Coach - Reading (term 4 Start) 2nd New Position

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Western suburbs

Reference: 1488052

Location Profile

Located on beautiful Wurundjeri Country, Strathtulloh Primary School has been educating with HEART since 2022.
We are a brand-new state of the art school, located in the suburb of Strathtulloh.
We opened in January 2022 with 710 students already growing to over 1350 students and employing over 160 staff in 2025.

Our students are phenomenal and eager learners who are beautifully behaved and respectful.
We are supported by families and a community which really values and supports education and our school.

School Wide Positive Behaviour Support (SWPBS) and Respectful Relationships (RR) feature strongly at our school, along with a culture that supports positive, proactive and passionate wellbeing and learning for students and staff.
Our students, staff and community demonstrate outstanding positive behaviours and consistently work to demonstrate and build their #Strathtulloh HEART.

We pride ourselves on being an inclusive and progressive school community.
Our staff are our most valuable resource and we provide support & recognition accordingly.
Our Coaching, Wellbeing and Principal Class teams are visible and working together with staff to support the best outcomes for students.

Why work at Strathtulloh?

5hrs non face to face time provided to full time teachers per week.
This is usually provided by a full day of release each week;
Shared and supported planning of lessons each week;
No scheduled Yard Duty on the days you have face to face teaching;
3 meetings times a month allocated to meeting and connecting with parents/families (inside regular work hours);
Reports with one paragraph of written comments, Parent Teacher Interviews held inside the 38hr work week;
Parents/families do not have direct email/electronic communication access to teachers;
No requirements for communication outside 38hr work week;
Collaborative Environment - you¿re not alone, you have the support, shared planning and camaraderie of a team;
Flexible teaching spaces, NOT open plan, purpose built for our explicit teaching approach;
Free before & after school program for children of staff;
A terrific team of staff who engage in a variety of social events and functions;
Getting here is easy It's a 30 minute drive against traffic from Sunbury, Gisborne, the inner west or north of Melbourne and an hour from the eastern suburbs, Ballarat & Geelong.
We¿re also only a short walk from the train station with plenty of seats heading away from the city.
On site Cafe with good food and coffee

The Strathtulloh community are encouraged to be Helpful, Excelling, Accepting, Resilient and Trustworthy people as they demonstrate, support and strive for a #Strathtulloh HEART

You are encouraged to tour the school before applying; please email strathtulloh.ps@education.vic.gov.au with your contact details.

If you are unable to make a scheduled tour please still submit an application.

Selection Criteria

Your application for this position must specifically address each of the selection criteria below:

SC1

Demonstrated expertise in the curriculum, FISO 2.0 and the VTLM 2.0, when leading planning and implementation for the teaching of reading.

SC2

Demonstrated capacity to lead the implementation of evidence-based practices and modelling of High Impact Teaching Strategies and High Impact Wellbeing Strategies that respond to student learning and wellbeing needs in reading.

SC3

Demonstrated ability to lead others in monitoring and assessing student learning (at class, cohort or whole-school level) and to lead the use of data to improve teaching practice in reading.

Demonstrated ability to support others to provide feedback on student learning growth and achievement to students and parents in reading.

SC4

Demonstrated outstanding interpersonal and leadership skills.

Demonstrated ability to build and lead collaborative relationships with students, parents, colleagues and the broader school community to enhance student learning and wellbeing.

Demonstrated excellent organisational and time management skills including the ability to meet and exceed deadlines and display proactive and positive initiative.

SC5

Demonstrated, visible, consistent behaviours aligned with Strathtulloh Primary School values.
Capacity to support colleagues, students and others to live by these values in a positive, proactive and passionate way.

Demonstrated capacity to work with others to lead professional learning to improve reading practice.

SC6

Demonstrated high-level expertise with evidence based, data-driven practice excellence in explicit teaching of reading.

Please include the name, email address and phone number of at least 3 relevant referees who will need to complete a reference for you.

Role

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.
Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students.
The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

Responsibilities

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

Demonstrating high-level expertise in teaching and learning practice
Modelling exemplary classroom practice including through teaching demonstration lessons
Working with the school leadership team to develop a shared view of highly effective teacher practice
Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
Providing evidence-based feedback to teaching staff to inform their effectiveness and development
Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
Supervising and training one or more student teachers and mentoring and/or coaching teachers
Modelling exemplary use of student data to inform teaching approaches
Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

EEO AND OHS Commitment

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction.
Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.
The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Child Safe Standards

Victorian government schools are child safe environments.
Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards.
All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools.
Information on the department values is available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Conditions of Employment

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching.
In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.
This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Applications close Wednesday 27 August 2025 at 11.59pm

Posted

14 August 2025

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