If you’ve stumbled across a NSW Government job ad asking for selection criteria, you’re not alone in groaning a little. But if it’s from the NSW Department of Education, brace yourself—it’s probably the old-school kind.
I’m talking nine separate criteria, up to 300 words each, no cover letter allowed. It’s not just a job application—it’s a writing assignment. And if you haven’t written one before, it’s easy to feel overwhelmed or get stuck staring at a blank page.
But here’s the good news: selection criteria might be a pain, but they’re not impossible. In this post, I’ll show you how to approach them strategically—using real examples from the Early Learning Support Officer role—to help you build responses that get noticed.
Table of Contents
The Long, Painful History of NSW Government Selection Criteria
If you’re applying for a job with the NSW Department of Education—or in some school-based roles—you might still come across the dreaded selection criteria.
More than 10 years ago, this was the norm across almost all government applications. You’d be given a list of 5 to 10 bullet points outlining the skills and experience required, and you’d have to write a full page for each one. That meant up to 10 pages per application—a novel-length effort just to throw your hat in the ring.
And it wasn’t just rough on applicants. Imagine being a hiring manager reading 100 of these. That’s a thousand pages to review. No wonder public sector recruitment earned its reputation for being painfully slow and frustrating for everyone involved.
Thankfully, most departments have moved on.
The (Mostly) Better System We Have Now
These days, most NSW Government roles ask for:
- A two-page cover letter aligned to the role’s focus capabilities, or
- Targeted questions, where you write short responses to 2–3 behavioural-style prompts (common in NSW Police, TAFE, and a few others).
Both of these formats are far easier than the old “page-per-criteria” style. If you want tips for writing responses to targeted questions, click here for examples.
But Then… NSW Department of Education Selection Criteria
So you can imagine my disappointment when I saw the job ad for an Early Learning Support Officer role with the Department of Education.
This job still requires 300-word responses to nine individual selection criteria. And—just to rub it in—they specifically say a cover letter is not required. So, all that effort… and no space for a friendly hello.
It’s an unnecessarily heavy process, especially considering this is a temporary role.
But here’s the deal: if this is the job you want, you’ve got to play by their rules. And if you’re going to go to the effort, I want to make it as easy as possible for you.
How to Apply for This NSW Department of Education Role
To apply for the Early Learning Support Officer role, you’ll need to follow the NSW Department of Education’s formal application process, which includes submitting responses to selection criteria.
✅ Respond to the NSW Department of Education Selection Criteria
Applicants must upload a single Word or PDF document that addresses each of the nine NSW Department of Education selection criteria, with a maximum of 300 words per criterion. Your answers should directly relate to the Statement of Duties listed in the job description.
✅ Upload Your Resume or Update Your iWorkforNSW Profile
You’ll also need to submit a current résumé, or ensure your iWorkforNSW profile is fully updated before applying.
🚫 No Cover Letter Required
Unlike many NSW Government roles, this one does not require a cover letter. Your selection criteria responses will form the basis of your application.
📬 Applications Must Be Submitted Online
Only online applications will be accepted. Paper-based, email, or late submissions will not be considered, so make sure to apply before the deadline listed on the job ad.
📌 If You Work in a NSW Public School
If you’re currently employed in a NSW public school—or have return rights to one—you’ll be asked in the pre-screening questions to confirm that you’ve discussed this opportunity with your principal or supervisor, and that they’re prepared to release you if you’re successful.
How to Respond to NSW Government Selection Criteria
Let’s break it down.
In this post, I’ll walk you through how to format and write selection criteria responses using this exact job as an example. It’s rare to see criteria like this anymore—but when you do, they’re time-consuming and overwhelming if you don’t have a clear plan.
Below, I’ve listed each of the nine selection criteria from the Early Learning Support Officer role, and I’ll show you a practical, clear way to respond to each one.
If you’re applying for another government job and need help, click here to request a free custom guide. I’ll draft a post just like this one, tailored to your role—and show you what a strong application looks like.
NSW Department of Education Selection Criteria Example
For this NSW Department of Education job, you’ll need to respond to each of these criteria (in 300 words or less):
- Teaching qualifications and recent school-based experience within the K–12 range or recent NSBTS experience
- Demonstrated commitment to participating in accreditation processes
- Demonstrated capacity to work collaboratively and liaise and negotiate with key stakeholders
- High-level written and oral communication and interpersonal skills, and the ability to maintain accurate and comprehensive written records
- Demonstrated knowledge of curriculum content and understanding of current trends in teaching, learning, and student wellbeing
- Proven ability to work independently and as part of a team
- Demonstrated ability to develop and deliver professional development programs for teachers
- Demonstrated understanding of and commitment to the value of public education
- Knowledge of and commitment to implementing the department’s Aboriginal Education Policy and upholding the department’s Partnership Agreement with the NSW AECG to ensure quality outcomes for Aboriginal people
What a pain, right?
