- Home
- Teaching Jobs
- Casual Teachers – Secondary
Casual Teachers – Secondary
Employment
Casual, Temporary
Subject
General Teaching
Sector
Independent
School type
K12
Salary range
Closing date
29 April 2026
Posted 1 Apr 2026
Details look wrong? Report an errorAbout Alesco Secondary College
664
Total students
31%
Boys
69%
Girls
63.2
Teaching FTE
42.6
Non-teaching FTE
949
ICSEA value
24th percentile · Lower SES
19%
Indigenous students
Source: ACARA My School data
Role description
Are you a passionate teacher looking for a more student-centred, flexible and rewarding role?
Alesco Secondary College, part of Atwea College—a progressive not-for-profit with over 100 years of educational impact and is seeking teachers to join our growing team.
Whether you’re an experienced educator or a recent graduate, this is your opportunity to step into the independent education sector and make a genuine difference in young lives.
Why Join Alesco?
At Alesco, wellbeing and learning go hand in hand. We support students who may not have thrived in mainstream schools—offering smaller classes, wellbeing support, and flexible, engaging curriculum delivery.
This is more than just a teaching job—it’s a chance to join a values-driven organisation committed to Inclusion, Integrity and Innovation.
About the Role
We’re recruiting passionate teachers across our campuses located in Newcastle, Maitland, The Hunter, Port Stephens and Tuncurry to deliver educational programs that adapt to the needs of students from diverse backgrounds. Your work will focus equally on curriculum and wellbeing, offering the opportunity to teach in ways that are flexible, innovative and student-focused.
You will:
• Design and deliver lessons that meet curriculum outcomes and engage diverse learners
• Build strong relationships with students through person-centred approaches
• Participate in school activities including orientation, excursions, and graduation
• Contribute to curriculum development and implement alternative learning strategies
• Support student wellbeing through trauma-informed practi…