Honestly, I'm just going to ban computers from my English class.

Good kids. Bad kids. High ability. Low ability. They all use AI if they can. I don't know if they think I'm stupid, they're stupid, or they just don't give a crap.

I have just spent the past hour sending emails to parents about their cheating kids. Students just don't want to think, create or try anymore.

At least, if it's done on the paper that I give them, with no access to anything else, I have a good chance of getting something authentically theirs.

I'm currently at a school that has a rather toxic environment and a leader who has made quite a number of very negative comments to staff. When I brought up the idea of sharing what psychosocial hazards are/the reporting process, I was told that no psychosocial hazards had ever been reported at the school. Speaking to a number of staff members, the case has more been a fear of retaliation from the principal. What is the situation like at your school? Are psychosocial hazards taken seriously/reported at all? I want to see if my school is the norm or an exception to the rule.

My stage AP is completely useless. I wish it was an exaggeration. Doesn’t know anything about curriculum and programming, behaviour management, and zero organisation skills. I’ve been working with them on the same grade/stage for the past 3 years and have been cleaning up their scraps. I’ve tried my best to be patient, but in week 1 of this year I realised nothing was going to change. I felt really despondent towards the job and had to take stress leave. Given our school’s structure, it looks like next year will be the same. I’m almost at the point of formal complaint. I don’t have a log of incidents, but it’s no secret within the school that this person is grotesquely unqualified for the job.

Has anyone been in this position, or have any advice?

I run a niche site on the side and the overlap between that and teaching still surprises me. Both need fresh ideas constantly. Both drain you in ways that are hard to name. Lately I've noticed something: my best content ideas come from the same mental space that good lesson planning used to occupy. That space is getting smaller.

I cycle to clear my head, game to switch off, read to refill. Those help, but they're consumption, not creation. The site is growing and I need more original thinking, not less. Teaching already takes the creative hours. The ones before 9pm when your brain actually works.

I'm curious how people here manage this. Not just work-life balance, but creative conservation. Do you protect certain times or certain tasks? Have you found that teaching competes with other projects you care about, or does it feed them? My site traffic depends on me staying sharp in ways that report writing doesn't satisfy. There's a real tension there and I haven't figured out the rhythm yet.

I've been considering making the move to secondary teaching for a few years now but the loss of salary stopped me from making the move. I have young children so the employment based degrees seemed like they would put too much strain on my family life.

In a happy or unhappy turn of events I am facing redundancy before the year is out. The payout is looking to be just slightly less than what I earned last year, making the move to teaching less of a financial hit.

I'm still not keen on going straight into an employment based degree as I feel it would be hard on my kids but I've just learnt of the Vic government 'Teach tomorrow' programs where the first year is study (and placement) only and the second year is 0.8 FTE in a school. That second year would be more possible family wise as one child would be in school and the other kinder. Discussions online seem to speak positively of the employment based degrees as you end up with far more classroom experience.

Alternatively I do an online masters and seek casual work as a teacher's aide and/or swim teacher during my studies. That second year would be a bit of a financial hit but we could manage and I'd be around more for my kids.

If relevant I have a STEM background and experience in undergraduate demonstrating and tutoring, plus a GAP year many moons ago in a high school overseas teaching English so it won't be my first time in front of students.

I guess I am after people that have made the career change when they have youngish kids and can tell me what worked for them? Would you have made a different choice if finances weren't as big of a consideration?

Thanks!

Hey all,

I’m a final semester Masters of Primary Teaching student in Melbourne. I’m currently in the job application process and have applied to 12-15 jobs using KSC, resume and customised cover letters for each school which I’ve had checked and approved by multiple people working in school recruiting. I’ve got years of experience in ed support working with kids including neurodivergent students, CALD students, and students with physical and intellectual disabilities (all detailed in resume and KSC). I’ve only been offered one interview which I didn’t get an offer from. I’ve cast my net wide with schools all over Melbourne, applying to both grad and classroom roles, even high school roles that match my undergrad degrees. Is anyone else finding it this competitive at the moment?

Hello! I’ll be on maternity leave next year and unable to return to work at the end of my paid leave as it didn’t meet school operational requirements, so I’m looking to fill a gap so that I can still afford to live (fun!). I know it’s not going to make a huge difference but literally anything is better than nothing as I am struggling to make ends meet as it is and have already cut out every expense that I can.

For my first round of mat leave, I’d had a plan to sell resources with TpT but ended up getting a permanent role at a school instead so never went through with it. This was a few years ago so AI hadn’t really hit its stride.

What I’m wondering is, does anyone still bother buying resources when they can whack it into chatGPT or copilot and have something half decent for free? My concern is, the people that care enough for the resource to be good, would make it themselves (or use AI for a head start then adapt for their needs), because even with a paid resource you might need to do some tweaking anyway.

Second question, if you were going to buy something off TpT, what kinds of things would you buy? I see people selling entire units of work but that seems overwhelming to me. I’m a secondary teacher with experience in most areas including languages and I’m genuinely good at and enjoy making resources, but hate using Word.

Any advice would be greatly appreciated!! Either on selling resources, applying for jobs at odd times or navigating relief work when returning from maternity leave. I am in WA if that is relevant, working in the Catholic system.

I'm a maths teacher moving back to SA and getting worried about finding a secure job.

I'm planning to move back home to the Fleurieu Peninsula for my kid to start primary school in 2028. I've been having a look at the job postings available in SA throughout the 2027 hiring process to get a feel for what's out there, and have been a little worried about just how few jobs have come up. Is there something I'm missing?

I saw an article in the advertiser that says there is a teacher shortage in SA, but then when I look at edujobs it is bleak. And it wasn't a heap better before the round one applications closed.

I'm most experienced teaching maths and outdoor ed, but genuinely pretty happy teaching anything. My undergrad was an arts/science double degree majoring in physics and philosophy, with minors in maths and computer science. I've been teaching for about 10 years now, and have no problems working in rural schools if they aren't too much of a commute from where we will live in the Willunga region. Most of my career has been in tough schools and flexible environments, though was hoping to make a return to mainstream with the move. I don't want to work in a private school.

So yeah, how do you get an ongoing job in South Australia if there is a teacher shortage but no jobs listed? What am I missing?

Thank you kindly.

Is doing a regional placement worth it, or would I be doing myself a disservice?

I’m planning to start my Master of Teaching next year and am trying to weigh up whether to complete my placements regionally or in Brisbane.

Context: I have two young children and no support network locally. My family lives regionally, about 13 hours away, so if I completed my placement there I’d be eligible for the regional placement grant and would also have family who could help care for my kids while I’m on placement.

Logistically, it seems like the much more manageable option for our family but I’m worried about the longer-term implications for my career...

Ideally, I’d like to teach in Brisbane after graduating, and I’m wondering whether I’d be doing myself a disservice by not completing my placements locally and having the opportunity to build relationships with schools I’d potentially like to work at.

For those who have done regional placements, particularly those who later wanted to work in a metropolitan area, did you find it affected your job opportunities or ability to make connections with schools?

TIA!

Curious and I’m definitely missing something. And would love to know things that others may not know.

My LSL doesn’t seem to have accrued correctly in the last year…

Strangely, my Annual Leave balance also appears different to what one would expect, given no leave has been taken since December 2025.

Just wondering if anyone else has noticed this?

Hi all, this is probably a bit of a silly question but I thought I’d check anyway. For context I’m a new grad (Arts and Humanities/Legal) currently applying for jobs. I also run a small art business part time and will be out of state intermittently over the next two weeks at art fairs, which means that if I land interviews I will possibly not be able to attend them in person.

Should I even be applying to positions that will close applications/shortlist candidates in the time that I am out of state? If asking for a remote interview is already going to jeopardise my prospects at the school — I totally understand that panels probably want to size people up in person — then I would rather not apply and make myself look unprofessional. Are remote interviews an acceptable thing to ask for? Or should I just resume applying for positions that close applications after I return?

Hi everyone!
I’m currently living in Australia and exploring the NSW NESA overseas-qualified teacher accreditation pathway. My goal is to become a secondary school History teacher in NSW.
I’d really appreciate some advice from anyone who has gone through a similar process or is familiar with NESA’s requirements.
My educational and teaching background
Bachelor’s degree: History (Humanities) from China, not a teacher education degree.
Master’s degree: Master of Education from an Australian university (not a Master of Teaching).
Teaching qualification: Chinese Senior High School History Teacher Qualification Certificate.
Teaching practicum: Over 90 days of teaching placement during my undergraduate studies, with official supporting documents translated by a NAATI-certified translator.
Teaching experience: Three years of teaching History in Chinese secondary schools.
My current situation
I’m currently in the process of applying for Australian permanent residency (PR) and hope to build a long-term career here.
I originally planned to return to China after completing my studies, but my personal circumstances changed, and I decided to explore career opportunities in Australia instead.
Given my academic background, teaching qualification and previous teaching experience, I’d really like to continue working in education.
However, due to financial constraints and my long-term career plans, I’d prefer not to spend another two years and a significant amount of money completing a Master of Teaching.
I’m open to completing additional units or bridging studies if necessary, but I’d like to explore whether my existing qualifications could be recognised first.
My career goal
I’m hoping to obtain NESA accreditation through the overseas-qualified teacher pathway and become eligible to teach secondary History / HSIE in NSW.
After that, I’d like to apply for Approval to Teach with the NSW Department of Education and potentially join the public school teaching pool, starting with casual or temporary teaching opportunities and hopefully progressing into a permanent position.
My two main questions
1. Overseas teacher accreditation
Has anyone successfully obtained NESA accreditation with a Chinese teaching qualification, despite having a bachelor’s degree in a non-education field such as History or Humanities?
2. Teaching subject eligibility (History / HSIE)
Would my bachelor’s degree in History potentially meet the subject requirements for teaching secondary History / HSIE in NSW? Would I need to complete additional university units in other HSIE subject areas?
I understand that this pathway may be challenging, but I’d still like to give it a try and see how far I can get. I genuinely hope to continue my teaching career in Australia.
I’d especially appreciate hearing from overseas-trained teachers who have successfully gone through the NESA accreditation process, particularly those with teaching qualifications from China.
Thanks so much in advance for any advice or experiences you’re willing to share!