These NSW Department of Education Selection criteria are a mixed bag—some of them are simple yes/no boxes, others are core job requirements, and a few are more like public sector capabilities.
So… What Should You Do Next?
Enough about how outdated this process is. Let’s focus on how to respond well.
Below, I’ve written a sample response for each of the nine criteria. Use these as a model for your own application—and if you want personal help, just reach out.
👉 Scroll down to see each example response.
NSW Department of Education Selection Criteria 1: Teaching qualifications and recent school-based experience within the K–12 range or recent NSBTS experience
This criterion is mostly straightforward—the teaching qualification is a yes/no item, so mention it briefly and focus the bulk of your response on your most relevant, recent school-based experience.
I hold a Bachelor of Education (Primary) from the University of Newcastle and am fully accredited with NESA. Over the past five years, I have taught across K–6 settings in NSW public schools, including both mainstream classrooms and targeted support roles.
Most recently, I was a Stage 2 classroom teacher at Banksia Grove Public School, where I also contributed to early years support by coordinating a literacy intervention program for Stage 1 students. Prior to that, I worked for two years as a Learning and Support Teacher (LaST), where I supported students with additional learning needs across K–6. In that role, I developed and delivered individualised learning plans, worked closely with families and allied health providers, and participated in case meetings to ensure holistic student support.
Throughout my experience, I have worked across the full K–6 spectrum and supported transitions into high school for students requiring tailored plans. This has given me a strong grasp of learning progression across the K–12 continuum, including developmental, behavioural and academic considerations.
I bring not just classroom teaching experience, but also a deep understanding of inclusive education, differentiated instruction, and evidence-based support strategies that align with the Department’s commitment to equity and student wellbeing.
NSW Department of Education Selection Criteria 2: Demonstrated commitment to participating in accreditation processes
Use this criterion to show how you engage with the NESA accreditation framework—whether supporting your own accreditation or helping others.
I am accredited at the Proficient Teacher level with NESA and have consistently maintained this through ongoing professional development and reflective practice. I actively track my hours and ensure my learning aligns with priority areas such as curriculum delivery, classroom management, and inclusive education.
While working at Banksia Grove Public School, I took on a mentoring role for two early career teachers working towards their Proficient accreditation. I helped them compile evidence, map practice against the Standards, and prepare for Principal review. I also participated in school-led professional learning communities that used the Standards as a basis for collaborative improvement. In one such group, I helped co-design a whole-school evidence collection matrix, improving how staff gathered accreditation-ready artefacts.
I regularly use the Standards to reflect on my own growth areas. For instance, after identifying a need to better support students with trauma backgrounds, I completed accredited training in trauma-informed practice and implemented new classroom routines based on that learning. I also incorporate Standard-aligned goals into my PDP annually.
This ongoing engagement with accreditation processes reflects my commitment to teaching excellence, continuous improvement, and supporting colleagues in meeting professional expectations.
NSW Department of Education Selection Criteria 3: Demonstrated capacity to work collaboratively and liaise and negotiate with key stakeholders
This criterion aligns with the NSW Government focus capabilities Work Collaboratively and Influence and Negotiate. It highlights your ability to build strong relationships and work effectively with colleagues, families, and external stakeholders to achieve shared goals.
Collaboration has been a central part of my role in both classroom and support settings. As a Learning and Support Teacher, I regularly coordinated case meetings that included parents, carers, classroom teachers, school leaders, speech pathologists, and psychologists. In these meetings, I facilitated discussions to reach consensus on adjustments, goal setting, and progress tracking.
One example involved supporting a Year 3 student with complex learning and behavioural needs. I worked closely with the school counsellor and classroom teacher to create an Individual Learning Plan (ILP), liaised with the student’s paediatrician for updated assessments, and negotiated with the parents to implement a new support routine at home and school. By maintaining open and respectful communication, we were able to ensure the plan was supported by everyone, resulting in significant improvements in the student’s engagement and outcomes.
Beyond student support, I have worked collaboratively on whole-school initiatives, including a staff literacy action group, where I helped co-design reading strategy workshops for early years teachers.
My approach to stakeholder engagement is proactive, respectful, and solution-focused. I see collaboration not just as a professional requirement, but as the foundation for strong student outcomes.
