Instructional Leader

At any given time, we may have a variety of primary, secondary and specialist teaching roles available across our 80 schools as well as non-teaching positions in schools and our central office that support the delivery of innovative learning and teaching to around 43,500 students.

Our aim is to ensure our schools are the first choice for families, students and staff.

**Instructional Leader - Stage 3 (2 point paid allowance)**:
**Job no**: 507623
**Work type**: ongoing full-time
**Location**: St Luke's Catholic College (Primary) - Marsden Park
**Categories**: School Leadership, Teaching

Stage 3 INSTRUCTIONAL LEADER

2 point paid allowance with a balance of teaching, coaching and release.

Commencing January, 2025 or earlier

The College Community

Having commenced in 2017 with 86 students across Kindergarten to Year 6, St Luke’s at Marsden Park is a next generation learning community within the Catholic Schools Parramatta Diocese (CSPD). As a ‘next generation Catholic Learning Community’ we are designing and establishing the ‘new normal’ for preschool to post school learning in an environment characterised by a flexible, stage based curriculum which nurtures and grows faith-filled, curious children to become creative contributors and innovative problem solvers for a changing world. In 2024 we will enrol 1700+ students from Kindergarten to Year 12 in addition to 77 children per day in our long day centre.

Role Outline

Ultimately responsible to the Principal Leader, a team of instructional leaders is accountable to the Head of School for co-leading the learning priorities in the School of Leadership). With the skills to lead teachers to transform practice, the Instructional Leader models effective high yield strategies which enables and supports each student's engagement with Literacy, Numeracy and the St Luke’s 6 Pillars of Learning. This is achieved through both a commitment and dedication of the Instructional Leader in co-planning, co-teaching, co-debriefing and co-reflecting with teachers as individuals and in both small and large groups. An appropriate allocation of teaching, coaching and release applies to this role.

Role Requirements The successful applicant will:

- Have a sound knowledge of, and a commitment to, the Church's mission in Catholic Education.
- Assist colleagues to collaboratively plan, prepare, deliver, assess and evaluate learning in teaching teams with a consistent understanding of explicit teaching and instructional strategies.
- Critically reflect on, and respond to, the personal learning needs of each student.
- Demonstrate a commitment to ongoing professional learning and a passion for education.
- Use effective communication skills to work in partnership with parents and colleagues.

Functions of the Role With alignment to a stage, and assuming responsibility to co-lead literacy and numeracy development for each child, the successful applicant will:

- Promote and develop a culture of a challenging learning environment where a love of learning is valued
- Model, observe and provide feedback to teachers as they do the work in the learning spaces.
- Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice to improve educational outcomes of students.
- Collaboratively work with leaders to coach teachers in the School of Foundations by:

- Leading the implementation of high yield literacy and numeracy strategies.
- Using formative and summative assessment to inform first wave teaching practices.
- Supporting colleagues who implement second wave practices including Reading Recovery.
- Planning for professional learning which aligns local contextual data with relevant research.
- Developing a whole school approach which drives learning growth.
- Clarifying expectations for classroom practice, informed by evidence-based best practice.
- Embedding powerful contemporary approaches to learning through developing a culture of learning that builds capacity to deepen insight and meaning.
- Using data from internal and external student assessments to evaluate learning.
- Manage repetitive, low-level classroom and playground behaviours.
- Lead workshops for parents and produce instructional videos for staff, students and parents.
- Support the Principal, Head of School and Assistant Principal in mentoring and developing beginning teachers; and,
- Other duties as required by the Principal Leader.

Please note

Due to the fact that we live in a volatile, uncertain, complex and ambiguous (VUCA) world, the nature, priorities and placement of this role, in consultation with the person serving in the role, may change over time.

Further note

As a guide, the successful applicant could be expected to uphold the Australian Professional Standards for Teachers at either the Highly Accomplished or Lead Teacher level. Most specifically, in the areas of:

- Know students and how they learn.
- Plan for and implement effective teaching and lear