Ongoing Teacher - Middle School / Special Education

Employment

Full time, Permanent

Subject

Special Education

Sector

Government

Teaching level

Secondary

Salary range

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Closing date

13 August 2026

14 days remaining

Posted 29 Jul 2026

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About Playford International College

Enrolment

1,322

Total students

53%

Boys

47%

Girls

Staffing

110.8

Teaching FTE

48.8

Non-teaching FTE

ICSEA

881

ICSEA value

8th percentile · Lower SES

Diversity

38%

EAL/D Background

15%

Indigenous students

Source: ACARA My School data

Role description

We are seeking a passionate Middle School Teacher - Supported Learning to join Playford International College, a diverse and inclusive learning community in Adelaide's northern suburbs.

We are committed to supporting every young person through high expectations, strong relationships, and inclusive learning. We seek an educator who supports diverse learners to build confidence, engagement, independence, and success.

This role provides the opportunity to work across mainstream Middle School classes and our Supported Learning Centre, delivering differentiated learning experiences that respond to individual student needs. You will collaborate with students, families, teachers, SSOs, and support services to promote positive learning, wellbeing, and engagement outcomes.

Why choose Playford International College?

You will:

- Deliver engaging, differentiated learning programs across Middle School.
- Use explicit teaching and evidence-informed strategies to support growth.
- Implement personalised learning goals and appropriate adjustments.
- Build relationships that foster belonging, confidence, and engagement.
- Support inclusive practices through collaboration and teamwork.
- Access ongoing professional learning and support.

We seek a teacher who creates safe, structured, and inclusive environments where all students are supported to achieve their potential.

What you'll need:
- Teaching qualification and current TRB SA registration.
- Experience working with diverse learners in mainstream and/or supported learning settings.
- Knowledge of differentiation, inclusiv…

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