NSW Department of Education Selection Criteria 4: High-level written and oral communication and interpersonal skills, and the ability to maintain accurate and comprehensive written records
This criterion relates to both the everyday communication required in a school setting and the formal documentation responsibilities of the role. It aligns with the NSW Public Sector focus capability of Communicate Effectively, which underpins strong collaboration, clarity, and accountability in written and verbal interactions.
Clear communication—whether written or verbal—is a core part of my practice. I regularly present information to students, parents, and staff in ways that are accessible and context-appropriate.
For example, when managing transition plans for high-needs students, I developed written case notes, support plans, and progress reports that were reviewed by allied health staff and school executives. These documents were prepared in line with Department expectations and stored securely. I also maintained day-to-day learning logs, behaviour records, and communication notes using the school’s digital systems (Sentral and SharePoint).
My interpersonal communication skills have been demonstrated through parent-teacher interviews, case meetings, and whole-school briefings. I am confident presenting information clearly in group settings and adapting my communication style to suit a wide range of audiences.
In one instance, a parent had raised concerns around a speech referral. I scheduled a meeting, actively listened to their concerns, explained the process clearly, and followed up in writing with resources and key dates. The parent later provided positive feedback about how supported they felt.
Whether writing formal reports or holding sensitive conversations, I always communicate with clarity, empathy, and professionalism.
NSW Department of Education Selection Criteria 5: Demonstrated knowledge of curriculum content and understanding of current trends in teaching, learning, and student wellbeing
This is your chance to demonstrate both subject knowledge and awareness of current best practices.
My teaching is guided by a strong understanding of NSW curriculum content, particularly in literacy and numeracy. I regularly plan, deliver, and assess lessons aligned to syllabus outcomes and use data to inform differentiation.
I stay up to date with current educational trends by engaging with professional reading, attending training, and participating in staff learning sessions. For example, I recently completed a workshop on the Science of Reading and adapted my literacy program to include decodable texts and explicit phonics instruction. This resulted in stronger foundational reading outcomes across my Stage 1 support group.
I also have a deep interest in student wellbeing. I have embedded elements of the Berry Street Education Model into my classroom routines to support self-regulation and build positive relationships. As part of our school’s wellbeing team, I contributed to the review of our whole-school behaviour plan and helped embed more restorative practices.
This combination of curriculum expertise and wellbeing knowledge allows me to provide balanced, evidence-informed teaching that meets the holistic needs of students.
NSW Department of Education Selection Criteria 6: Proven ability to work independently and as part of a team
Show that you can be self-directed when needed, but also contribute meaningfully to collective goals.
I am a self-motivated professional who takes initiative while also valuing the strength of teamwork. As a classroom teacher, I plan and manage daily learning independently, adapt programs to suit student needs, and coordinate parent communication autonomously.
At the same time, I work closely with my stage team to plan units collaboratively, share resources, and moderate assessment tasks. I contribute to school priorities beyond my classroom—recently, I volunteered to assist with NAPLAN coordination and supported the sports committee in organising the cross-country event.
During my time as a Learning and Support Teacher, I had a highly autonomous role in managing caseloads and setting schedules, but regularly met with executive staff and teachers to ensure alignment with school priorities. I also built strong peer networks to share strategies and improve outcomes for students receiving support.
This balance of independent initiative and collaborative contribution is central to how I work.
NSW Department of Education Selection Criteria 7: Demonstrated ability to develop and deliver professional development programs for teachers
Use this response to show how you’ve led or contributed to adult learning initiatives.
In my previous role, I supported the rollout of a school-wide literacy improvement plan. I co-developed a professional learning session on explicit reading instruction and delivered this to our Stage 1 and 2 teachers during a staff development day.
To prepare, I gathered recent research, incorporated Departmental resources, and adapted the content to reflect our school context. The session included modelled strategies, opportunities for staff reflection, and take-home templates. Feedback indicated that staff found the session highly practical and relevant.
Additionally, I led small-group follow-up coaching for three early career teachers, supporting them to embed phonics routines and track student progress.
I have also presented short “spotlight” sessions at weekly staff briefings, sharing behaviour management strategies and time-saving tips for documentation. These mini-PD contributions have been well-received, with several teachers implementing new techniques as a result.
I enjoy building teacher capacity and am confident delivering professional learning that is evidence-based, collaborative, and action-oriented.
NSW Department of Education Selection Criteria 8: Demonstrated understanding of and commitment to the value of public education
This is the first of two very common selection criteria for education role in NSW. This is where you can speak personally and professionally about why public education matters to you.
I am a proud product of public education and have worked exclusively in NSW public schools since graduating. I believe public education is the cornerstone of an equitable society—it provides all students, regardless of background, with access to quality teaching and opportunity.
Throughout my teaching career, I’ve made intentional choices to work in schools with diverse student populations and varying levels of need. I value the inclusive principles that underpin our system and see first-hand the difference it makes when all students are welcomed, supported, and celebrated.
I advocate for access and equity in everything I do—from differentiating classroom content to ensuring families feel confident engaging with the school. I have worked with refugee students, Aboriginal students, and children with disability, and always approach my work through the lens of fairness and respect.
My commitment to public education is not theoretical—it shapes the choices I make, the partnerships I build, and the advocacy I bring into every role.
NSW Department of Education Selection Criteria 9: Knowledge of and commitment to implementing the department’s Aboriginal Education Policy and upholding the department’s Partnership Agreement with the NSW AECG to ensure quality outcomes for Aboriginal people
This criteria is in every job with the NSW Department of Education. Make sure you have a good response on file for use in your applications. Focus on how you embed Aboriginal perspectives in your teaching and support stronger outcomes for Aboriginal students.
I have a clear understanding of the Department’s Aboriginal Education Policy and the importance of the NSW AECG Partnership Agreement. I embed Aboriginal perspectives into my teaching in authentic, meaningful ways, and strive to create a culturally safe classroom environment.
In my last school, I worked with the Aboriginal Education Officer to develop lesson sequences that highlighted local history and the stories of Dharug Country. We used resources from Wingaru Education and ABC Education to centre First Nations voices in literacy and HSIE.
I have supported Aboriginal students through tailored learning plans and worked closely with families to ensure cultural contexts were respected in goal-setting and support strategies. I also participated in our school’s NAIDOC Week planning committee, helping to coordinate class activities and a whole-school assembly that showcased student learning.
I continue to seek out professional development in this area and recently completed training on understanding the impact of intergenerational trauma in Aboriginal communities.
My practice is grounded in respect, authenticity, and a commitment to improving educational outcomes for Aboriginal students and their communities.
Use the STAR Method for NSW Government Selection Criteria
When responding to NSW Government selection criteria, especially for roles within the Department of Education, the best way to structure your answers is by using the STAR method.
STAR stands for:
- Situation – Set the context. Where were you working? What was the background?
- Task – What were you trying to achieve? What was your responsibility?
- Action – What specific steps did you take to address the situation?
- Result – What was the outcome? What changed or improved because of your actions?
Using STAR keeps your responses focused, relevant, and aligned with what selection panels want to see: real examples, clear outcomes, and your direct contribution.
Let’s break down one of our sample responses using STAR to show how it works.
NSW Department of Education Selection Criteria STAR Method Example
Criterion: Demonstrated capacity to work collaboratively and liaise and negotiate with key stakeholders
⭐ Situation:
While working as a Learning and Support Teacher, I regularly led case meetings to support students with additional learning needs.
🔧 Task:
One case involved a Year 3 student with complex behavioural challenges. My role was to bring together the right stakeholders, identify support needs, and implement a consistent plan across school and home.
🛠️ Action:
I collaborated with the school counsellor and classroom teacher to create an ILP, liaised with the paediatrician for updated assessments, and negotiated with the parents to establish shared routines and expectations.
✅ Result:
The student’s engagement and classroom behaviour improved significantly, and the family expressed strong appreciation for the support and coordination.
By using the STAR method, you’re not just listing what you’ve done—you’re proving it with real, measurable impact.
Need Help With Your NSW Department of Education Selection Criteria?
Let’s be honest—this isn’t your standard job application. Writing 300 words per selection criterion, across nine detailed requirements, is far more complex than a typical two-page cover letter.
That’s exactly why I created the $39 NSW Government Cover Letter Review—but don’t let the name fool you. This service covers whatever your written application requires, including:
- Selection criteria (like this Department of Education role)
- Targeted questions
- Multi-page cover letters
- Capability-based statements
I will review your draft—no matter what stage it’s at—and help you get it ready to submit with confidence. You’ll receive unlimited revisions, and I guarantee your review will be delivered on time for you to apply, or you’ll get your money back.
And if you’re stuck at the starting line, we can help with that too—just ask for a custom application guide and I will map out exactly what you need to write, step by step.
Let me take the stress out and time-wasting out of your selection criteria—so you can focus on landing the role.
Final Thoughts
Yes, NSW Department of Education selection criteria take time—but if you’ve got the experience, it’s just a matter of showing it clearly and confidently. Follow the examples in this guide, stick to the STAR method, and take it one criterion at a time.
And if you need help? That’s what I’m here for. Whether you’ve started your draft or haven’t written a word yet, I’ll help you get it over the line. Book a $39 review here, and let’s get your application sorted.
Good luck—you’ve got this.
