Early Years Teaching and Learning Coordinator

Employment

Full time, Permanent

Subject

General

Sector

Catholic

Teaching level

Primary

Closing date

10 November 2026

12 days remaining

Posted 28 Oct 2026

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About Xavier College - Two Wells Campus

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 Type: School Leadership | Employment Status: Fixed Term/Contract | Classification Level: POR2

 

Xavier College invites applications from passionate and dedicated Early Years Teaching and Learning Coordinator to join our Two Wells (R–12) Campus. This position is classified as a POR2, commencing January 2027 for a fixed-period of 2 years. This role includes a full-time, permanent teaching component and should be considered in conjunction with the Teacher Position Information Document.

The Early Years Teaching and Learning Coordinator will provide leadership across Reception - Year 2, supporting high-quality teaching, learning and wellbeing programs. Working collaboratively with the Early Years Coordinator, leaders and teachers, the role will drive literacy and numeracy initiatives, support curriculum and assessment practices, build staff capability, and promote positive outcomes for all students.

As the Early Years Teaching and Learning Coordinator, you will:

  • Lead and support high-quality teaching and learning practices across Reception to Year
  • Coordinate and support the implementation of literacy, numeracy, curriculum and assessment initiatives
  • Support the delivery and effective use of assessment and reporting processes, including PAT, NAPLAN and other College assessment initiatives
  • Analyse and utilise student achievement and diagnostic assessment data to inform teaching, learning and intervention strategies
  • Mentor and support teachers through collaboration, coaching, modelling effective practice and professional learning opportunities
  • Build positive and collaborative r…

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