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Australian Government Jobs for Teachers: Where Your Skills Actually Fit

You open a government job advertisement and begin reading. It mentions stakeholders, strategic priorities, program delivery, governance, briefs, capability frameworks and policy outcomes.

By the time you reach the end, you are reasonably certain of two things:

It seems you may not fully understand what the role involves, and you may not be qualified for it.

So, you close the advertisement.

But here is what we want you to know: there is a very good chance that you have already performed many of the responsibilities described in that role. They have been written in a language you do not yet recognise. Teachers manage complex programs, interpret policies, communicate with diverse stakeholders, analyse information, write reports, evaluate outcomes, manage risk, resolve conflict and deliver work against immovable deadlines.

Those skills are valuable throughout government.

The challenge is not necessarily developing an entirely new set of capabilities. It is learning how to recognise the capabilities you already have—and explain them without relying on education-specific language.

Why government roles can suit former teachers

Government employment can appeal to teachers for many reasons.

Depending on the department, role and location, opportunities may include:

• clearly defined working hours
• flexible or hybrid work arrangements
• part-time and temporary positions
• structured salary levels
• professional development
• career progression
• paid leave and superannuation
• the opportunity to contribute to work with a broader social purpose

The Australian Public Service advertises full-time, part-time, ongoing and non-ongoing positions across Australia. Employment conditions can also transfer when an employee moves between APS agencies. (APS Jobs)

Government work will not suit everyone, and it is important not to imagine that every role will be flexible, calm or free from bureaucracy. However, for teachers who still want meaningful work without remaining responsible for a classroom, government can offer a wide range of realistic career pathways.

First, what do we mean by “government jobs”?

In Australia, government employment generally falls across three levels.

Australian Government

Australian Government departments and agencies form the Australian Public Service, commonly referred to as the APS.

These roles may be advertised through APSJobs and can involve areas such as:

• education
• health
• employment
• social services
• disability
• immigration
• defence
• taxation
• regulation
• communications
• the environment
• regional development

You may see classifications including APS3, APS4, APS5, APS6, EL1 and EL2.

We will explain these shortly.

State or territory government

Each state and territory has its own departments, agencies, job platforms and classification systems.

These include roles in:

• education departments
• health departments
• child and family services
• justice
• transport
• emergency services
• communities
• housing
• training and employment
• arts and culture
• environmental services

State government roles are advertised through platforms such as SmartJobs in Queensland, and I Work for NSW in New South Wales.

Local government

Local councils employ people across community services, libraries, youth programs, communications, events, engagement, training, planning, administration and project delivery. Teachers sometimes overlook local government opportunities, but these positions can be particularly valuable for people seeking work within their own region.

Government job titles teachers should search for

One of the hardest parts of leaving teaching is knowing what to type into the search bar. Searching only for “education” roles may severely limit your options.

The following job titles may draw on capabilities commonly developed through teaching.

Project officer

Project officers help plan, coordinate, monitor and deliver projects.

Depending on the role, this might involve:

• creating project plans
• coordinating meetings and timelines
• communicating with stakeholders
• preparing documents
• monitoring progress
• identifying risks
• collecting information
• reporting on outcomes

Teachers coordinate units, events, excursions, performances, assessment schedules, intervention programs, curriculum implementation and school initiatives.

That is project work, even if “Project Officer” has never appeared in your job title.

Useful searches include:

• Project Officer
• Senior Project Officer
• Project Support Officer
• Project Coordinator
• Program Officer
• Program Support Officer

Policy officer

Policy officers research issues, analyse information and help develop or review government policies.

The word “policy” can make these positions sound highly specialised. Some are, particularly at senior levels. However, many policy roles rely on skills teachers already use, including:

• interpreting complex information
• understanding legislation, frameworks or requirements
• comparing evidence
• identifying implications
• preparing written recommendations
• consulting with stakeholders
• communicating information clearly

Teachers routinely interpret curriculum documents, departmental requirements, school policies, evidence about learning and student data. They then turn that information into practical decisions.

Useful searches include:

• Policy Officer
• Policy Support Officer
• Policy and Program Officer
• Policy Advisor
• Research Officer

Learning and development officer

Learning and development may be one of the most immediately recognisable government pathways for teachers.

These roles can involve:

• identifying training needs
• designing learning materials
• facilitating workshops
• coordinating professional development
• developing online learning
• evaluating training
• supporting staff capability

Teachers understand how people learn. They know how to break complex information into manageable steps, adjust delivery for different learners and evaluate whether learning has occurred.

