When applying for a teaching position in New South Wales, addressing the key selection criteria effectively is crucial. This document is provided in addition to your teaching resume. A well-written selection criteria response highlights your skills, knowledge, and experiences, demonstrating how they align with the requirements of the role. We outline four key selection criteria teaching examples for NSW Department of Education and provide tips on how to structure your application.

Understanding the Requirements

Each application must adhere to strict formatting guidelines. Responses must be written in at least a 10-point font with standard business margins (2.5cm from each side).

For classroom teachers, the total page length depends on the number of criteria:

• One or two criteria – Total length must not exceed one A4 page.
• Three criteria – Total length must not exceed 1.5 A4 pages.
• Four criteria – Total length must not exceed 2 A4 pages.
• Five criteria – Total length must not exceed 2.5 A4 pages.
• Six criteria – Total length must not exceed 3 A4 pages.

For executive positions (Assistant Principal, Head Teacher, Deputy Principal, and Principal), word limits vary. Check the official NSW Department of Education website for precise requirements.

How to Structure Your Responses

We suggest you choose no more than three significant examples for each criterion to provide the strongest evidence. Each response should follow the STAR method:

• Situation – Describe the context of your example.
• Task – Outline what needed to be done.
• Action – Explain the steps you took.
• Result – Highlight the positive outcome.

4x Key Selection Criteria Teaching Examples NSW

Below are four key selection criteria examples for NSW Teaching for a high school English and History teacher role (since there are four criteria, each response is approximately 250-275 words).

1. Approval to teach English 7-12 and approved or willing to teach History 7-10

With five years of experience teaching English (7-12) and History (7-10), I have successfully designed and delivered engaging lessons that meet curriculum requirements and cater to diverse student needs. In my current role, I have taught both subjects across multiple year levels, ensuring students develop strong analytical and literacy skills. My responsibility has been to deliver high-quality instruction in both English and History, fostering student engagement and improving outcomes. I also seek opportunities to integrate cross-curricular skills, such as critical thinking and source analysis, to enhance student learning. In a Year 11 English Standard class, I identified that students struggled with structuring extended responses in their study of The Crucible. A diagnostic essay assessment, marked using the NESA criteria, revealed issues with thesis clarity, textual evidence integration, logical progression, and expression. The average class score was 58%, with only 40% of students achieving a Band 4 or higher. To address this, I implemented scaffolded writing workshops, using model responses, structured feedback sessions, and visual mind maps to help students link themes, context, and textual evidence. Following the workshops, scores improved by 28%, with 70% of students achieving a Band 4 or higher. Additionally, 85% of students reported feeling more confident in structuring their responses.

Teaching a Year 9 unit on World War II, I designed an interactive inquiry project where students explored the war’s impact on Australia. High-achieving students analysed primary sources, while others created digital timelines to demonstrate understanding. I also incorporated role-play activities to enhance engagement. The project led to a 20% increase in assessment results, particularly in source analysis tasks. Student participation in discussions also notably increased, demonstrating deeper engagement with historical concepts.

2. Deep curriculum knowledge with demonstrated commitment to improving academic achievement through effective feedback and assessment

I have developed a deep understanding of curriculum requirements and best practices for assessment. I am committed to using targeted feedback and assessment strategies to drive student achievement, ensuring all learners can progress and succeed. My goal has been to improve student outcomes by designing effective formative and summative assessments aligned with syllabus outcomes. I have implemented structured feedback processes to support student growth and enhance analytical and writing skills. In a Year 10 English unit on Of Mice and Men, I noticed that many students struggled with crafting analytical responses, particularly embedding textual evidence. To address this, I introduced progressive assessment checkpoints, where students submitted drafts for structured feedback before their final analytical essay. Feedback was provided using a tiered system, highlighting areas for improvement while setting individualised goals. This approach led to a 31% increase in students achieving a Band 5 or higher, compared to the previous year’s results. Additionally, a student survey showed that 92% found the feedback process improved their confidence in essay writing.

