Few other careers offer the opportunity for genuine responsibility, autonomy and impact from day one. Teach For Australia’s Leadership Development Program allows participants to share their skills where they are most needed – as teachers in secondary schools – while they earn a Masters in Teaching over the course of two years.
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If you’re interested in working at Teach For Australia, understanding when they have opened up applications for their graduate programs, graduate jobs and internships is helpful knowledge to have so you know when you might need to apply. Use the below information to see when Teach For Australia hires graduates, but more importantly what graduate degree’s and other student attributes they target for their jobs.
As it stands, not every child in Australia has access to the education they deserve. By age 15, children from the lowest socioeconomic households are on average almost three years behind in school than children from the highest socioeconomic households.
Teach For Australia seeks to level the playing field for young people across Australia so that all children have access to the education they deserve. We do this by developing and supporting leaders who positively impact students’ academic achievement, access to opportunities, aspirations and attitudes towards learning.
Our vision is of an Australia where all children, regardless of background, attain an excellent education.
Teach For Australia’s Leadership Development Program allows participants to share their skills where they are most needed – as teachers in secondary schools – while they earn a Masters in Teaching over the course of two years. Following the two year commitment, they remain connected and continue to work in various capacities towards achieving educational equity – through teaching and leading in schools, innovating to solve problems in education, supporting low socioeconomic communities and influencing education policy.
In ten years, we have placed over 800 Associates into more than 180 schools, ultimately helping to change the lives of over 230,000 students. As a collective force—educators, advocates, entrepreneurs, policymakers, community members—we strive for the aspirations of students and families.
We are part of a global network with a shared vision for expanded educational opportunity.
Teach For Australia is proud to be a member of the Teach For All global network of over 50 independent, locally led and funded partner organisations with a shared vision for expanded educational opportunity in their countries.
Few other careers offer the opportunity for genuine responsibility, autonomy and impact from day one. Through the Leadership Development Program, Associates learn the necessary skills to lead effectively both inside and outside the classroom, in an environment where they can practice them every day, and with the evidence to demonstrate success.
We provide Associates with a comprehensive network to support their professional development and successful completion of the program, and to maintain their health and wellbeing.
Every Associate is supported regularly through:
- Teaching and Leadership Adviser: An experienced teacher who provides rigorous one-on-one coaching, regular classroom observations and pastoral care to guide Associates’ development as a teacher and leader throughout the program.
- Academic Mentor: A university professor who supports and supervises Associates’ progress throughout the degree and guides their achievement of the Australian Professional Standards for Teachers.
- School Mentor: An experienced teacher at the Associate’s placement school who provides day-to-day practical support and assists with integration into life at the school and within the local community.
- Teach For Australia Community: A national network of peers that enables the sharing of best practice, emotional support, and collaboration towards achieving change. Though each member of the cohort will have different passions, interests, skillsets and strengths, Associates will have a shared experience and commitment to tackling educational disadvantage.
- Global Network: Associates can connect with leaders around the world – both virtually and at in-person conferences - as part of the Teach For All network, with Alumni available to discuss international education and classroom best practice, school leadership, social innovation and policy.
Through Teach For Australia, you’ll find that classroom leadership builds a foundation for long-term impact.
The Leadership Development Program offers a combined postgraduate education and employment opportunity like no other. Associates develop essential leadership skills while gaining context, clarity and conviction as part of a global movement dedicated to achieving equity in education.
- Duration: Two year
- Full salary and benefits provided
- Earn a Master of Teaching (Secondary) (Professional Practice) through ACU on an assisted scholarship
- Receive one-on-one coaching and mentoring to accelerate personal, professional and academic growth
- Teach in subject areas directly related to your previous studies
- Make a difference from day one teaching secondary school level classes ranging from Year 7 to 12
Over two years, Associates:
- teach at a school serving a low socioeconomic community, with full salary and benefits;
- earn a Master of Teaching (Secondary)(Professional Practice) through the Australian Catholic University (ACU) on an assisted scholarship;
- participate in targeted professional development that is tailored to experience and context; and
- receive one-on-one coaching and mentoring to accelerate personal, professional and academic growth.
Through the program, Associates develop the skills and experience to enable them to lead effectively, with the opportunity to make a tangible positive impact on students, schools and communities—every single day.
Teach, lead, learn and earn at the same time.
The Leadership Development Program pushes Associates’ boundaries and tests resilience, problem solving, organisational and planning ability like no other.
Throughout the Program, Associates work as a teacher with full salary and benefits, while also studying a master’s degree and participating in extra-curricular activities, in a new profession, and potentially in a new community.
The responsibility of leading students to improved outcomes cannot be overstated – few other careers offer the opportunity for genuine responsibility, autonomy and impact from day one.
Become part of a local, national and global community of leaders.
Associates are part of a national and global network of teachers and leaders who are passionate about achieving educational equity.
The Teach For Australia Alumni community remains connected and continues to work in various capacities towards achieving educational equity, whether this be through teaching and leading in schools, innovating to solve problems in education, supporting low socio-economic communities and influencing education policy.
Teach For Australia is also part of the global Teach For All network of over 46 partner organisations around the world that work to expand educational opportunity in their own countries.
Develop your skills where they’re most needed.
Teach For Australia provides comprehensive development and support to accelerate personal and professional development. With the help of dedicated coaching and mentoring, Associates often progress into positions of leadership within schools very quickly, enabling a broadened capacity for impact.
After two intense, challenging and unbelievably rewarding years, Associates gain a set of unique and highly sought-after leadership skills.
At the end of the program, Associates may take the next step in a teaching career, striving towards having even more impact on students, school and community, and continuing to master the art and science of being a transformational teacher.
Many Alumni also launch on exciting paths beyond the classroom, taking with them the invaluable skills and experience obtained throughout the program.
Earn a nationally accredited degree that accelerates your entry into the teaching profession.
Delivered in partnership with ACU, Associates will earn a Master of Teaching (Secondary)(Professional Practice).
The degree is unique in Australia, closely linking theory to practice to provide powerful insights into how students learn, while preparing Associates to differentiate their teaching practice to meet individual student needs within low socioeconomic communities.
After an intensive period of initial training and development, Associates commence employment as a teacher at a Teach For Australia partner school, with time release to complete their studies. The combined approach offers the opportunity to immediately integrate the knowledge, skills and mindsets developed through the program to the context of an actual classroom.
We need excellent teachers in the classrooms in which they can have the greatest impact.
Our vision to achieve educational equity begins inside the classroom. We partner exclusively with schools serving low socio-economic communities, working in the regions and communities that need the most support.
We match Associates with a specific vacancy that exists at a partner school, meeting their profile, curriculum, subject and organisational needs. For many Associates, school placement requires relocation – to a new community, state or territory.
Throughout the recruitment process, applicants have the opportunity to express a preference for where they would like to work. We encourage complete flexibility within at least one of our placement states or territories, to improve our ability to secure a placement and the teaching position in which they can have the greatest impact.
Working in close collaboration with fellow Associates, teachers, school leaders and the community, Associates are placed in a cluster within the same school or schools nearby, which provides increased local support for Associates while increasing the opportunity for impact within the communities we work with.
Teach For Australia Associates don’t start out as teachers. In fact, they come from all academic disciplines and career backgrounds. Throughout our selection process, we assess for eight competencies we know are present in excellent teachers and leaders
Online application & assessment
The application is an opportunity for you to demonstrate your past experience and why you want to participate in the program. After you submit your application, you will be sent a link to register for web-based gamification assessment (hosted by Arctic Shores). All candidates must complete both parts of stage one in order to progress.
Interview (conducted virtually via Zoom)
If your online application is successful, you’ll be invited for a 45-minute interview, allowing us to better understand your experiences and motivations.
If you progress to this stage, you’ll be invited to a day of assessment activities including a a sample teaching lesson, mock parent-teacher interview, and group activity.
Throughout the process, we assess candidates many times and in numerous ways to ensure you have several opportunities to demonstrate your abilities, skills and experiences. We are looking for your ability to demonstrate the following eight competencies, which are based on evidence of effectiveness in the classroom:
- Leadership: Have you made meaningful contributions during university, extracurricular activities and/or work? Have you demonstrated leadership of people or processes in your endeavours?
- Commitment to our vision and mission: Are you eager to bring about change and make a difference in the lives of the students you teach? Do you passionately and actively believe in the power of education as a force for social justice?
- Communication and influencing ability: Are you a clear and confident communicator? Are you able to influence and motivate others? Do you have maturity and presence? Are you an active listener?
- Problem solving: Are you able to think critically, analyse information and generate relevant solutions to problems? Can you adapt quickly to new information?
- Organisational and planning ability: Are you able to plan, organise and prioritise your activities effectively to meet deadlines?
- Resilience: Are you willing to work hard with resilience and optimism to overcome obstacles? Do you relish a challenge and are you driven to succeed?
- Humility, respect and empathy: Do you operate with humility? Do you show respect and empathy towards others? Do you look for the best in the people around you?
- Learning and self-evaluation: Are you open to learning from others and do you seek out opportunities to do so? Do you take ownership for development with regards to your own performance?
We place Associates exclusively in schools serving low socioeconomic communities, working in the regions and communities that need the most support. Working in close collaboration with fellow Associates, teachers, school leaders and the community, participants are generally placed in a cluster within the same school and schools nearby, increasing the opportunity for impact within the communities we operate in.
If you are successful at a Selection Day, we will extend you a conditional offer.
Once you’ve been placed, we encourage you to connect with your school and plan for potential relocation before commencing teaching in early 2022.
The placement process begins in September and runs through until December. We exist to meet school demand and the majority of placements are confirmed by mid-November. However, a number of Associates commence training at National Initial Intensive before their placement is confirmed
Ash Duggan (Cohort 2014): Challenge-seeker, teacher and consultant.
