<p>At St Clare’s, our mission is to inspire and educate our students to become compassionate and responsible members of society. We strive to empower them with knowledge, skills and a strong moral compass, enabling them to make a positive impact on the world around them. By embracing our school motto, “Your light in our hands,” we recognise the importance of guiding and supporting our students as they shine their brightest, both academically and spiritually.&nbsp;</p> <p>St Clare's Catholic Primary School is excited to offer this opportunity to an experienced or aspiring leader, the position of Learning &amp; Teaching Instruction Coach, starting the 2027 school year. The role attracts a 2 year contract with an ongoing teaching position attached. While full-time is preferred, F/T (0.8) is negotiable.</p> <p>The Learning &amp; Teaching Instruction Coach supports the development and consistent implementation of high-quality, evidence-informed instruction and assessment across St Clare’s Catholic Primary School. Working under the direction of the Deputy Principal – Learning &amp; Teaching Coach, the role builds teacher capability through instructional coaching, collaborative planning, professional learning and the enhancement of teaching programs.</p> <p>The Learning &amp; Teaching Instruction Coach works alongside teachers across all year levels and curriculum areas to strengthen explicit direct instruction (EDI), opportunities to respond (OTRs), checking for understanding, feedback and responsive teaching practices. The role supports teachers to translate evidence-informed research into effective classroom practice, ensuring that learning is purposeful, engaging, appropriately sequenced and accessible to all students.</p> <p>Central to this position is the belief that high-quality Tier 1 instruction is the foundation of an effective Multi-Tiered System of Supports (MTSS) framework, with additional support provided according to student needs and monitored for effectiveness. The Learning &amp; Teaching Instructional Coach supports the implementation of a school-wide MTSS, ensuring that evidence-informed instruction, assessment and targeted adjustments are used to respond to the diverse learning needs of all students. This includes implementing appropriate adjustments and monitoring the progress of students with identified learning needs, including those with Personalised Learning Plans (PLPs), within the universal classroom setting.</p> <p>The Learning &amp; Teaching Instruction Coach is a member of the Learning &amp; Teaching and the Student Services Teams and has no teaching load attached to the position.&nbsp;</p> <p><strong>Key Responsibilities&nbsp;</strong></p> <p><strong>Coaching – Instruction in Practice</strong></p> <p>The Instructional Coach works alongside teachers to strengthen the quality, consistency and impact of instruction across the school.</p> <p>Key responsibilities include:</p> <ul> <li>Provide instructional coaching to teachers across all year levels and curriculum areas, aligned with the school's agreed instructional model, playbook and improvement priorities.</li> <li>Support teachers to implement evidence-informed teaching practices, including explicit direct instruction, clear modelling, guided practice, checking for understanding, opportunities to respond and effective feedback.</li> <li>Model high-impact instructional practices in classrooms and support teachers to apply these practices within their own teaching.</li> <li>Conduct collaborative classroom observations focused on agreed instructional goals, followed by constructive feedback, reflection and opportunities for refinement.</li> <li>Support teachers to increase the frequency, quality and purpose of OTRs to actively engage students and gather evidence of their understanding.</li> <li>Assist teachers to identify and respond to misconceptions, gaps in understanding and variations in student learning through responsive instruction.</li> <li>Support the effective use of formative assessment to inform immediate instructional decisions and subsequent teaching.</li> <li>Build teacher confidence and capability through ongoing professional dialogue, observation, modelling and coaching cycles.</li> <li>Work collaboratively with the Deputy Principal – Learning &amp; Teaching and other relevant leaders to identify instructional priorities and evaluate the impact of coaching on classroom practice.</li> <li>Coach teachers to strengthen Tier 1 instruction and respond effectively to student understanding.</li> <li>Model and provide direction for evidence-informed strategies and scaffolds that support diverse learners within universal instruction.</li> <li>Support teachers to recognise when students may require additional or more intensive support.</li> </ul> <p><strong>Mutli-Tiered System of Supports (MTSS) – Strengthening Access, Adjustments and Student Progress</strong></p> <p>The Instructional Coach supports teachers to enhance the effectiveness of universal Tier 1 instruction by ensuring that students with identified learning needs can access, participate in and make progress through the planned curriculum.</p> <p>Key responsibilities include:</p> <ul> <li>Support teachers to implement high-quality Tier 1 instruction as the foundation of student success and the whole-school MTSS framework.</li> <li>In conjunction with the Learning Diversity Coach, facilitate collaborative discussions with teachers to implement and monitor appropriate adjustments and adaptations within universal classroom instruction for students with identified learning needs, including students with PLPs and those receiving Tier 2 or Tier 3 support.</li> <li>Work alongside teachers and the Learning Diversity Coach to ensure that PLP learning goals, teaching strategies and adjustments are reflected in curriculum planners and everyday instructional practice.</li> <li>Assist teachers to identify practical adjustments to content, instructional delivery, scaffolding, practice opportunities and assessment while maintaining appropriate learning expectations.</li> <li>Collaborate with teachers, the Deputy Principal – Learning &amp; Teaching, Learning Diversity Coach and relevant learning support personnel to strengthen alignment between universal teaching and targeted learning support.