Our Silver Lining School in Cairns has an exciting opportunity for a teacher with experience in Primary, Middle Years or Secondary schooling to join our team. [Full-time or Part-time at least 0.8 FTE] ABOUT US Silver Lining Foundation Australia Ltd (SLFA) (https://silverlining.org.au) is a growing Indigenous led charity whose objective is to provide benevolent relief to First Nations Australians. SLFA has multiple programs based in Queensland that provide culturally appropriate services that cater for the diverse needs of disenfranchised Aboriginal and Torres Strait Islander people. Our schools and programs work with predominantly Indigenous young people to provide culturally appropriate education and other social and health focussed support services. SLFA is committed to meaningful equity and diversity in our workforce. We do this by creating a workplace which embraces and celebrates the value of Aboriginal and Torres Strait Islander staff, their skills and contributions. We strongly encourage applications from Aboriginal and Torres Strait Islander peoples. SLFA's Silver Lining School (Cairns) is a Co-Educational secondary independent Special Assistance School which aims to cater for the diverse learning needs of disenfranchised Aboriginal and Torres Strait Islander learners. The school is a ‘micro school’, where the student cohort generally does not exceed more than 35 students. The school provides opportunities for young people to re-engage in their education by delivering learning experiences that are culturally rich, age appropriate and academically achievable. Students are at the centre of professional practice, with their needs, backgrounds, perspectives and interests reflected in the school's learning programs. CHILD SAFETY STATEMENT OF COMMITMENT SLFA is committed to providing a safe, inclusive, and supportive environment for all children and young people. We have zero tolerance for child abuse, harm, or neglect and are dedicated to upholding the rights, dignity, and wellbeing of every child and young person. We recognise that children and young people have the right to feel safe, respected, and heard. We actively work to create a culture where child safety is embedded in everything we do, guided by the National Child Safe Principles and the Universal Child Safe Standards . SLFA is committed to: Promoting the safety and wellbeing of all children and young people involved in our schools, programs, services, and activities. Creating a child-safe culture where children and young people are valued, their voices are listened to, and their concerns are taken seriously. Ensuring equity and inclusion, with particular attention to the safety and empowerment of Aboriginal and Torres Strait Islander children, children from culturally and linguistically diverse backgrounds, children with disability, and children who may be vulnerable. Maintaining robust child-safe policies, procedures, and practices that are clearly communicated and regularly reviewed. Ensuring all staff, volunteers, contractors, and SLFA Board Directors understand their responsibilities to keep children and young people safe and are appropriately screened, trained, and supported. Encouraging and responding appropriately to the reporting of concerns, complaints, or allegations, in line with legal and regulatory requirements. Continuously reviewing and improving our child safety practices to ensure they remain effective and responsive. Everyone at SLFA shares responsibility for safeguarding children and young people. We are committed to acting in the best interests of children and young people at all times and to fostering environments where they can thrive, participate, and reach their full potential. ABOUT YOU You are someone who: Is reliable, dedicated, and consistent in coming to work each day. Is hardworking and conscientious about contributing to the team and achieving outcomes with young people. Is caring, nurturing, and patient , with a calm and positive approach in working with young people and as part of a small staff team. Is a organised , and can follow structure and processes. Is a team player who can work collaboratively with others. Is an effective communicator , and active listener . Respects and values Aboriginal and Torres Strait Islander cultures and communities. Is committed to creating a safe, inclusive, and culturally responsive learning environment for young people and work environment. We strongly encourage applications from Aboriginal and Torres Strait Islander peoples. THE ROLE The successful applicant will be a dynamic classroom teacher who is passionate about engaging learners through culturally appropriate and meaningful learning experiences. Working collaboratively as part of a small team, the role requires flexibility to share the delivery of a range of programs including individualised literacy and numeracy, ACARA integrated units, cultural learning and personal development programs, as well as facilitating senior years coursework. Teachers are supported in their roles by the Curriculum Development Officer, Learning Support Coordinator, Senior Education Officer, and the Principal. The successful applicant will be a QCT Registered Teacher with experience in Primary, Middle Years or Secondary schooling. Teachers with a Bachelor of Education (Primary) are also encouraged to apply. SKILLS AND EXPERIENCE Ability to work in a multi-ability level classroom (where many learners are working well below their year level). Demonstrated ability to deliver highly differentiated learning experiences and support a variety of learning styles. Demonstrated experience planning and delivering high quality, engaging, inclusive, and culturally appropriate teaching and learning programs. Demonstrated understanding of the impacts that adverse childhood experiences and trauma may have on student engagement and the implications for academic, social, and emotional learning. Demonstrated ability to plan for, monitor and meet the needs of diverse learners through processes such as Indigenous Bandscales and NCCD. Demonstrated experience with using a variety of assessment and diagnostic tools to effectively and accurately monitor and report on student progress. Well-developed skills and strategies for proactive classroom management and effective behaviour intervention, including the ability to work restoratively when conflicts arise. Demonstrated ability to work within guidelines for promoting Health and Safety, including the ability to plan, monitor, report, and resolve matters within policy guidelines. Demonstrated ability to work collaboratively with other staff, parent/carers, and external stakeholders to achieve the best outcomes for students. Demonstrated ability to self-evaluate, reflect on professional practice, and engage in processes that support professional development. QUALIFICAITONS At a minimum, you must have a: Current and valid Class Code C (Car) and Type Code O or P2 (Open or Provisional 2) Driver Licence; and Current QCT Teacher Registration. Unrestricted right to work in Australia. PAY RATE The rate of pay for the successful applicant may vary within or above the stated range based on the number of full-time years of teaching experience the applicant evidences. POSITION START DATE School Term 3 - preferably Monday 13th July 2026 (but negotiable). APPLICATIONS MUST INCLUDE: Cover Letter: explaining your reason/s for applying, why you would be suited to this role. Current CV / Resume: including at least two professional referees (referees will only be contacted following an interview). Note: Please submit your application through SEEK. Applications Close: Wednesday 8th July 2025.
