Literacy Leader

Literacy Leader & Coach POL 3 (Re-Advertised) Applications Close: 26 November 2025 Contract Type: Permanent/Ongoing Position Full Time St Catherine of Siena School - Melton West The Literacy Leader & Coach will play a vital part in the continued implementation for the Vision of Instruction along with the development of teacher capacity and improved whole school student literacy outcomes. 1. About The School & Role St Catherine of Siena School - Melton West, is a vibrant Catholic learning community dedicated to the holistic development of every student. Guided by Gospel values, the school fosters a culture of faith, respect, kindness, safety, responsibility and excellence, where all students are supported to grow spiritually, academically, socially, and emotionally. Our dedicated staff work collaboratively to provide high-quality learning experiences that nurture curiosity, inclusion, and a strong sense of belonging within our community. This role advances the MACS Vision for Instruction and sits alongside the Vision for Engagement , ensuring the conditions for learning are in place while leading evidence‑based, knowledge‑rich and explicitly taught literacy across the school. Tenure: 2-year Position of Leadership (2026–2027)Classification: POL (3)Time fraction: Minimum 1.0 FTEReports to: Principal; Deputy Principal – Learning & Teaching Our values in action Welcome and affirm all Inspire growth of the whole person Create a love of learning Build positive relationships Show compassion for those in need Reconcile and forgive Work for a just and peaceful world 2. Role Rationale The Literacy Leader & Coach leads whole‑school literacy improvement through: Implementing MACS’ system‑wide Vision for Instruction (excellence & equity) with a sharp focus on explicit instruction , knowledge‑rich curriculum , and assessment‑informed practice . Building teacher capability via instructional coaching cycles , modelling, co‑planning, co‑teaching and actionable feedback. Ensuring a coherent, tiered model of support (Tier 1–2–3) for learners, including EAL and students with identified learning needs, in partnership with Learning Diversity and allied professionals. Success is measured by sustained growth for every learner, reduced variability in practice, and a strong professional culture of collaboration and continuous improvement. 3. Key Responsibilities (aligned to the MACS Vision for Instruction) A. Curriculum & Pedagogy (Tier 1 – Core) Lead the implementation of a knowledge‑rich, cumulative literacy curriculum (Foundation–Year 6) with clear scope and sequence across reading, writing, spelling and language, aligned to the Victorian Curriculum. Embed explicit instruction routines (e.g., review, I–We–You, deliberate practice, checks for understanding) and High Impact Teaching Strategies . Ensure classroom materials (decodables/literature, writing models, exemplars and rubrics) align with the curriculum and support gradual release to independence. Partner with the Numeracy Leader and DP to ensure cross‑curricular literacy (disciplinary literacies) and consistent whole‑school pedagogical language. B. Assessment, Data & Evidence Establish an assessment architecture (screeners, diagnostics, progress monitoring, summative) that is valid, reliable and fit‑for‑purpose . Lead data conversations in Professional Learning Teams (PLTs): analyse cohorts and class profiles, identify misconceptions, set goals, design responsive teaching and track impact. Monitor growth and proficiency using agreed tools (e.g., screening/diagnostic assessments, progress‑monitoring probes, writing benchmarks) and maintain clear data walls/trackers. Report trends and insights to the Executive; recommend curriculum and pedagogy adjustments. Work with the Learning Diversity Leader, EAL leader and allied professionals (e.g., Speech Language Pathologists) to design adjustments, Individual Education Plans and classroom supports. Coach teachers to optimise Tier 1 differentiation so fewer students require Tier 2–3 support. C. Coaching & Professional Learning Facilitate PLTs and professional learning aligned to the AIP/SIP and Vision for Instruction; curate research and resources; mentor early‑career staff. Lead collegial moderation of writing and reading assessments to strengthen teacher judgment and shared expectations of quality. D. Culture, Engagement & Partnerships Partner with the Vision for Engagement leaders to embed calm, respectful, inclusive classrooms that enable high‑quality instruction (e.g., PBL documentation kept current and enacted). Communicate with families about literacy approaches, progress monitoring and ways to support learning at home. Promote student voice and celebration of growth (e.g., reading milestones, author showcases). Develop and manage the literacy budget, audit and refresh classroom libraries, decodables, intervention kits and digital tools. Maintain integrity of literacy data and records; oversee assessment schedules and calendars. Attend and contribute to leadership, team and parent meetings; ensure compliance with all MACS and regulatory requirements. 4. Professional Attributes Commitment to the Catholic mission and ethos, professional integrity and service. Proven success as a classroom practitioner and capacity to lead beyond the classroom. Excellent communication, collaboration and organisational skills. Ongoing professional learning and engagement with evidence‑based practice. 5. Role Dimensions & Collaboration Direct reports: None (coaching influence across teams) Key partners: Deputy Principal – Learning & Teaching; Learning Diversity & Wellbeing Leaders; Numeracy Leader; Team Leaders; classroom teachers; allied professionals. 6. Position Requirements VIT Full Registration; CECV Accreditation to Teach in a Catholic School WWCC and Criminal Record Check Minimum 5 years’ teaching experience 7. Impact Measures (Annual Review & Appraisal) Evidence of impact will include, but not be limited to: Student learning: proportion of students meeting proficiency benchmarks; median growth in priority cohorts; Tier 2 entry→exit progress rates; writing moderation agreement. Instructional practice: teacher participation and goal attainment in coaching cycles; fidelity checks to explicit instruction routines; PLT artefacts and action logs. Culture & engagement: improved classroom learning time; alignment with PBL expectations; positive feedback from students and families on literacy learning. Formal processes: Annual Review Meeting; 360‑degree feedback and appraisal. 8. Selection Criteria Applicants should address the following: Catholic Identity & Mission: Commitment to Catholic education and capacity to lead in a faith‑filled community. Instructional Expertise: Deep knowledge of literacy development and the science of reading/writing; demonstrated use of explicit instruction and HITS. Data‑informed Improvement: Expertise in assessment (screening, diagnostic, progress monitoring), data analysis and responsive planning. Coaching & Building Capacity: Experience in instructional coaching, facilitation of PLTs, and leading professional learning. Inclusion & Intervention: Knowledge of tiered support, adjustments for diverse learners (including EAL) and partnering with allied professionals. Collaboration & Communication: Strong interpersonal skills with students, staff and families; ability to lead change and sustain a positive, professional culture. Application Process Applications should include: A cover letter addressing the key responsibilities and selection criteria. A current resume including contact details for at least two referees. *St Catherine of Siena School reserves the right to interview and appoint prior to the closing date.* Child Safety Statement St Catherine of Siena School - Melton West, is committed to the safety, wellbeing, and inclusion of all children. All staff are expected to uphold the school’s Child Safe Policy and Code of Conduct and to ensure a safe environment for every student. Affiliation: CatholicTeaching Level: PrimaryGender: Coed 503 Students42 Teaching Staff18 Non-Teaching Staff Single School St Catherine of Siena Primary School is approximately 45 kilometres from Melbourne. It is within easy access to the city whilst maintaining a rural outlook. The school is situated on the periphery of West Melton in a semi‑rural setting. #J-18808-Ljbffr