Useful searches include:

• Learning and Development Officer
• Training Officer
• Capability Development Officer
• Learning Designer
• Instructional Designer
• Training Coordinator
• Education and Training Officer
• Organisational Development Officer

Communications and engagement officer

Government departments need people who can communicate with communities, businesses, service providers, employees and other agencies.

These positions may involve:

• preparing newsletters and website content
• developing communication plans
• coordinating consultation
• managing community enquiries
• writing correspondence
• supporting campaigns
• organising events
• communicating changes

Teachers communicate complicated information to students, families, colleagues, school leaders and external organisations every day. They also adapt their communication according to the audience, an extremely valuable skill in engagement work.

Useful searches include:

• Communications Officer
• Engagement Officer
• Community Engagement Officer
• Stakeholder Engagement Officer
• Internal Communications Officer
• Public Information Officer

Program officer

Program officers support or manage government programs and services.

The role may involve:

• coordinating program activities
• supporting participants or service providers
• monitoring budgets and timelines
• preparing reports
• reviewing applications
• maintaining records
• assessing whether programs are meeting their objectives

Teachers understand program delivery. They plan, implement, monitor, adjust and evaluate learning programs continuously.

Useful searches include:

• Program Officer
• Program Coordinator
• Program Support Officer
• Grants Officer
• Service Delivery Officer
• Program Advisor

Administration and executive support

Many teachers dismiss administrative roles because they assume they are overqualified or that the work will not make use of their professional experience.

However, government administration can include considerably more than answering phones and booking meetings.

Roles may involve:

• managing correspondence
• preparing agendas and minutes
• coordinating executive priorities
• maintaining records
• preparing reports
• monitoring deadlines
• organising stakeholder meetings
• supporting projects
• drafting briefings

A teacher who has managed hundreds of competing tasks, deadlines and communications may be well suited to a fast-moving executive or administrative support position.

Useful searches include:

• Administration Officer
• Executive Assistant
• Business Support Officer
• Executive Support Officer
• Correspondence Officer
• Secretariat Officer

Compliance, regulation and assessment roles

Government agencies need employees who can interpret requirements, examine evidence, make fair decisions and document their reasoning. Teachers already assess work against standards, apply policies, maintain confidential records and make evidence-based professional judgements.

Useful searches include:

• Compliance Officer
• Assessment Officer
• Regulation Officer
• Accreditation Officer
• Quality Assurance Officer
• Authorised Officer
• Review Officer

Some positions require specific qualifications or regulatory experience, but others provide training.

Human resources and workforce capability

Teachers may also suit roles involving staff development, recruitment, wellbeing, workforce planning and organisational capability.

Relevant experience may include:

• mentoring beginning teachers
• coordinating teams
• supporting staff development
• managing sensitive conversations
• contributing to recruitment panels
• implementing wellbeing initiatives
• leading professional learning

Useful searches include:

• Human Resources Officer
• People and Culture Officer
• Workforce Capability Officer
• Recruitment Officer
• Organisational Development Officer
• Employee Experience Officer

Education roles outside schools

Leaving classroom teaching does not necessarily mean leaving education completely.

Government agencies employ people to work in:

• curriculum and assessment
• teacher registration
• vocational education and training
• tertiary education policy
• early childhood programs
• disability and inclusion
• education regulation
• school improvement
• student wellbeing
• workforce development
• grants and funding
• professional standards

The Australian Government Department of Education, for example, identifies research, strategic thinking, innovation, communication and problem-solving as transferable capabilities employees can develop and use within the department. (Explore Career Pathways | APSJobs)

These roles can allow teachers to use their education knowledge without carrying the daily workload and emotional responsibility of a classroom.

The transferable skills government employers are looking for:

Government advertisements may not ask for “classroom management” or “lesson planning.” Instead, they describe broader capabilities.

Here is how your teaching experience may translate.

Stakeholder management

In government language, a stakeholder is a person, group or organisation affected by the work.

Your stakeholders as a teacher may have included:

• students
• parents and carers
• colleagues
• school leaders
• allied health professionals
• support staff
• external providers
• community organisations
• government departments

You have probably managed competing expectations, explained decisions, resolved concerns and maintained relationships with people who did not always agree with one another.

That is stakeholder management.

