First Nations Educator

Positions Vacant

Permanent Positions – Immediate Commencement

St Luke’s Anglican School is seeking passionate and dedicated educators to join our Early Learning Centre team in

the following positions:

• Educational Leader - Part-time, all year (9.30 am - 2.30 pm Monday to Friday)
• First Nations Educator - Hours/Days Negotiable

These positions offer the opportunity to contribute to high-quality early childhood and school-age education

programs that reflect the principles of the Early Years Learning Framework and My Time, Our Place frameworks.

Successful applicants will be committed to fostering a safe, inclusive and engaging learning environment aligned

with the School’s values of Faith, Performance and Honour. The roles will contribute to children's learning and

wellbeing through responsive educational practices, collaborative relationships, and the creation of meaningful

experiences that recognise and value diversity, belonging and community. The positions also support the

development of inclusive programs and practices that strengthen children's identity, cultural understanding, and

connection with families and the broader community.

The First Nations Educator position is an identified role and is open to Aboriginal and/or Torres Strait Islander

applicants under the relevant provisions of the Anti-Discrimination Act.

Selection Criteria

SC1 Professional Knowledge and Practice: Demonstrated understanding of early childhood and/or school-age

learning frameworks (EYLF, QKLG, MTOP) and ability to design, implement, and evaluate high-quality

educational programs that respond to children’s needs and interests

SC2 Relationships and Communication: Proven ability to build positive, respectful relationships with children,

families, colleagues, and the wider community, fostering collaboration and open communication

SC3 Commitment to Child Safety and Quality Improvement: Demonstrated understanding of child protection

principles, compliance with the National Quality Framework and associated legislation, and a proactive

approach to continuous improvement in educational and care practices.

SC4 First Nations Role - Cultural Knowledge and Community Engagement: Demonstrated understanding of

culturally responsive practices and the ability to support the authentic inclusion of Aboriginal and Torres

Strait Islander perspectives within educational programs and learning experiences, while building positive

relationships with children, families and community.

Applying for the Position

Pre-employment checks form part of the appointment process and cover such matters as Child Safe Practices,

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:

• 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)

• It is also encouraged to email us a short video (maximum 2 minutes), introducing yourself and outlining

why you would like to work with us.

• Whilst we would love a video, you may choose to write a cover letter that tells us your story - what

inspires you as an educator, what are your strengths, interests, and career goals within our Early

Learning Centre team?

• For our First Nations role, please ensure you specify your availability and preferred working

arrangement.

Please submit your application via email to: ***email_hidden***

Interviews will commence immediately, and early applications are strongly encouraged. The

expedient recruitment process may result in this listing being closed without delay.

First Nations Educator - Early Learning Centre

Position Summary

The First Nations Educator - Early Learning Centre plays a vital role in fostering a culturally safe, inclusive, and

engaging learning environment for children at St Luke’s Anglican School. The position supports the embedding of

Aboriginal and Torres Strait Islander perspectives within the Early Learning Centre (ELC), enriching children’s

understanding of culture, identity, and connection to Country.

Working collaboratively with ELC Educators and leadership, the role provides cultural guidance, learning support,

and community connection to ensure that First Nations perspectives are authentically and respectfully integrated

into daily practice, programs, and experiences.

The First Nations Educator supports children’s learning and wellbeing through culturally responsive practices,

contributes to the development of inclusive curriculum experiences, and strengthens relationships between the

School, families, and local First Nations communities.

This role requires cultural knowledge, strong interpersonal skills, and a commitment to nurturing a sense of

belonging for all children, aligned with the School’s values of Faith, Performance and Honour.

Key Responsibilities

Under the direction of the Director of Early Learning, carry out the following responsibilities to support the

Cultural Education and Curriculum Support

• Support the integration of Aboriginal and Torres Strait Islander perspectives into the ELC program in

developmentally appropriate and meaningful ways

• Collaborate with Educators to design and implement culturally inclusive learning experiences, stories,

and activities

• Provide guidance to staff on culturally respectful practices, protocols, and use of resources
• Assist in embedding connections to Country, culture, and community within everyday learning
• Support the celebration and recognition of significant cultural events (e.g. NAIDOC Week, National

Reconciliation Week) in age-appropriate ways

• Source, develop, and maintain culturally appropriate learning materials and resources.

