Literacy Intervention Program Coordinator

Location: North West Region | Mount Alexander

Job type: Full time / From 28/01/2025

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Other

Reference: 1441411

**Selection Criteria**:
**KSC 1**:
Demonstrated knowledge and experience in evidence-based literacy instruction and intervention (e.g., the Simple View of Reading, Response to Intervention/Multi-Tiered Systems of Support, phonemic awareness, phonics, fluency, vocabulary, and comprehension).

**KSC 2**:
A demonstrated commitment to ongoing professional learning in evidence-based literacy intervention and instruction.

**KSC 3**:
Proven ability to supervise and coordinate the work of education support staff within the literacy intervention program.

**KSC 4**:
Demonstrated ability to monitor and analyse student learning data to identify students for intervention, track progress, and determine when a student is ready to exit the intervention program.

**KSC 5**:
Excellent written and verbal communication skills to effectively engage with students, teachers, and families regarding participation, progress, and outcomes in literacy intervention programs.

**Role**:
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with mínimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

**Responsibilities**:
The Literacy Intervention Program Coordinator works closely with the Literacy Learning Specialist to design, plan, organise, and deliver essential literacy intervention programs. The Coordinator provides expert guidance to teachers on the needs of low-progress readers and writers, advocates for the educational requirements of students facing literacy challenges, and maintains comprehensive records of student learning.

Typical duties include, but are not limited to:
Timetabling literacy intervention programs and addressing attendance or engagement concerns.

Running small group MacqLit sessions with low-progress readers.

Conducting one-on-one Reinforced Reading sessions with low-progress readers.

Planning and delivering targeted spelling and writing interventions.

**Who May Apply**:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

**EEO AND OHS Commitment**:
**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:
**DE Values**:
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadershi