Are you a compassionate, caring and nurturing person with an interest in supporting Indigenous young men in their educational and life journey? 

Are you a Teacher Aide, Education Support Worker or a Youth Support Worker with a passion for helping students re-engage in school and learning?

Silver Lining Foundation Australia Ltd (SLFA) has an exciting opportunity for an individual who has experience in supporting Indigenous young men to join our Silver Lining School (Ficks Crossing) team as an Education Support Worker with our Young Mens' Program! 

This is a rewarding role for someone who is committed to supporting the wellbeing, growth, and cultural identity of Aboriginal and Torres Strait Islander young people in a safe and supportive school environment.

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 (Ficks Crossing) 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 runs two separate educational programs - a Young Womens' and Young Mens' program. 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.   

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.

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.

THE ROLE
The successful applicant will be someone who is dedicated and passionate about positively influencing and sowing into the lives of our young people through meaningful relationships and learning experiences.

Working collaboratively as part of a small team, the role requires the Education Support Worker to work alongside students in the both the Middle and Senior Years. The role will be supported by the School Principal, Teachers and other SLFA leadership staff.

While you will predominantly work with the Young Mens' Program, you will also be required to work with the Young Womens' program from time to time, or as required for operational purposes.

IDENTIFIED POSITION
In line with our commitment to improving employment opportunities and outcomes for Aboriginal and/or Torres Strait Islander people, this is an identified role which intends to improve the under-representation of Aboriginal and/or Torres Strait Islander people in the education sector. This identified role is an equal opportunity measure under Section 105 of the Anti-Discrimination Act 1991 (Qld).

Applicants applying for this identified role must:

1. identify as Aboriginal and/or Torres Strait Islander; and

2. be of Aboriginal and/or Torres Strait Islander decent; and

3. be accepted as an Aboriginal and/or Torres Strait Islander person by the Aboriginal and/or Torres Strait Islander community in which they live.

KEY RESPONSIBILITIES

• Support and assist Teachers and students in a variety of educational settings including classroom learning, cultural activities, and community excursions (and overnight camps from time to time).

• Build a strong rapport with students and engage with them in a professional, yet nurturing and supportive manner.

• Provide for the physical, social, cultural, and emotional wellbeing and physical safety of students and nurture their overall development towards effective citizenship and responsible adulthood through participation the School’s educational programs and activities.

• Liaise with students and their families to help improve their school attendance, participation and engagement.

• Effectively contribute as part of the School team, to support the social, emotional and wellbeing needs of students.

• Support Teachers with the preparation of learning resources and other learning activities.

• Perform day to day administration duties (e.g. printing, photocopying, word processing, filing, reporting).

• Drive the school minibus to transport students and other company vehicles as required.

• Assist with the setup and clean up for breakfast, lunch and other meals for students and perform other duties, such as food preparation and cooking, grocery or other shopping, cleaning.

KEY SKILLS & EXPERIENCE

• Ability to work independently, be responsible for and supervise students and deliver educational programs under the direction of the Teacher or Principal.

• Demonstrated experience working as part of a team to create a healthy community.

• Ability to work collaboratively and contribute towards planning and delivering high quality, engaging, inclusive, and culturally appropriate teaching and learning programs.

• Sound literacy and numeracy skills to support student learning.

• Ability to effectively use ICT including Microsoft 365 applications such as Outlook and Word.

• 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.

• Ability to work collaboratively to plan for, monitor and meet the needs of diverse learners.

• Well-developed skills and strategies for 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 all 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 Blue Card/Working with Children Check.

• Unrestricted right to work in Australia.

Blue Cards - Working with Children

If you are a ‘Restricted Person’ for the purposes of a working with children Blue Card, you are not eligible to apply for this position. It is an offence for a restricted person to commence or continue working with children if they are a ‘restricted person’.  

If you do not have a Blue Card, and you are not a restricted person and are eligible to hold a Blue Card, please apply for one via Blue Card Services before you apply for this position. You must have a valid Blue Card for your application to proceed. 

ADDITIONAL LEAVE ENTITLEMENTS
In addition to 4 weeks paid annual leave (full-time employees), the employer offers an additional 4 weeks of paid End of School Term Leave (depending on the operational needs to the school and the employer).

SALARY PACKING
As a Public Benevolent Institution, SLFA can offer eligible employees Reportable Fringe Benefits as part of their wage package.

(More information on reportable fringe benefits can be found on the Australian Taxation Office website at https://www.ato.gov.au/General/Fringe-benefits-tax-(fbt)/In-detail/Employees/Reportable-fringe-benefits---facts-for-employees/)

POSITION START DATE

• School Term 3 - Monday 6th July 2026 (negotiable). 

APPLICATIONS MUST INCLUDE:

1. Cover Letter: explaining your reason/s for applying, why you would be suited to this role.

2. 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: Friday 26th June 2026.