Casual Instructional Coaching Role – Momentum CoachED program

Details - Casual Instructional Coaching Role – Momentum CoachED program

Casual Instructional Coaching Role – Momentum CoachED program

Job No.: 569689

Work type: Casual

Classification: Casual HEO 8
Pay Rate: $76.37 per hour plus super

About the opportunity

Are you passionate about helping teachers build confidence and capability in the classroom? As part of the Momentum CoachED program, we are looking for experienced educators to join our team as instructional coaches. In this role, you’ll work one-on-one with teachers to translate professional learning into impactful classroom practice, supporting improved student learning outcomes across participating schools.

This is a casual position. Work hours will vary throughout the school year and will be negotiated with participating teachers and schools. The number of teachers assigned and total hours of work will depend on project needs. There is potential for additional hours in subsequent years of the project, depending on demand.

What you will do

Coach primary and/or secondary teachers in at least two of the following areas:

- Explicit Instruction

- Inclusive Education

- Structured Literacy (Primary only)

As a coach you will

- Deliver 10 x 30‑minute online coaching sessions per teacher over approximately 6–12 months, scheduled in consultation with teachers.

- Support teacher progress through structured feedback, reflection, and goal‑setting.

- Communicate synchronously and asynchronously (via LMS, email, and video meetings).

- Maintain accurate records of sessions and teacher progress in line with program guidelines.

- Provide periodic feedback on program materials and processes.

Coaching Model

Coaches will use the CoachED Model, developed specifically for this program to guide effective, evidence‑informed instructional coaching. The model incorporates the following key features:

- Content Focus: Coaching is supported by targeted online learning materials that build background knowledge and enable direct classroom application.

- Active Learning: Coaching sessions provide opportunities for teachers to reflect, rehearse, and trial new strategies in authentic classroom contexts.

- Coherence: Coaching is intentionally sequenced and aligned with the Victorian Teaching and Learning Model (VTLM 2.0) to reinforce consistent, high‑impact practices.

- Sustained Learning: Approximately five hours of one‑on‑one coaching are complemented by asynchronous professional learning resources accessed throughout the school year.

- Collective Participation: Each participating school engages multiple teachers, fostering a collaborative professional learning community and shared improvement culture.

Support Provided

Coaches will be well supported throughout their involvement in the program, with access to structured resources, professional guidance, and opportunities to contribute to ongoing program improvement.

Time Commitment

The following outlines the key time commitments associated with the role:

- Initial training: One 6‑hour in‑person session at Bundoora (travel reimbursed).

- Preparation: Approximately 30 minutes preparation per coaching session.

- Feedback: Quarterly feedback activities and participation in an annual 45–60 minute focus group.

- Scheduling: Minimum of three sessions per term per teacher, with a maximum of one session per week per teacher.

Please note: Work is typically distributed across school terms, with variable hours based on number of teachers assigned and teacher availability.

How to apply

Applicants should provide a current CV and a statement (maximum 2‑pages total) addressing each criterion below, outlining relevant experience and examples.

- Expertise in evidence‑based teaching practices. Demonstrated knowledge and experience in at least two of the following areas: explicit instruction, inclusive education, and/or structured literacy (primary).

- Experience supporting teacher professional learning. Proven ability to facilitate professional dialogue, provide constructive feedback, and guide reflection that leads to improved classroom practice.

- Strong communication and interpersonal skills. Excellent verbal and written communication skills, with the ability to establish rapport and work collaboratively with teachers and school leaders across diverse educational settings.

- Capacity for flexible, self‑directed work. Demonstrated ability to manage variable workloads, schedule sessions independently, and maintain accurate records in line with project requirements.

- Commitment to reflective and evidence‑informed practice. Ability to engage with coaching frameworks, adapt resources to individual teacher needs, and participate in program evaluation or feedback processes.

- (Desirable) Understanding of contemporary education priorities. Familiarity with current curriculum frameworks (e.g., VTLM 2.0, Australian Curriculum) and initiatives related to teacher professional growth and student learning improvement.

Key Attributes

The successful applicant will demonstrate:

- A professional and collegial approach to working with teachers and schools.

- Adaptability and responsiveness to diverse teacher needs and school contexts.

- A reflective mindset and commitment to continuous professional growth.

- Reliability, organisation, and attention to detail in communication and documentation.

All La Trobe University employees are bound by the Working with Children Act 2005. If you are successful, you will be required to hold a valid Victorian Employee Working with Children Check or Interstate equivalent prior to commencement.

Why La Trobe:

- Develop your career at an innovative, global university where you’ll collaborate with community and industry to create impact.

- Enjoy working on our inspiring and stunning campuses – the perfect hub for industry, students and academics.

- Help transform the lives of students, partners and communities now and in the future.

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