Ash wanted to push his own boundaries and develop his professional skills somewhere outside his comfort zone. He moved from his hometown of Brisbane to Melbourne as part of the Leadership Development Program, so he could effect social change while developing competitive and transferable leadership skills. After completing the Program, Ash moved to a remote town in the Northern Territory to take on a Leading Teacher role. Now Ash is taking on a new challenge as a management consultant with the Boston Consulting Group, where he’ll be working to achieve system-level change.
Ying Qin (Cohort 2016): Banker and resilient teacher.
Ying worked in finance as a commercial banker for five years before joining Teach For Australia, where she taught Maths and Business Management. As the daughter of a single Chinese mother, Ying felt the pressure of expectation to pursue a prestigious career with high-earning potential. As a career-changer, Ying valued being able to work and study at the same time, and now feels like she is where she belongs—in teaching.
Amy Haywood (Cohort 2013): Policy-maker, teacher and influencer.
At university, Amy knew that she wanted to inspire real change – although admits that she’d never considered herself as a potential teacher. It was Teach For Australia’s mission that resonated with her. After five years teaching English, Amy now has her sights set on influencing education policy. As an analyst at Deloitte Access Economics, Amy will utilise her knowledge and experience as a teacher to help influence change and positively impact learning in classrooms across Australia.
Lianna Beeching (Cohort 2016): Scientist and inspiring teacher.
Growing up in a number of regional communities, Lianna knew first-hand that where someone is born can significantly affect their education and their life choices. With a passion for science, Lianna wanted to help create a world where all children have the same opportunities in life. Through Teach For Australia, Lianna is able to fuel her students’ curiosity and thirst for knowledge every day. Continuing her work as a teacher after the Program, Lianna aims to encourage more students to study STEM subjects in higher years and, in particular, she hopes to inspire more young girls and women to find the joy in maths and science.
Ammar Aldaoud (Cohort 2013): Engineer, teacher and student.
With a Bachelor of Engineering (Electrical and Computer Systems), Ammar taught Information Technology, Mathematics, Physics and Technology Studies. Since completing the program, Ammar is pursuing a PhD at the University of Melbourne, looking at techniques to wirelessly power biomedical implants. He is also working part-time for Maths Pathway, an education technology initiative founded by two Teach For Australia Alumni. Their innovative software individualises maths learning, providing content and assessments to every student at their point of need.
Liam Ferris (Cohort 2014): Education advocate, teacher and innovator.
After teaching Humanities and Maths, Geology, History and Economics, Liam pursued a career in education technology. His time leading a classroom gave him contextual understanding of the education environment, while giving him essential leadership skills to fast track his career progression. As an Account Manager at Edrolo, Liam remains committed to improving educational outcomes by innovating the way teachers use data to teach.
Salary and assisted scholarship
Associates’ salaries are comparable to other graduate teachers, and increase as commensurate with experience and progression.
During the program, Associates are employed and paid by the relevant government department of education or school. Salaries and other employment conditions will vary depending on the state or territory of placement.
The majority of program costs are covered by Teach For Australia, in partnership with the Australian Government, on an assisted scholarship. Associates are required to contribute a portion towards the Master’s degree, with access to FEE-HELP for these payments (eligibility requirements apply).
At Teach For Australia, we celebrate the diversity of individuals within our community, as we strive for an Australia where all children, regardless of background, attain an excellent education. We believe that a diverse workforce representing an array of backgrounds and experience are essential for a quality education, including those who identify with the LGBTIQA+ community. Teach For Australia has an unwavering commitment to treating all people fairly and with respect, regardless of economic status, gender, sexual orientation, age, race, religion or ability. We are proud of our diverse community of Associates and Alumni and of the students we serve.
We harness different perspectives, experiences and talents in order to continually learn and best serve our culturally diverse school communities. We believe that in order to set children up for success in education, and in life, they need to experience unconditional positive regard and have the opportunity to lead a life of inclusion, acceptance and choice.
We are helping to transform the status of the teaching profession. 46% of our Associates are male, helping to bring gender diversity to the classroom.
We strive to build sustained partnerships with the schools that need the most support. Almost half of our partner schools are in regional, rural or remote communities. 56% of all schools we have partnered with have a population of 10% or more students from a language background other than English.
We are privileged to work with schools across Australia serving Indigenous Australians. Ingrained in the Leadership Development Program are culturally relevant trainings to equip Associates to appropriately serve these communities. 23% of all schools we have partnered with have a population of 10% or more Indigenous students. Our Reconciliation efforts as an organisation are ongoing, but we are proud of the progress we have already been able to achieve.
We look for candidates who have diversity in background and experience. More than half of Associates have changed careers to teach for a minimum of two years. We look for graduates holding a range of degrees to share their skills where they are most needed – in Australian classrooms. We are an equal opportunity employer committed to creating an inclusive environment that values and celebrates the diversity of its people. We encourage talented people from all backgrounds, abilities and identities to apply for our roles.
We believe that the ability to participate in society, and to be free from discrimination and disadvantage is a basic human right. When all members of our society feel inclusion and belonging - regardless of our differences - we build a more healthy and able community. Diversity makes our society stronger.