In a Year 9 History unit on World War I, I implemented student-led assessment reflections to enhance engagement with feedback and improve academic outcomes. Following a source analysis task, students participated in structured peer feedback sessions, using success criteria explicitly drawn from NESA marking rubrics. By guiding students to analyse exemplar responses and co-construct success criteria, I ensured they had a clear understanding of the expectations for high-quality historical writing. During peer feedback, students engaged in a structured review process, where they identified strengths and areas for improvement in each other’s work. This approach not only fostered a sense of ownership over learning but also helped students internalise assessment standards by critically evaluating responses against rubric descriptors.

In addition to peer assessment, I provided targeted individual feedback that focused on key areas of historical argumentation and evidence integration. I used a combination of written annotations and one-on-one conferencing to guide students in refining their thesis statements, structuring their arguments more coherently, and selecting and analysing primary and secondary sources effectively.

To measure the impact of these strategies, I incorporated a follow-up task where students revised their responses based on the feedback received. Many demonstrated significant improvement in articulating nuanced historical perspectives and using evidence more persuasively. Through this feedback cycle, students not only developed stronger analytical skills but also became more reflective and proactive learners, aligning with my commitment to improving academic achievement through effective assessment practices.

3. Demonstrated effective classroom management skills which promote an engaging and inclusive learning environment, fostering a culture of high expectations

Throughout my teaching career, I have developed and implemented effective classroom management strategies that foster an engaging, inclusive, and high-expectations learning environment. My approach ensures students feel supported while being consistently challenged to achieve their best. My goal has been to create a structured, respectful classroom environment where all students are engaged in learning. I use clear expectations, positive reinforcement, and differentiated strategies to support diverse needs while maintaining high academic and behavioural standards. In a Year 8 English class, I identified disengagement among some students during a persuasive writing unit. To address this, I implemented explicit learning routines, including structured entry tasks, collaborative discussions, and clear success criteria. I also incorporated student voice by allowing choice in topics and assessment formats, boosting engagement. Classroom behaviour expectations were reinforced using a consistent, positive reinforcement system, rewarding effort and participation. This approach led to a significant reduction in classroom disruptions, with behaviour referrals dropping by 45% over the term. Engagement metrics, including task completion rates, improved from 72% to 91%.

In a mixed-ability Year 9 History class, I used group-based inquiry projects to encourage collaboration and accountability. Clear roles were assigned within groups, and I provided differentiated scaffolds to ensure inclusivity. I also implemented restorative discussions to address conflicts, reinforcing classroom respect. Classroom participation increased by 35%, and assessment results showed a 22% improvement in source analysis skills, indicating deeper engagement with historical content.

4. Excellent communication and interpersonal skills that build positive relationships with staff, students, and the school community

With five years of teaching experience in English (7-12) and History (7-10), I have developed strong communication and interpersonal skills that allow me to build positive relationships with students, colleagues, and the broader school community. Effective collaboration enhances student learning outcomes and fosters a supportive educational environment. My goal has been to maintain clear, professional, and engaging communication with students, staff, and parents, ensuring a collaborative approach to student success. I have also sought opportunities to contribute to whole-school initiatives that promote positive school culture.

In a Year 10 English class, I noticed that students lacked confidence in discussing texts. To address this, I implemented structured discussion protocols, including think-pair-share and debate-style activities, to encourage active participation. I provided clear verbal and written feedback, ensuring students understood learning goals and how to improve. Student participation in discussions noticeably increased, and formative assessments showed a 27% improvement in oral presentation skills. Additionally, student feedback indicated students felt more confident expressing their ideas in class.

As part of the History faculty, I co-led a cross-curricular literacy initiative, working closely with staff to embed writing strategies in both English and History. I also communicated regularly with parents through detailed progress reports and parent-teacher meetings, ensuring transparency and collaboration. The literacy initiative improved student analytical writing skills, reflected in a 15% increase in extended response scores across multiple subjects. Parental engagement also increased, with 92% of parents attending scheduled meetings, demonstrating stronger school-community collaboration.

Addressing key selection criteria for teaching in NSW requires providing strong, specific examples that showcase your expertise. The STAR method can help you demonstrate your qualifications and teaching impact.

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