Training Publishing Designer

About us

Good to Great Schools Australia (GGSA) is a not for profit organisation which drives education reform by supporting Australian education systems and communities to help their schools successfully deliver 21st century programs that meet the needs of all their students.

About the role

The Training Publishing Designer will be the lead graphic designer and eLearning developer for the Mastery Teaching Pathway (MTP) – Good to Great Schools Australia’s unique professional learning platform. The MTP is a training and assessment platform that consists of training modules containing interactive lessons featuring a suite of multimedia components. The key responsibilities of this position include designing, producing and managing an extensive range of creative assets such as illustrations, graphics, and stylishly designed interactive assessments. The Training Publishing Designer builds these assets into beautifully designed interactive stories, created in Articulate Storyline 360 and published as lessons through GGSA’s learning management system.

Essential criteria

  • Relevant qualification qualification in graphic design, visual communications, user experience, or other relevant field and/or demonstrated relevant experience
  • Demonstrated skills in the advanced use of the Adobe Creative Suite, including InDesign, Photoshop, and Illustrator
  • Demonstrated skills in the advanced use of Articulate Storyline 360 to produce interactive content
  • Demonstrated ability to produce engaging and stylishly designed graphics and illustrations.
  • Experience with website content management systems and online learning management systems.

Applicants need to submit a resume and an application letter that addresses the essential selection criteria above. GGSA does not consider applications that do not address the selection criteria. Please note only shortlisted candidates will be contacted and previous applicants need not apply.

Submit your application to

Good to Great Schools Australia believe that a child’s prospects are not determined by their ethnicity, location or socio-economic status.