The APS work-level standards specifically refer to providing quality client service, responding to enquiries and developing effective stakeholder relationships. (Australian Public Service Commission)

Program and project delivery

A teaching program involves:

• identifying required outcomes
• planning activities
• allocating resources
• working within a timeframe
• identifying barriers
• monitoring participation and progress
• adjusting delivery
• evaluating outcomes

Government program and project roles often require the same cycle.

Written communication

Teachers write constantly.

You may have prepared:

• reports
• learning plans
• parent communications
• funding documentation
• behaviour plans
• risk assessments
• policies
• curriculum documents
• meeting notes
• professional reflections
• submissions
• newsletters

The key is to stop describing this only as “school paperwork.”

You were preparing professional documentation for different audiences, often involving confidential information and strict requirements.

Research and analysis

Teachers analyse:

• assessment results
• attendance data
• behaviour records
• student progress
• curriculum requirements
• evidence-based teaching strategies
• intervention outcomes
• feedback
• program effectiveness

You then use that information to make decisions.

That is analysis.

Communication and presentation

Delivering lessons is not the only communication skill teachers possess.

You may have:

• facilitated staff training
• presented at parent evenings
• led meetings
• explained complex information
• created visual resources
• handled difficult conversations
• adjusted communication for different needs
• persuaded others to support a particular approach

Government capability frameworks often place considerable emphasis on communicating clearly and influencing effectively. APS capability profiles refer to understanding stakeholder concerns, discussing issues credibly and building support for desired outcomes. (Australian Public Service Commission)

Managing competing priorities

Teachers rarely work on one task at a time.

You may simultaneously manage:

• daily teaching
• assessment
• reporting
• meetings
• parent communication
• student wellbeing
• professional development
• extracurricular activities
• compliance requirements
• unexpected incidents

This demonstrates organisation, prioritisation, judgement and the ability to deliver work under pressure.

Risk management and problem-solving

Teachers continually identify and manage risks relating to:

• student safety
• excursions
• behaviour
• medical needs
• privacy
• child protection
• learning access
• technology
• conflict
• duty of care

You also make rapid decisions with limited information.

These examples can be extremely valuable in government applications, particularly when they are explained clearly and linked to outcomes.

Which APS level should a teacher apply for?

There is no single APS level that applies to every teacher.

Your suitable level will depend on:

• your years of experience
• leadership responsibilities
• the complexity of your work
• your subject or specialist knowledge
• the relevance of your examples
• whether you have led projects or teams
• the specific requirements of the position

However, many experienced teachers may initially explore APS4, APS5 and APS6 roles.

APS3 and APS4

These roles often involve administrative, operational, service delivery or project support work.

An APS4 employee may work with some independence, undertake analysis, contribute to planning and use judgement within established procedures. (Australian Public Service Commission)

These positions can provide a valuable entry point for teachers wanting to learn how government operates.

However, do not automatically assume that you need to begin at the lowest possible level simply because you are changing sectors.

APS5

APS5 roles usually involve a greater level of independence and complexity.

They may require employees to:

• manage pieces of work
• research and analyse information
• develop relationships
• provide advice
• contribute to projects
• identify issues
• support less experienced employees

Experienced teachers, coordinators and middle leaders may find many APS5 responsibilities familiar.

APS6

APS6 roles generally involve more complex work, greater responsibility, considerable independence and, in some cases, supervision or project leadership.

Teachers with experience in leadership, curriculum coordination, whole-school projects, policy implementation, professional learning or complex stakeholder management may have relevant examples.

However, an APS6 application must demonstrate the required level of responsibility and impact. Years of teaching alone do not automatically establish suitability.

Executive Level roles

EL1 and EL2 roles carry significant leadership, strategic and decision-making responsibilities.

School leaders and highly experienced teachers with substantial experience leading teams, programs, budgets, policy or organisational change may be competitive for some Executive Level roles.

Others may find it helpful to enter government at APS5 or APS6, learn the environment and then progress.

Your first government role does not need to represent the highest level you will ever reach.

How government applications are different

A government application often requires more than uploading the same resume you use for every position.

Depending on the agency, you may be asked for:

• a tailored resume
• a cover letter
• a statement of suitability
• responses to targeted questions
• responses to selection criteria
• examples demonstrating particular capabilities
• proof of qualifications or eligibility

NSW Government guidance advises applicants to tailor their resume and cover letter and respond carefully to any targeted questions. Its recruitment process may also include assessments, interviews, employment checks and placement in a talent pool. (iworkfor.nsw.gov.au)

Queensland Health similarly advises candidates to read the role description, selection criteria and supporting application documents carefully before applying. (Careers)

This is why sending the same generic teaching resume to dozens of government roles often produces disappointing results. The panel needs to see how your experience relates to this particular position. Read the role description before deciding you are unqualified. Do not make your decision based only on the job title. Government titles can be vague, and two positions with the same title may involve very different work.

