Student Support Leader
Employment
Full time, Permanent
Subject
Special Education
Sector
Catholic
Teaching level
Primary
Closing date
20 August 2026
About Mount Carmel College
572
Total students
44.0
Teaching FTE
27.8
Non-teaching FTE
1,077
ICSEA value
78th percentile · Higher SES
17%
EAL/D Background
7%
Indigenous students
Source: ACARA My School data
New to Catholic schools? Our guide to teaching in Catholic schools covers RE accreditation, the diocesan system, pay, and how applications differ from government roles.
Role description
Student Support Leader (ELC - Year 10)
Ongoing position
0.8 - 1.0 FTE (to be negotiated with successful candidate)
The Student Support Leader is responsible for ensuring all students have equity of opportunity to access the curriculum and to ensure that all students are supported to achieve their full capability:
- Support teachers and support staff to provide adjusted and differentiated curriculum for students with additional learning needs.
- To fulfill any external accountability responsibilities.
The Student Support Leader is required to assist with the identification, assessment and management of students outlined within this document and to provide support for students and staff.
The Student Support Leader manages the Student Support Unit and staff, working in close collaboration with the following personnel: Student Support Coordinators, Heads of Departments, Teacher Assistants, Numeracy and Literacy Lead Teacher, Extended Learning Key Teachers, and Key Teachers for First Nation students.
Qualifications and Registrations:
Essential:
- Qualified teacher with Full Registration in Tasmania or or the ability to gain Full Registration within an agreed time-frame.
- Successful attainment of Accreditation to teach in a Catholic School; or the willingness to work towards the successful attainment thereof.
- Current Motor Vehicle Licence.
- Current Working with Vulnerable People Registration.
Desirable
- Post-graduate qualification in Learning Support or equivalent and/ or willingness to work towards
- Demonstrated/proven capacity to model best practice in special education.
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