve students’ literacy skills and their conceptual understanding of Mathematics; and assess students in a range of ways to closely monitor their progression in the key areas of literacy and numeracy. Making this progress visible for students, parents and carers, school leaders and Education Officers would be an integral part of the role. It is likely that the successful applicant would work intensively in a single school with a particular emphasis on the early years, for a limited period of time. After a period of sustained support and when significant student progress has been made, focus would shift to another site where intervention is required. While a willingness to work across the system is required, the likelihood is that the focus would be on Central Coast schools where the majority of our Aboriginal students are enrolled. As well as working closely with teachers in the classroom and actively teaching students, the successful applicant may be required to provide advice on organisational structures and the extent to which they support the educational outcomes of Aboriginal and Torres Strait Islander students. **CRITERIA** This position requires a successful applicant who has: * Deep knowledge and understanding of quality practice in literacy and numeracy * Ability to work collaboratively with classroom teachers to assess, identify specific learning needs of Aboriginal students, and design and implement learning experiences to address these needs * Skill in supporting students in their learning so that intervention leads to significant leading gain * Understanding of and sensitivity to the needs of Aboriginal and Torres Strait Islander students * A range of strategies to engender high levels of engagement in learning * A broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds * Deep respect for Aboriginal and Torres Strait Islander histories, cultures and languages * High level communication and organisational skills to facilitate successful collaboration, teaching and reporting * Exemplary interpersonal skills facilitating strong professional relationships with families and communities that support Aboriginal students’ learning. The initial appointment will be until December 2019. Applicants are asked to fill in the teacher application form available on our website and a cover letter, indicating how your experience and qualifications enable you to demonstrate the specified criteria for this position. For further information, please contact Dr Mark Askew, Head of Educational Services (mark.askew@dbb.catholic.edu.au or 98470332). Closing Date: Monday 4 June 2018