Read:

• the role purpose
• key responsibilities
• essential requirements
• capability expectations
• application instructions
• assessment process
• agency information
• employment conditions

Separate genuine requirements from language that is merely unfamiliar.

For example:

“Develop and maintain productive stakeholder relationships”

may mean:

Communicate regularly with relevant people, understand their needs, respond to concerns and work cooperatively.

“Contribute to the delivery of strategic projects”

may mean:

Complete assigned work, coordinate activities, monitor deadlines and help the team achieve a broader objective.

“Prepare high-quality written advice and briefings”

may mean:

Research an issue, identify the important information and explain it clearly to a decision-maker.

You may not have used the government terminology before, but that does not mean you have never performed comparable work.

How to translate teaching examples for government applications

Consider this teaching-based statement:

I differentiated lessons for students with different learning needs.

It is accurate, but it may not communicate the full professional capability.

A government-focused version might be:

I analysed individual needs, consulted with relevant stakeholders and adapted program delivery to improve accessibility and participation for a diverse client group.

Another example:

I organised the Year 6 camp.

Could become:

I coordinated a multi-day program involving more than 100 participants, external providers, budgets, risk assessments, logistics, stakeholder communication and regulatory requirements. The program was delivered safely, on schedule and within the approved budget.

Another:

I spoke with difficult parents.

Could become:

I managed sensitive stakeholder matters by listening to concerns, clarifying expectations, explaining organisational requirements and negotiating practical resolutions while maintaining professional relationships.

The goal is not to disguise your teaching experience or fill your application with corporate language.

The goal is to explain the scope, complexity and results of your work in language the panel can understand.

Use evidence, not personality claims

Government applications generally require evidence.

Rather than writing:

I am an excellent communicator.

Provide an example showing:

• who you communicated with
• what made the situation challenging
• what you needed to achieve
• what you did
• what happened as a result

A useful structure is STAR:

• Situation: What was happening?
• Task: What were you responsible for achieving?
• Action: What did you personally do?
• Result: What changed because of your actions?

Try to include measurable information where possible.

This might include:

• the number of participants
• improvement in results
• reduced incidents
• increased engagement
• successful delivery within a deadline
• positive stakeholder feedback
• adoption of a new process
• improved compliance
• money or time saved

Your examples do not need to come from a corporate office to be valuable.

They need to demonstrate the capability being assessed.

Do you need government experience?

Not always. Some roles specifically require experience in government, policy, legislation or a specialised field. Many do not. Government agencies also recruit people from private businesses, community organisations, universities, schools and not-for-profit services. Relevant experience matters, but relevant does not always mean identical.

A teacher may not have worked in a government department before, but may have extensive experience:

• implementing government policies
• working within regulated environments
• managing public resources
• maintaining confidential information
• supporting diverse communities
• applying legislation and mandatory requirements
• delivering publicly funded services
• reporting against standards

Do not reject yourself simply because your current workplace is a school. Allow the selection panel to decide whether your experience is suitable.

Do you need another qualification?

For many generalist government roles, no additional degree is required.

Some specialist positions require qualifications in areas such as:

• law
• psychology
• social work
• accounting
• engineering
• health
• information technology
• data analysis

However, project, program, communications, engagement, administration, training and many policy roles may focus more heavily on demonstrated capabilities and experience.

Before enrolling in another course, examine a collection of real advertisements for the roles you want.

Ask:

• Is the qualification genuinely required?
• Is it only listed as desirable?
• Could I demonstrate the capability through existing experience?
• Would a shorter course address a real gap?
• Am I considering study because it is necessary—or because studying feels safer than applying?

Teachers are accustomed to formal qualifications, so returning to university can feel like the obvious pathway. Sometimes it is the right decision. Sometimes the more useful step is learning to communicate the experience you already have.

Where to find government jobs

Search across several platforms rather than relying on one general job board.

Useful places include:

• APSJobs for Australian Government vacancies
• your state or territory government employment portal
• local council career pages
• government department career pages
• university career pages
• statutory authorities and regulatory agencies
• SEEK and LinkedIn
• government temporary employment registers
• agency talent pools

APSJobs also provides access to career pathways and structured entry programs, although eligibility requirements vary. (Explore Career Pathways | APSJobs)

Set alerts for several related job titles rather than using only one search.

