SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Role

The Literacy Leader is a key member of the Curriculum and Teaching & Learning (CTL) Team and provides strategic leadership to improve literacy outcomes across Years 7¿12 at Williamstown High School. The role leads the development, implementation and evaluation of the school¿s literacy improvement strategy, ensuring literacy is embedded across all learning areas through evidence-informed practices aligned with the Science of Learning and the school¿s instructional model. Working collaboratively with school leaders, Curriculum Area Teams and teaching staff, the Literacy Leader builds teacher capability through coaching, professional learning and modelling exemplary practice, while supporting the effective use of student learning data, including the National Assessment Program ¿ Literacy and Numeracy (NAPLAN) and the Middle Years Literacy and Numeracy Support (MYLNS) initiative, to drive targeted improvement with a particular focus on student learning growth data. The role fosters a culture of collaboration, high expectations and continuous improvement, ensuring all students have access to high-quality literacy instruction that supports engagement, achievement and lifelong learning.

Responsibilities

- Contribute as a member of the CTL Team to the planning, implementation, monitoring and evaluation of the School Strategic Plan and Annual Implementation Plan
- Leading the development, implementation and evaluation of the school's literacy improvement strategy across Years 7¿12
- Demonstrating and promoting high-level expertise in literacy instruction, the Science of Learning and evidence-informed teaching practices
- Leading the implementation of whole-school literacy improvement initiatives and ensuring alignment with the school's instructional model, curriculum priorities and strategic goals
- Supporting curriculum development to embed explicit literacy instruction and evidence-based literacy strategies across all learning areas
- Partnering with Curriculum Area Teams and leaders to strengthen Tier 1 classroom practice and improve literacy outcomes for all students
- Building a culture of collaboration that promotes a consistent, evidence-informed approach to literacy teaching, assessment and student learning growth




- Leading and facilitating professional learning in literacy instruction through campus meetings, curriculum days, Professional Learning Week, and Professional Learning Teams (PLTs)
- Coaching, mentoring and supporting teachers to strengthen literacy instruction, curriculum delivery and evidence-based teaching practices
- Modelling exemplary literacy teaching practice through demonstration lessons, team teaching and classroom-based coaching
- Providing expert advice to staff and leaders regarding literacy instruction, intervention, assessment, curriculum planning and professional learning
- Using and modelling the effective analysis of student learning data to identify literacy needs, inform teaching approaches and evaluate the impact of improvement strategies
- Developing and maintaining school-wide professional learning structures, processes, and protocols that support continuous improvement in literacy teaching and learning
- Leading the implementation and analysis of NAPLAN data to inform school improvement priorities and literacy interventions
- Leading the implementation and monitoring of literacy intervention programs, including the MYLNS initiative, and ensuring resources are aligned to identified student needs
- Monitoring progress towards literacy targets within the School Strategic Plan and Annual Implementation Plan and using evidence to inform future improvement priorities
- Developing, documenting and reviewing literacy-related policies, processes, curriculum requirements and support materials
- Promoting engaging, inclusive and high-expectation classroom practices that maximise literacy growth and student engagement
- Working with the school leadership team to develop a shared understanding of highly effective literacy teaching practice and collective responsibility for improving student outcomes
- Engaging professionally with staff, students, parents/carers and the wider community to support a positive culture of literacy and learning
- Undertaking other duties as directed by the Principal Class

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD)





Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees,including those who work in Victorian Government Schools. Information on the department values is available at:

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Much like the town of Williamstown itself, Williamstown High School is steeped in a rich history. The Yalukit-willam clan of the Kulin nation were the first people to live where our two campuses are situated, and they called it "koort-boork-boork", meaning "She‑oak, She‑oak, many¿ - a reference to the abundance of She‑oak trees across the Hobson¿s Bay municipality. Today, the school maintains a focus on the setting with the Bayview Middle Years (7

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📌 2027 Literacy Leader - Learning Specialist (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne