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36 Teaching Support and Enrichment Jobs in Australia

Each shift brings different students, problems to solve, and moments where small interventions make real differences.

Teaching Support and Enrichment jobs by city

• Duluth16
• Washington16
• Kent13
• Brooklyn11
• Wichita10
• Federal Way10
• Louisville9
• Paramus9
• Chicago8
• Hannover8
• Spanaway7
• Grandview7
• Grand Junction6
• Puyallup6
• Queens6
• Columbia6

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Questions

• What qualifications do I need to start in teaching support and enrichment?

  Entry-level positions often require GCSEs or equivalent, though many employers ask for a teaching assistant level 2 or 3 qualification. More specialist roles in literacy intervention or gifted education typically expect relevant certifications and prior classroom experience.

• What does a typical day involve in these roles?

  Days vary significantly: one might include small-group intervention sessions, supporting classroom teachers during lessons, delivering enrichment clubs, and managing individual learning plans. The constant is working closely with specific students on targeted outcomes rather than managing a whole class.

• How much classroom management responsibility do teaching support staff have?

  Responsibility depends on the role and context. Some positions focus entirely on academic delivery with behaviour managed by the lead teacher, while senior roles may oversee student behaviour and progress across multiple groups.

• What skills matter most in teaching support and enrichment work?

  Patience, clear communication, and the ability to explain concepts in different ways are essential. Equally important are observation skills to notice when a student understands, flexibility to adjust approach mid-session, and the capacity to build rapport quickly.

• How do these roles differ from being a classroom teacher?

  Teaching support staff work with individuals or small groups on specific gaps or interests rather than designing curriculum or managing a whole class. They implement programmes created by teachers and report progress back, rather than taking overall responsibility for student outcomes.

• What progression routes exist from teaching support roles?

  Many people move into qualified teacher training, specialist roles like ELSA (Emotional Literacy Support Assistant) or assessment coordinator, or senior positions leading intervention across a school or network. Some transition into educational psychology or specialist tutoring.

• Are these roles typically term-time only or year-round?

  Most school-based positions follow the academic calendar with holidays aligned to students. Tutoring organisations, summer schools, and holiday programmes often run year-round with different staffing patterns.

• How much one-to-one work versus small group work is typical?

  This varies significantly by role and employer. Some positions are entirely individual tutoring, others involve running small groups of five to ten students, and some combine both depending on the intervention type.

• What working conditions should I expect in teaching support roles?

  Most are based in schools or education settings during standard daytime hours, though some tutoring roles offer flexibility. Physical spaces range from dedicated intervention rooms to shared classroom areas, and energy levels vary from high-pace small group work to focused one-to-one sessions.

• How does enrichment work differ from intervention work?

  Intervention addresses specific learning gaps using targeted programmes, while enrichment deepens learning for students ready to progress further or explores areas beyond the standard curriculum. Some roles combine both; others specialise in one.