The process for applying for teaching positions in South Australia with the SA Department of Education has changed for 2025. Applicants are now required to submit an Applicant Profile and Positioning Statement, which can be completed and uploaded directly via EduJobs. Below, we provide an applicant profile example, including answers to the capability questions.

Step 1: Building Your Applicant Profile

The Applicant Profile serves as a key document that highlights your skills, experience, and suitability for teaching roles. It is a reusable document that can be attached to multiple applications.

Components of the Applicant Profile:

• Personal Details: Basic information such as name and contact details.
• Qualifications: Academic credentials and certifications relevant to teaching.
• Teaching Subjects and Skills: Areas of expertise and subjects you are qualified to teach.
• Employment History: A summary of past teaching roles and relevant work experience.
• Capability Questions: Three responses demonstrating your teaching attributes and professional approach.

Responding to the Capability Questions

The capability questions assess your approach to teaching, collaboration, and student learning. Each response should be between 2500 and 3000 characters.

When responding to the capability questions, it is essential to structure your answers clearly and concisely. The three commonly used formats are:

• STAR (Situation, Task, Action, Result): This method provides a structured response by describing a specific situation, outlining the task you needed to complete, detailing the action taken, and summarising the result.
• SAO (Situation, Action, Outcome): Similar to STAR but more streamlined, SAO focuses on the situation, the action taken, and the outcome achieved.
• CAR (Context, Action, Result): Used frequently in competency-based applications, CAR emphasises the context of the experience, the actions undertaken, and the resulting impact.

Each format ensures that your responses are focused on real examples that demonstrate your skills effectively.

Capability Questions and Example Responses:

1. If you had to select the top three attributes that make you an effective teacher, what would they be, and how do you reflect each of these attributes in the classroom or preschool/school community?

Adaptability, creativity, and strong communication are the three attributes that make me an effective teacher. These qualities enable me to create inclusive, innovative, and engaging learning environments where all students can thrive.

Teaching a diverse Year 6 classroom with students of varying academic abilities required a flexible and inclusive approach to ensure all learners had the opportunity to succeed. While some students demonstrated strong independence, others required scaffolding and additional support. Managing this diverse cohort meant balancing individual needs while maintaining high expectations for all learners.

I demonstrated my adaptability by implementing differentiated instruction and tailoring activities to suit varying abilities. For example, in literacy lessons, I designed tiered activities that allowed students to engage with texts at their individual levels while collaborating with peers through structured discussions. I also modified assessment tasks, providing multiple means of demonstrating understanding, including written, verbal, and creative formats.

I demonstrated my creativity through the introduction of project-based learning and interactive lessons to make learning more dynamic and engaging. For example, I developed a “Historical Figures Debate” project where students researched, presented, and defended the contributions of various leaders. This approach fostered critical thinking, research skills, and collaboration, making learning more meaningful. Additionally, I incorporated technology, such as virtual field trips and gamified learning tools like Kahoot and Padlet, to enhance engagement and accessibility.

I showed my effective communication skills when I established weekly student-teacher conferences to provide individualized feedback and goal-setting opportunities. Additionally, I facilitated regular parent engagement workshops, offering strategies for at-home support and strengthening school-family connections. I maintained open communication with colleagues, sharing insights and collaborating on differentiated instruction strategies.

As a result of these initiatives, literacy scores improved by 20% over the term, and reluctant learners demonstrated higher engagement, with some progressing multiple reading levels. Classroom discussions became more dynamic, and student confidence in public speaking significantly increased. The differentiated instruction model was later adopted across multiple year levels due to its effectiveness. Parent workshops also saw increased attendance, leading to stronger home-based learning support. Ultimately, my adaptability, creativity, and strong communication practices contributed to a more inclusive and effective learning environment for all students.

2. What are the key ingredients in guiding and maintaining successful relationships with colleagues, leadership, students, and the broader community? Give examples of how you made these work for you.

Collaboration and relationship-building are essential to creating a positive school culture. In my previous role, I noticed a gap in staff collaboration, which affected consistency in curriculum delivery and student engagement. There was also limited parental involvement, which impacted student motivation outside the classroom. Additionally, there was a need to strengthen relationships between students and leadership to create a more connected school community.

To address the gap in collaboration, I initiated a peer observation program where teachers observed and provided feedback on each other’s lessons. I also facilitated curriculum planning meetings, allowing colleagues to share best practices. To improve engagement with leadership, I organised regular teacher-leadership forums where staff could voice concerns, share successes, and collaboratively develop strategies for school improvement.

