Working with GGSA

Good to Great Schools Australia is always interested in speaking with enthusiastic individuals who want a professional challenge and work hard to achieve targeted outcomes.
You need to possess a strong commitment to the vision, values and goals of Good to Great Schools Australia, bring a core set of skills, and most importantly, take the time to learn, understand and adopt our innovative way of working.
We welcome applications from suitably experienced individuals who are keen to join our organisation.
Please provide us a copy of your current CV with a cover note.

Browse our latest job listings

Primary School Teacher - Far North Queensland

πŸ“ Cairns & Far North

Teach in Far North Queensland and play your part in education reform.


Production Manager

πŸ“ Flexible location, WFH opportunity

Lead and manage Good to Great Schools Australia’s production of products and solutions. Opportunity to work from home.


Primary School Curriculum Developer

πŸ“ Flexible, WFH opportunity

Terrific Curriculum Developer role! Opportunity to work from home.


Senior Business Analyst

πŸ“ Brisbane QLD

Lead and champion Agile best practices across our teams, ensuring the delivery of high-quality project outcomes.


Teacher Coach

πŸ“ Flexible, WFH opportunity

Work from home and drive school improvement across Australia as a Teacher Coach! Apply today.Β 


Director of Music and Arts

πŸ“ Cairns or Queensland (WFH)

We are seeking applications for the full time role of Music and Arts Program Manager to join our team in Cairns or work from home in Queensland.


Open positions

Professional Learning Developer

The Professional Learning Developer supports GGSA’s capacity to drive education reform in Australia through the development of training modules for school leaders and teaching team. The main functions of the role are writing scripts for modules using a standard format and writing formula, mapping standards to professional learning content and related documentation to support training materials. This also includes participating in the writing, development and completion of professional learning lessons and modules in effective teaching, positive high-expectations behaviour and professional development for school improvement through the Mastery Teaching Pathway.

Curriculum Developer

The Curriculum Developer is responsible for the design and implementation of curricula. This includes using the Australian Curriculum and GGSA research priorities to ascertain the content descriptors, elaborations and skills/concepts; drafting support instruction improvement overviews, achievement standards, assessments and sequenced learning objectives; and writing lessons, assessment books, teacher guides, student workbooks and additional learning resources using set templates. This role is also responsible for preparing resources for peer and leadership reviews, including action recommendations, entering updates into the system, and improving writing to avoid the need for repetitive feedback on writing errors. The curriculum developer is required to adhere to the weekly work cycle to deliver their weekly output as per the planned commitment, as well as to the curriculum framework, processes and systems and using the approved tools and templates. They also participate in improving practices, systems and tools to support the team’s effectiveness and efficiency.

School Improvement Coach

The School Improvement Coach works closely with principals in schools to support their delivery of the tailored implementation plan. The School Improvement Coach reports to the Director of Schools. The role is responsible for coaching principals with training and coaching to successfully deliver their tailored implementation plan, developing these plans with school leaders and participating with the team in improving school implementations. Other key functions include training and coaching principals in being Instructional Leaders, mentoring and advising principals on issues they are struggling to resolve, supporting Teaching Coaches with non-technical issues, and dealing with principals’ program outcomes.