Intervention Coordinator (Junior School)

Employment

Full time, Permanent

Subject

General

Sector

Catholic

Teaching level

Primary

Closing date

6 November 2026

14 days remaining

Posted 22 Oct 2026

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About Mother Teresa Catholic College

School type

Co-educational

Year range

PP-12

School staff (FTE)

162.9

104.8 teaching · 58.1 non-teaching

Students per teacher

14.6:1

teaching FTE basis

Total enrolments

1,526

Indigenous students

2%

Language other than English

12%

Girls vs boys

813 girls · 713 boys

53%
47%

Socio-educational background

Around the Australian average

More disadvantage Average More advantage

Source: ACARA My School data

New to Catholic schools? Our guide to teaching in Catholic schools covers RE accreditation, the diocesan system, pay, and how applications differ from government roles.

Role description

Position Details:

The Principal of the College invites applications from suitably qualified and enthusiastic applicants interested in applying for the Full-Time position of Junior School Intervention Coordinator commencing in January 2027.
This position is a position that sits within the Leadership Structure at the College. It reports to the Head of Junior School and works collaboratively with the Assistant Heads of Junior School, classroom teachers and the Junior School Learning Support Coordinator.The Junior School Intervention Coordinator promotes equitable access to learning through a Christ centred, inclusive approach that recognises the dignity, strengths and potential of everychild. The role supports students requiring targeted academic intervention and strengthensteacher capacity to respond to diverse learning needs. 
We welcome applications from teachers at all stages of their career.

Selection Criteria: 
Coordinate a consistent K–6 process for identifying students who require targeted literacy 
and numeracy intervention using screening, assessment and teacher evidence.
·Plan, implement and oversee evidence-based, explicit and systematic intervention programs, 
including small-group and individual instruction where appropriate.
·Establish clear entry, progress-monitoring, review and exit criteria for intervention, including 
documented learning goals and expected rates of progress.
·Analyse On-entry, NAPLAN, PAT, classroom assessments and relevant diagnostic data to 
prioritise student needs and evaluate program effectiveness.
·Ensure intervention complements classroom instruct…

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