Head Teacher Mentor in Morée

Boggabilla Central School is a Connected Communities school in north-west New South Wales, set on 20 acres of Gamilaraay Country. We currently enrol 105 students from Preschool to Year 12, 97% of whom identify as Aboriginal and/or Torres Strait Islander. With a FOEI of 224 and an ICSEA of 670, the school serves a low socio-economic rural and remote community. We see this as a call to deliver equitable excellence for every student, never a reason to expect less.

As a Connected Communities school, Boggabilla Central School is a community hub that supports the delivery of key services to students and families. We are committed to educating the whole child through quality teaching and wellbeing practices. Working in partnership with families and community, we promote a culture of high expectations where learning is valued. It is our privilege to support students from their first days in Preschool through to their transition into work or further study, inspiring them to make life-changing choices.

Our School Excellence Plan 2025–2028 sets two strategic directions:

• Student Growth and Attainment: focuses on lifting every student’s learning through high-quality, evidence-based teaching.
• One Team, Same Team: Strengthen Culture, Strengthen Genuine Relationships is at the heart of our work, where all staff, student’s family and community partners are valued for their strengths and share responsibility for student outcomes.

The Head Teacher Mentor at Boggabilla Central School is responsible for leading teaching, learning and student achievement across Years 9 to 12. This includes overseeing curriculum planning, programming, assessment and reporting, along with Personalised Learning Pathways for senior students. The role manages Stage 5 and Stage 6 NESA and Schools Online administration. It also coordinates VET and leads post-school pathways, including school-based apprenticeships and traineeships, so that every senior student leaves school with a clear and supported next step.

As a member of the school executive, the Head Teacher Mentor contributes to whole-school planning and the school’s strategic directions. Building teacher capability is fundamental to how this role leads. Through coaching, classroom observation, modelling and feedback, they will strengthen teaching practice, support teachers to meet accreditation requirements and build a positive performance and development culture aligned to the values of the Connected Communities strategy.

The Head Teacher Mentor will support teachers to build culturally responsive practice in partnership with Aboriginal staff, families and community, so that Aboriginal students see themselves reflected and valued in their learning. They will build teachers’ capability to plan and implement adjustments for students with disability and diverse learning needs. They will also lead the Boggabilla Way across Years 9 to 12, the school’s whole-school approach to positive behaviour and wellbeing. Underpinned by our values of Respectful, Responsible, Safe and Proud, the Boggabilla Way draws on the Berry Street Education Model and trauma-informed practice to help every student feel regulated, connected and ready to learn.

Applicants must satisfy the teacher training and academic qualification requirements for this position. In addition to the general selection criteria:

• Demonstrated deep knowledge and understanding of the value of culture, cultural identity and linguistic background regarding the education of students from Aboriginal and/or Torres Strait Islander backgrounds, with successful experience in delivering innovative strategies to create inclusive teaching and learning practices and opportunities that lead to high-quality learning outcomes for Aboriginal students.
• Demonstrated capacity to work as a collaborative member of the school executive, leading whole-school initiatives that drive the school’s strategic directions and build a culture of shared responsibility for student outcomes.
• Demonstrated knowledge and understanding of the complex learning and wellbeing needs of students in rural and remote communities, including students with disability, with the capacity to lead personalised learning, adjustments and positive behaviour approaches that support every student to engage and achieve.
• Demonstrated capacity to lead and implement Department, NESA and VET requirements across Stage 5 and Stage 6, with a strong focus on successful post-school pathways.
• Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice.
• Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs.
• Educational leadership skills to build the capacity and manage the performance of individuals and teams.
• Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents.
• Ability to plan and manage resources effectively and equitably to support teaching and learning.
• Knowledge of and commitment to the Department’s Aboriginal education policy.

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.

We welcome applications from people of all backgrounds, including but not limited to Aboriginal and/or Torres Strait Islander people, people of any age or gender, people from culturally and linguistically diverse groups and/or from the LGBTQIA+ community, veterans, refugees, people with disability, people with sensory differences, and neurodiverse people. If we can make some adjustments to our recruitment/interview process to better help you shine, please reach out to the contact person for this recruitment.

For more information, visit the NSW Department of Education’s Diversity, equity and inclusion webpage. We pay respect to the Traditional Custodians and First Peoples of NSW, and acknowledge their continued connection to their country and culture.