</li> <li>Support teachers to monitor the progress of students with identified learning needs through short-cycle assessment, formative checks and medium-cycle assessment data.</li> <li>In collaboration with the Student Services team, support teachers to follow the school’s internal referral process, identifying when students may require additional or modified intervention beyond universal instruction.&nbsp;</li> <li>Contribute to evaluating the effectiveness of adjustments and responsive teaching practices in improving student access, engagement and learning growth.</li> <li>Contribute to the ongoing refinement of the school's MTSS processes under the direction of the Deputy Principal – Learning &amp; Teaching Coach.</li> <li>Where appropriate, conduct additional Tier 2 assessments for students who are below level benchmarks during core Tier 1 instruction or do not make expected progress.&nbsp;</li> <li>Work in collaboration with the Learning Diversity Coach to support the leadership and Professional Development of Learning Support Officers (LSOs) to ensure effective Tier 2 and 3 intervention.&nbsp;&nbsp;</li> <li>Work with the Deputy Principal – Learning &amp; Teaching Coach to coordinate the implementation and ongoing review of the whole-school assessment schedule, ensuring consistent, purposeful and timely assessment practices that inform instructional planning, monitor student progress and support data-informed decision-making.</li> </ul> <p><strong>Planning – Designing for Effective Instruction</strong></p> <p>The Instructional Coach supports teachers to develop purposeful, evidence-informed planning that is responsive to student data and enables effective delivery of the curriculum and maximises student engagement and learning.</p> <p>Key responsibilities include:</p> <ul> <li>Facilitate collaborative planning with teachers and year-level teams to strengthen the design, sequencing and delivery of instruction.</li> <li>Support teachers to embed explicit direct instruction, OTRs, checking for understanding, modelling, guided practice and feedback into lesson and unit planning.</li> <li>Work alongside teachers to review and refine existing planners to ensure alignment with the school's agreed instructional approach and evidence-informed practices.</li> <li>Support the selection and effective use of evidence-informed teaching resources, curriculum materials and instructional routines.</li> <li>Support content adaptation and intellectual preparedness by helping teachers anticipate potential misconceptions, identify prerequisite knowledge, prepare examples and non-examples, and plan for likely student responses.</li> <li>Assist teachers to design lessons that minimise unnecessary cognitive load, provide sufficient guided practice and progressively build student independence.</li> <li>Support teachers to plan purposeful opportunities for assessment and checking for understanding throughout lessons, rather than relying solely on end-of-unit assessments.</li> <li>Ensure planning incorporates appropriate differentiation, scaffolding and adjustments to support access to learning for students with diverse needs.</li> <li>Work with the Deputy Principal – Learning &amp; Teaching Coach to strengthen consistency in planning expectations and the implementation of agreed whole-school instructional practices.</li> <li>Support the integration of explicit instruction and appropriate adjustments into curriculum planners.</li> <li>Assist teachers to incorporate PLP goals and agreed learning strategies into universal teaching.</li> <li>Support planning that connects universal instruction with targeted intervention and student progress monitoring.</li> <li>Assist with the development, implementation and monitoring of short-cycle and medium-cycle assessments and the review of student progress.</li> </ul> <p><strong>Professional Learning – Building Collective Teacher Capability</strong></p> <p>The Instructional Coach contributes to the development and delivery of high-quality professional learning that builds staff knowledge, strengthens instructional practice, a whole-school Multi-Tiered System of Supports (MTSS) and supports sustained school improvement.</p> <p>Key responsibilities include:</p> <ul> <li>Research, evaluate and share current evidence-informed practices relevant to effective instruction, student engagement and learning.</li> <li>Collaborate with the Deputy Principal – Learning &amp; Teaching to identify professional learning needs arising from classroom observations, coaching, student data and school improvement priorities.</li> <li>Contribute to the design and facilitation of professional learning through Professional Learning Teams (PLTs), staff meetings, workshops and collaborative planning sessions.</li> <li>Support the translation of professional learning into classroom practice through modelling, demonstration lessons, coaching and follow-up reflection.</li> <li>Develop and share practical resources, instructional examples and planning tools that assist teachers to implement agreed approaches.</li> <li>Facilitate professional dialogue that encourages teachers to examine the impact of their instruction, reflect on student responses and refine their practice.</li> <li>Support the development of a shared understanding of effective instruction, including explicit teaching, opportunities to respond, checking for understanding, feedback and responsive teaching.</li> <li>Monitor the implementation of professional learning priorities and support the evaluation of their impact on teacher practice and student outcomes.</li> <li>Work collaboratively with other Learning &amp; Teaching personnel to ensure professional learning is coherent, complementary and aligned with the school's Annual Action Plan.</li> <li>Research and share evidence-informed approaches to MTSS, responsive teaching and intervention.</li> <li>Build staff capacity to use assessment evidence to identify learning needs and evaluate the impact of teaching.</li> <li>Contribute to PLTs and staff meetings focused on effective universal instruction, assessment and inclusive practice.</li> </ul>