Student Engagement and Well-being

• Foster a culturally safe, inclusive, and supportive environment for all children
• Build positive relationships with children, supporting their social, emotional, and cultural development
• Act as a cultural role model, promoting respect, understanding, and pride in Aboriginal and Torres Strait

Islander cultures

• Support children’s engagement in learning through play-based and inquiry-based approaches
• Assist Educators in managing behaviour in alignment with the Behaviour Policies
• Provide additional support to children as required, including small group or individual engagement.

Family and Community Engagement

• Build respectful and collaborative relationships with families, particularly First Nations families
• Act as a cultural liaison between the School and local Aboriginal and Torres Strait Islander communities

• Support communication with families in a culturally responsive and inclusive manner
• Encourage family and community participation in ELC programs and cultural events
• Assist in connecting the ELC with local community members, Elders, and cultural organisations where

appropriate.

Collaboration and Team Support

• Work collaboratively with ELC Educators and leadership to support high-quality teaching and learning
• Participate in team meetings, planning sessions, and professional learning opportunities
• Provide input into program planning and reflection processes
• Support a positive team culture through collaboration, flexibility, and shared responsibility
• Assist with supervision of children during indoor and outdoor activities, routines, and transitions.

Administrative and Operational Support

• Assist with documentation of children’s learning, observations, and developmental progress as required
• Support the preparation and organisation of learning environments and materials
• Maintain a safe, clean, and engaging learning environment in line with regulatory requirements
• Contribute to the implementation of ELC policies, procedures, and compliance requirements
• Undertake general administrative and operational tasks as directed.

Education /Professional Qualifications

Essential

• Working with Children Check (Blue Card or Exemption Card)
• Demonstrated knowledge and understanding of Aboriginal and Torres Strait Islander cultures
• Connection to, or strong engagement with, local First Nations community
• Current First Aid, CPR, Asthma and Anaphylaxis Certificate
• Current or actively studying towards Certificate III in Children’s Services or above (or Approved NQF

equivalent qualification).

Desirable

• Training or professional learning in embedding Aboriginal and Torres Strait Islander perspectives in early

childhood curriculum (e.g. EYLF-aligned practices)

• Knowledge of, or experience with, local Aboriginal or Torres Strait Islander language
• Experience in storytelling, art, music, or cultural practices relevant to early childhood settings
• Experience or training in play-based/inquiry-based approaches
• Trauma-informed practice training
• Social and emotional wellbeing or mental health first aid training.

Skills and Attributes

• Self-motivated, flexible and reliable
• Excellent interpersonal skills for effective communication with children, staff, families, and other

visitors to the School and Early Learning Centre

• A clear understanding of emergency procedures, including accidents, fire, suspected child abuse

and attempted unauthorised removal of a child from the centre

• Experienced enough to refer concerned families to the Director (or Responsible Person where the

Director is unavailable), who holds the sole responsibility for communicating with parents regarding

matters of concern

Child Protection Commitment

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

Nations Educator 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

• Ensuring authentic and respectful integration of First Nations perspectives within early childhood

programs

• Balancing cultural responsibilities with daily operational requirements of the ELC
• Supporting a diverse range of children with varying developmental and cultural needs
• Building and maintaining meaningful connections with families and community
• Supporting staff to grow confidence and capability in culturally responsive practices.

Physical Capabilities

• Regularly participating in activities with students/children, such as lifting, bending, or sitting on the floor,

to support Lead Educator and interactions with students/children

• Stamina to actively engage in play-based learning and physical activities with children
• Physically capable of responding promptly in emergencies, such as evacuations, which may involve

guiding or assisting young students/children to safe locations.

General Terms of Appointment

• Be supportive of the Anglican Ethos of the School
• Support the Strategic Plan and the School Improvement 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 and ELC policies and procedures
• Uphold the School values of Faith Performance Honour

Immediate Supervisor

Director/Nominated Supervisor

Key Relationships

• Effective working relationships with the staff within the Early Learning Centre, and School Leadership
• Liaison with local Aboriginal and Torres Strait Islander community members and organisations
• Internal and external liaison with all staff, students/children, 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 March 2026 N/A N/A