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Leader of Learning Literacy and R-2 Inclusive Education
Employment
Full time, Permanent
Subject
English as Additional Language
Sector
Catholic
Teaching level
Primary
Closing date
11 May 2026
Posted 20 Apr 2026
Details look wrong? Report an errorAbout St Pius X School
552
Total students
50%
Boys
50%
Girls
34.7
Teaching FTE
14.5
Non-teaching FTE
1,108
ICSEA value
86th percentile · Higher SES
50%
EAL/D Background
1%
Indigenous students
Source: ACARA My School data
Role description
St Pius X Catholic School is seeking an experienced and passionate educator to join our team as Leader of Learning – Literacy and R–2 Inclusive Education.
About the Role
This is currently a full‑time, out‑of‑class POR 3 position, which includes oversight of the school’s EALD program. Experience in EALD scaling and intervention‑based teaching will be highly regarded. The school is open to splitting the role; if the EALD component is removed, a 0.4 classroom teaching load will be attached.
The successful applicant will be a leader within our school and a member of the Quality Performance Team (QPT), which also consists of leaders of learning in Numeracy, Inclusive Education and Intervention, Data, STEM and Student Extension, Junior Primary Pedagogy, Religious Education and Student Wellbeing. As a member of this team you will be well supported in your role and will work collaboratively to drive continuous improvement across the school.
The Literacy Coordinator will:
- Provide coaching and guidance in Literacy from Reception to Year 6
- Work alongside the Key Interventions Teacher, Junior Primary Coordinator & Deputy Principal to oversee Inclusive Education in Reception–Year 2
- Oversee the effectiveness in Tier 1 Literacy teaching practices and lead improvement as required
- Analyse data to inform teaching, intervention and extension
- Lead professional learning
Applicants will need to demonstrate:
- A commitment to the Catholic Ethos of the school
- Strong emotional intelligence and collaborative skills
- Sound understanding of the Science of Learning and evidence‑based pedagogies
- Capacity to le…