I also implemented a classroom contract where students contributed to setting behavioral and academic expectations. To ensure student voices were heard, I established a student leadership group, allowing students to contribute to school decision-making processes. Additionally, I worked on initiatives such as a student-led mentorship program, where older students supported younger peers with academic and social challenges.

I also developed an “Industry in Schools” program, where professionals provided real-world insights into learning subjects. To increase parental involvement, I created an interactive “Family Learning Nights” initiative that allowed parents to engage in student-led projects and presentations. I also worked with local businesses to establish sponsorships for extracurricular activities and career development programs for senior students.

The peer observation program improved instructional strategies and strengthened team cohesion, leading to greater consistency in curriculum delivery. Student behaviour incidents dropped by 30% due to increased ownership of their learning and involvement in leadership programs. The “Industry in Schools” initiative resulted in three students securing mentorship opportunities, reinforcing the connection between education and career pathways. Parent engagement doubled, and feedback indicated greater involvement in student learning, leading to improved student outcomes both at home and in the classroom. Local business partnerships resulted in expanded resources for extracurricular programs, providing students with broader learning opportunities.

By fostering relationships across all levels of the school community, I helped create a more engaged and connected learning environment that supported both academic achievement and student well-being.

3. Describe how you identify learning goals, design engaging learning experiences, and monitor and evaluate impact on students’ learning.

Effective teaching requires identifying clear learning goals, designing engaging and inclusive learning experiences, and systematically monitoring student progress. I achieve this by using diagnostic assessments, setting collaborative goals with students, and incorporating interactive learning strategies. Ongoing formative and summative assessments ensure that students remain on track, and regular reflection meetings allow me to adapt my teaching to meet their needs.

For example, at X school, at the start of the academic year, I identified that a significant portion of my Year 8 mathematics students struggled with problem-solving and application-based questions. Many lacked confidence and relied heavily on rote memorisation rather than conceptual understanding. This indicated a need for structured intervention and more engaging learning activities.

I conducted diagnostic assessments to establish baseline competencies, allowing me to determine individual strengths and weaknesses. Students and I co-developed personalised learning goals using the SMART criteria, ensuring clarity and motivation.

To make learning more interactive, I incorporated gamified activities such as Kahoot quizzes, escape room challenges, and real-world problem-solving scenarios. Additionally, I introduced a flipped classroom model, where students reviewed materials at home and applied their knowledge through hands-on activities in class. Peer mentoring groups and small-group workshops provided targeted support for struggling students.

I implemented both formative assessments (exit tickets, quizzes, and student reflections) and summative assessments (project presentations, written exams, and performance tasks). Regular student conferences allowed me to provide feedback and adjust instruction as needed. I also encouraged self-assessment, where students reflected on their progress and identified areas for growth.

To further support conceptual understanding, I integrated cross-disciplinary projects that connected mathematics to real-world applications. For instance, students worked on a financial literacy unit where they managed a hypothetical budget, reinforcing algebraic concepts in a meaningful way.

As a result of my efforts, 85% of students achieved their personal growth targets by the end of the term. End-of-year assessments showed a 15% improvement in problem-solving skills compared to previous cohorts. Student engagement increased significantly, with more active participation in class discussions and activities. Confidence in mathematics improved, as indicated by student feedback and increased willingness to attempt challenging problems. The flipped classroom model and gamified learning strategies were later incorporated into other subject areas within the school due to their success in improving engagement and achievement.

Step 2: Writing the Positioning Statement

The Positioning Statement is a tailored document specific to each job application. It allows candidates to articulate their motivation for applying and how they can contribute to the school community.

Key Questions in the Positioning Statement:

1. What motivated you to apply for this position, and why do you think you would be the right person for the job?
2. What interests you about working at this preschool/school?

Tips for Writing a Strong Positioning Statement:

• Research the School: Understand its values, teaching philosophy, and community involvement.
• Highlight Relevant Skills: Link your experience to the specific requirements of the position.
• Use Evidence-Based Responses: Structure responses using the STAR, SAO, or CAR method to provide clear, compelling examples.

By carefully crafting an Applicant Profile and Positioning Statement that highlight your strengths and alignment with the role, you can enhance your chances of securing a teaching position in South Australia for 2025.