For example, someone interested in project work might create alerts for:

• Project Officer
• Program Officer
• Project Support Officer
• Project Coordinator
• Implementation Officer
• Business Support Officer

Read advertisements regularly, even before you feel ready to apply. Over time, you will begin recognising recurring terminology, responsibilities and capability requirements.

Should you consider temporary government roles?

Temporary, contract and non-ongoing roles can offer a useful entry point.

They may allow you to:

• gain government experience
• learn the language and systems
• develop new examples
• build professional networks
• determine whether the environment suits you
• become more competitive for future positions

However, temporary work also involves less certainty.

Consider your finances, leave arrangements, family commitments and tolerance for risk before leaving a permanent teaching position. Some teachers use long service leave, unpaid leave, part-time teaching or relief teaching to test a new role without immediately closing the door on education. There is no single correct way to make the transition.

Before applying, ask these questions.

When you find a potentially suitable role, consider:

1. Can I meet the essential requirements?
2. Which of my experiences demonstrate the key capabilities?
3. Am I interested in the actual responsibilities, not just the title?
4. Can I explain why I want this role without focusing only on escaping teaching?
5. Does the location and work arrangement suit my life?
6. Is the salary workable?
7. Is the position ongoing, temporary or part-time?
8. What information does the application specifically request?
9. Can I provide strong examples at the level required?
10. Is there a contact person I can speak with before applying?

Government advertisements often include a contact officer.

You are allowed to call them.

Prepare two or three specific questions that are not already answered in the advertisement. You might ask about the team, immediate priorities, typical responsibilities or the type of experience the panel considers most relevant. A thoughtful conversation can help you understand whether the role genuinely fits.

What not to say in your application

You may be completely exhausted by teaching, but please do not centre your application on what you want to escape.

Avoid making your main message:

• I need to improve my work–life balance.
• I am burnt out.
• I want to leave the classroom.
• I need a less stressful job.
• I want to work from home.
• I am looking for something different.

These feelings may be entirely valid, but they do not explain why the agency should employ you.

Instead, focus on:

• why the work interests you
• how your values align with the agency
• the capabilities you bring
• the contribution you could make
• how your experience relates to the role

You can be moving away from something and moving towards something at the same time.

Your application needs to explain what you are moving towards.

You may be more qualified than you think.

Teaching can narrow the way you see your own professional identity. After years inside schools, it is easy to believe your abilities only make sense in a classroom. They do not. Your skills are not valued because they are in teaching. They are valuable because they involve leadership, communication, judgement, planning, analysis, adaptability, service and the ability to work with people. The next step is learning to describe those abilities in a new context. You may not be suited to every government role you find.

Nobody is.

But you do not need to understand every government acronym, possess every desirable attribute or have followed a perfectly direct career path before you apply. Start by opening the advertisements you would normally close. Read beyond the unfamiliar language. Look for the work underneath it. You may discover that the government is not asking for someone completely different from you. It may simply be asking you to tell your professional story differently.

Which APS level should a teacher apply for?

There is no single APS level that applies to every teacher.

Your suitable level will depend on:

• your years of experience
• leadership responsibilities
• the complexity of your work
• your subject or specialist knowledge
• the relevance of your examples
• whether you have led projects or teams
• the specific requirements of the position

Many experienced teachers may initially explore APS4, APS5 and APS6 roles. Teachers with significant leadership, strategic or whole-school responsibilities may also be suitable for some EL1 positions.

A quick guide to APS salary levels

APS salaries vary between departments and agencies, so always check the salary listed in the individual job advertisement.

As a general example, current 2026 salary bands at Services Australia are:

These figures are base salary ranges before tax and do not include employer superannuation or any applicable allowances. Other departments may offer slightly higher or lower salaries at the same classification.

APS3 and APS4

These roles often involve administrative, operational, service-delivery or project-support work.

An APS4 employee may:

• respond to enquiries
• undertake research or basic analysis
• prepare documents
• support projects and programs
• manage records and correspondence
• work independently within established procedures
• build relationships with internal and external stakeholders

At Services Australia, APS3 salaries currently range from approximately $71,000 to $79,000, while APS4 salaries range from approximately $79,000 to $88,000.

These positions can provide a valuable entry point for teachers wanting to learn how government operates.

