Leader Of Student Inclusion, Engagement And Pedagogy

Christ The King Primary School; Melbourne; Sur place; AUD 120 000 - 150 000; Plein temps

Avantages offerts par ce poste

Regular coaching/mentoring

Professional learning culture

Wellbeing initiatives

Résumé du poste

Christ the King Primary School in Melbourne is seeking an experienced educator to lead Student Inclusion, Engagement and Pedagogy, translating the school vision into classroom practice and measurable outcomes. The role emphasises evidence-based teaching, Strong collaboration and Catholic ethos.

The Leader will drive instructional coaching, strengthen EAL provision, and shape transition pathways and attendance strategies, with a focus on Foundation to Year 2 and ongoing professional growth within

Qualifications

• Experience leading teaching and learning in a primary setting.
• Strong data-informed instructional improvement capability.
• Ability to coach and mentor teachers; lead collaborative practice.

Responsabilités

• Lead instructional coaching and mentoring (Foundation to Year 2).
• Strengthen EAL provision and inclusive teaching practices.
• Oversee structured transition programs and attendance engagement initiatives.

Connaissances

Literacy

Numeracy

Learning Diversity

Description du poste

Leader of Student Inclusion, Engagement and Pedagogy

Contract Type: Permanent/Ongoing Position Full Time

Applications Close: 9 November 2026

Job Type: Primary TeacherContract Type: OngoingApplications Close: 9th November 2026

About our school

Christ the King is a warm, welcoming and inclusive community where student learning and well-being are at the heart of all we do. Guided by our Catholic values and inspired by our school’s vision, we nurture a culturally rich, stimulating learning environment grounded in excellence and positive relationships.

About the role

The Leader of Student Inclusion, Engagement and Pedagogy is accountable for translating CTK’s vision for every child into consistent classroom practice and demonstrable improvement in student outcomes.

At CTK, our practices are firmly grounded in the Science of Learning. We draw on evidence-based programs to drive our teaching, including the MultiLit Suite, Spelling Mastery, and targeted intervention models. Our Literacy scope and sequence is built upon knowledge-rich units, reflecting our belief that reading and writing instruction must explicitly build subject-matter knowledge alongside foundational skills.

Grounded in a commitment to educating the whole child, CTK recognises that learning, wellbeing, and engagement are deeply interconnected:

• Inclusion: meaningful access, equity, and academic progress.
• Engagement: visible through active student participation, belonging, and engagement in learning.
• Lead Instructional Coaching and Collaborative Practice: Within the CTK Professional Development Program (PDP) coach/mentor/work alongside teachers through demonstration lessons, co-teaching, collaborative planning and reflective dialogue, with a particular focus on strengthening teaching practice in Foundation to Year 2.
• Strengthen EAL Provision and Inclusion: responsive approaches to enrolment, orientation, language development and classroom participation for students learning English as an additional language. Support the development of appropriate learning goals and Personalised Learning Plans (PLPs), where required.

Through an active presence in classrooms and a highly collaborative leadership style, this role bridges school-wide strategic priorities with consistent, high-impact practice.

The successful candidate will be skilled in setting clear expectations, influencing practice, building staff capability, and using data to evaluate instructional impact.

Success in this role will be demonstrated by:

• Measurable gains in student learning, attendance, and engagement.
• Deeply embedded, high-impact inclusive practices.
• Elevated teacher capability and collective efficacy.
• A school culture where every child is empowered and supported to achieve their full potential.

Key dynamic components of the role include:

• Lead Instructional Coaching (P–2 Focus): Within the CTK Professional Development Program (PDP) coach/mentor through demonstration lessons, co-teaching, collaborative planning, and reflective coaching with a sharp focus on Foundation to Year 2. This will support teachers in building individual capacity within the school improvement cycles.
• Strengthen EAL Provision: Oversee responsive language acquisition, and classroom integration for EAL students.
• Early Childhood & Transition Pathways: Embed and sustain structured transition program that identifies student strengths and needs, establishes family connections and prepares children for a confident and successful entry into Foundation.
  • Transition from Early Years tio to Y 3
• Establish Strong Foundations for Attendance and Engagement:Work with families, teachers and external partners to identify attendance barriers early, implement appropriate support and build positive patterns of school attendance, participation and connection from the beginning of a child's educational journey.

About you: We are looking for a teacher who:

• Has exceptional practice in collecting, documenting and interpreting data for measuring impact on learning and planning future learning.
• Has a strong understanding of the science of learning and applies it across all settings, including explicit instruction, cognitive load theory, worked examples, retrieval and spaced practice, and regular checks for understanding.
• Builds warm, positive relationships with students and creates inclusive learning environments where every child can participate and succeed.
• Works collaboratively and is open to feedback, coaching and ongoing professional learning.
• Supports the Catholic ethos and mission of our school.
• Implements and follow School Wide Positive Behaviour for Learning framework and strategies.

We are seeking an experienced teacher: Lead Teacher / High Accomplished or Middle leader (evidence of MACS Middle Leadership participation) with expertise in Literacy, Numeracy, and Learning Diversity. This position is ideal if moving from an existing shadow role.

Why Christ the King?

We invest in your growth

• Regular coaching or mentoring with our Executive leadership team each week.
• A culture where professional learning and growth is encouraged, valued and shared
• Opportunities to lead whole-school wellbeing initiatives and grow towards executive leadership positions.

You’ll be part of a caring community

• A supportive, collaborative staff who are committed to evidence-based teaching
• A school that places student wellbeing and staff wellbeing at the heart of learning
• A welcoming, faith-filled community of students and families

Salary and conditions

Salary and conditions are in accordance with the current Victorian Catholic Education Multi-Enterprise Agreement.

Requirements

• Current Victorian Institute of Teaching (VIT) registration (provisional registration for graduates)
• Accreditation to teach in a Catholic school (or willingness to obtain)
• Commitment to child safety and the Victorian Child Safe Standards
• PBL - Exposure and implementation of Positive Behaviour for Learning framework

PLEASE NOTE:

This position is an ONGOING POSITION - POL 2 for 2027

It is recommended that applicants view the school's website for any other relevant information.

Affiliation: Catholic
Teaching Level: Primary
Gender: Coed

251 Students
21 TeachingStaff
9 Non-Teaching Staff

Single School

Christ the King Primary School is one of 2 parish primary schools within the partnered parishes of Christ the King, Braybrook and Our Lady of Perpetual Help, Maidstone. Christ the King Primary School is located adjacent to Caroline Chisholm Catholic College: Christ the King campus. Outdoor play spaces are shared with the neighbouring college.

Position: Inclusion, Engagement and Pedagogy Leader

F -2

Employed as a classroom teacher with possible of extension of POL beyond 2027