Literacy and Intervention Leader

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**Role Description/Criteria**

St Thomas Aquinas is seeking an experienced Literacy and Intervention Leader to join our school community in 2024.

The Literacy and Intervention Leader will be responsible for leading Literacy and Intervention across the St Thomas Aquinas school community (supported by our Maths Leader, Religious Education Leader and Learning and Teaching/Learning Diversity Leader). They will also be required to work as an Intervention teacher.

The Learning and Teaching Leader will be responsible for ensuring that teachers are implementing teaching practices that have the greatest impact on student progression. This will be achieved by supporting staff in the development and implementation of evidence-based best practice and differentiation that supports the learning of all students.

This role is for the 2024 school year and on a fixed term contract.

**_ Key responsibilities:_**
- Attend, engage and co-facilitate staff PL and PLTs where designated
- Collaboratively plan, monitor and review the effectiveness of learning and teaching in communities and across the school
- Contribute to school self-evaluation and the development of school improvement plans (AAP & SIP)
- Lead intervention programs throughout the school in consultation with the Learning Diversity Leader
- Develop the recording and storage of data/assessment (DIBELS, PAT etc)
- Consult with all leaders in relation to the learning and teaching occurring throughout the school
- Prepare and and administer annual school improvement activities such as the Premiers Reading Challenge
- In consultation with the Principal and Deputy Principal, have input into the development of termly meeting schedules
- Monitor student participation & progress in programs along with Learning Diversity Leader
- Update student progress in tracking spreadsheets with support from Learning Diversity Leader
- Support the Learning Diversity Leader to communicate with parents in regard to the participation and progress
- Ensure learning tasks are differentiated in planning with teachers and adjustments are made to NCCD children
- Coach teachers to further their Literacy knowledge and understanding

**Application Procedures