However, experienced teachers should not automatically assume they must begin at APS3 simply because they are changing sectors. A teacher who has managed complex programs, coordinated teams, worked with difficult stakeholders or led school initiatives may already have examples suited to APS4, APS5 or above.

APS5

APS5 roles usually involve a greater level of independence and complexity.

They may require employees to:

• manage defined pieces of work
• research and analyse information
• prepare advice or reports
• develop stakeholder relationships
• contribute to projects
• identify and resolve issues
• support less experienced employees
• work with limited supervision

At Services Australia, the current APS5 salary range is approximately $88,800 to $96,800 per year.

Experienced classroom teachers, specialist teachers, year-level coordinators and teachers who have led programs or initiatives may find many APS5 responsibilities familiar.

APS6

APS6 roles generally involve more complex work, greater responsibility and considerable independence.

They may include:

• leading projects or programs
• preparing complex written advice
• interpreting policy or legislation
• supervising employees
• managing sensitive stakeholder matters
• identifying risks
• making recommendations
• contributing to strategic planning

At Services Australia, the current APS6 salary range is approximately $99,700 to $113,200 per year.

Teachers with experience in curriculum leadership, whole-school projects, policy implementation, professional learning, team coordination or complex case management may have strong APS6 examples.

However, an APS6 application must demonstrate the required level of responsibility, judgement and impact. Years of teaching alone do not automatically establish suitability.

EL1

EL1 stands for Executive Level 1.

These roles often involve:

• leading a team or major program
• providing high-level advice
• overseeing complex projects
• managing budgets, risks or competing priorities
• influencing senior stakeholders
• contributing to organisational strategy
• being accountable for substantial outcomes

At Services Australia, EL1 salaries currently range from approximately $122,500 to $135,700 per year.

Deputy principals, heads of department, highly experienced curriculum leaders and teachers who have led major organisational change may be competitive for some EL1 roles.

However, EL1 is not simply the government equivalent of being an experienced teacher. Applicants generally need to demonstrate leadership beyond their own workload, strategic thinking and responsibility for broader organisational outcomes.

EL2

EL2 stands for Executive Level 2 and is a senior leadership classification.

These roles may involve:

• leading a branch, section or substantial program
• managing several teams
• developing strategy
• advising senior executives or ministers
• overseeing major budgets and risks
• making decisions with agency-wide consequences
• being accountable for significant government outcomes

At Services Australia, EL2 salaries currently range from approximately $141,800 to $168,600 per year.

Some principals, senior education executives and people with substantial experience leading complex organisations may have relevant capabilities. For most classroom teachers moving directly into government, however, APS5, APS6 or occasionally EL1 may be the more realistic starting point.

Your first government role does not need to represent the highest level you will ever reach. Entering at APS4, APS5 or APS6 can allow you to learn government systems, build sector-specific experience and become competitive for higher classifications relatively quickly.

Government salaries can be confusing!

APS salaries are tied to the classification of the position, but individual agencies have their own enterprise agreements and salary bands.

This means an APS6 role in one department may pay slightly more or less than an APS6 role in another.

State and territory governments also use completely different classification systems, so their levels cannot always be directly compared with APS classifications.

When assessing a role, look beyond the headline salary and consider:

• employer superannuation
• standard working hours
• leave provisions
• flexible work arrangements
• overtime, flex time or time off in lieu
• location and travel requirements
• temporary or permanent status
• opportunities for advancement
• whether you would initially take a pay reduction

For example, Services Australia currently offers a 15.4% employer superannuation contribution, along with annual salary increases, flex or time off in lieu arrangements and a range of flexible working options. Conditions differ between agencies, so readers should always check the relevant advertisement and enterprise agreement. (Services Australia)

A position with a slightly lower base salary may still improve your overall quality of life if it reduces unpaid overtime, weekend work, commuting or emotional exhaustion. Equally, teachers should not assume that leaving education must involve a permanent pay cut. APS6 and Executive Level salaries can be comparable with, or higher than, many experienced teaching salaries.

Where to begin

Choose three government job titles from this article and create alerts for them.

Over the next few weeks:

• save advertisements that interest you
• highlight repeated capabilities and responsibilities
• identify examples from your teaching experience
• note any genuine skill gaps
• begin rewriting your experience in broader professional language

You do not need to apply for everything immediately.

For now, your job is to understand the market—and begin seeing your experience the way another employer might see it.

You have already developed an extraordinary range of capabilities.

Now it is time to recognise where else they could take you!

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