Overview

Work Type: Ongoing - Part-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - Eastern suburbs

Reference: 1549149

Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

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

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

Role

The Literacy Intervention Coach is a teaching role within the DI & LD Team. This role targets students with underdeveloped foundational literacy skills in recognition that, without significant support in the form of targeted intervention using evidence-based instructional practices, students are at risk of continuing or widening gaps in achievement. The primary focus of the role is to provide individualised, intensive evidenced-based literacy intervention (such as MacqLit) during very small group or 1-1 sessions with students. They also prepare highly customised Tier 3 student-specific literacy resources for students requiring extensive curriculum adjustments. The Literacy Intervention Coach works in close collaboration with the Assistant Principal DI&LD; to foster an environment where students feel safer to advocate for their needs, more supported and have a stronger sense of belonging at our school. A core aspect of the role is supporting implementation of Disability Inclusion to strengthen the identification of student's strengths, needs, and educational adjustments to support inclusive education across our school context.

Experience in working with young people with disability and/or neuro-diverse learners is essential.

There is no classroom teaching load associated with this role.

Responsibilities

Specific work activities include:

- Working as part of an effective DI & LD Team, under the direction of the Assistant Principal - Disability Inclusion & Learning Diversity.
- Implementation of Literacy Intervention Program (MacqLit), balancing an awareness of school context, student voice and agency and program fidelity.
- Contribution to data-driven decision-making including screening, diagnostic assessments, and progress monitoring to guide instructional adjustments to ensure interventions are both effective and contribute to literacy IEP goals.
- Developing student capacity and agency to access strategies and technology `tools¿ or programs that support literacy skill development.
- Preparation of student-specific literacy resources for students requiring extensive curriculum adjustments.
- Maintain teaching expertise and knowledge of evidence-based, effective teaching practices to improve student achievement with a focus on literacy.
- To share examples of best practice in implementing evidence-based intervention strategies to foster engagement for students with learning disabilities.
- Work in an informed way, implementing specialist recommendations (for example, OT¿s and speech language pathologists) to coordinate services which improve students¿ learning.
- To attend scheduled meetings of the Disability Inclusion & Learning Diversity Team, including morning briefing and end of day staff check-ins.




- Collaboration with Student Support Aides in neuro-affirming best practice that align with team priorities and individual student needs to improve student outcomes.
- Assisting students with an acute understanding of the functional domains of the Disability Inclusion Profile with guidance from Student Profiles, IEP¿s and other school documentation such as Behaviour Support Plans.
- To undertake relevant professional learning and participate in the Performance Development Plan (PDP) process.
- To perform other duties as required by the Principal, Business Manager or Assistant Principal - Disability Inclusion & Learning Diversity.

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 (see Workplace 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) via [email protected]

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 secure standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-protected-standards/policy

DE Values

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Conditions of Employment

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

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).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Location Profile

Vermont Secondary College is a large, single campus, co-educational secondary college of over 1710 students located in the eastern suburbs of Melbourne. Vermont Secondary College enjoys an exceptionally high level of parent and community support. General Satisfaction with the College, as measured by the Parent Opinion Survey, remains high and in 2025 was 84%.

VSC Statement of Values & Philosophy

Our VSC Statement of Values & Philosophy ensures that everyone in our school community will be treated with fairness and respect. In turn, we will strive to create a school that is inclusive and safe, where everyone is empowered to participate and learn.

We acknowledge the Traditional Custodians of the land we live, work and travel upon and we pay our respects to the Elders, both past and present, and we recognise, acknowledge and respect the history, culture, diversity and value of all Aboriginal and Torres Strait Islands people.

Vermont Secondary College (VSC) is committed to providing a safe, supportive and inclusive environment for all students, staff and members of our diverse community. Our school recognises the importance of our partnership with parents and carers to support our students in their wellbeing, engagement and achievement in learning. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students.

VISION:

The VSC Motto ¿ Lift up thine eyes

Our college motto Lift up thine eyes provides the vision of our college community. We aspire to be progressive and optimistic in our endeavours and interactions, constantly open to the improvement of wellbeing, engagement and achievement. Together, we are building the capacity of our community to engage meaningfully and contribute positively in an increasingly complex world.

VSC Vision for Learning & Teaching:

Our community creates rich and rigorous learning experiences that empower us all to participate with curiosity, purpose and insight.

This will be achieved through the implementation of the VSC Instructional Model, which underpins our pedagogical practice to guide us in implementing more consistent, high quality, innovative curriculum, assessment, teaching and learning practices with clear expectations for staff, students and parents.

Mission

VSC is proud of its status as a high-performing neighbourhood state school. The goal of VSC is to draw on the qualities of the young people at the college, providing a curricular and co-curricular program that allows them to flourish in areas of strength and to develop in areas of weakness. We strive to support all students to develop the ability to recognise and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, act creatively, engage fully with learning, contribute to community, develop high expectations for self, and handle challenging situations with resilience and respond effectively.

VSC Values

Our endeavours and interactions are guided by our College Values of:

- Integrity ¿ (of self)
- Respect - (for others / community)
- Excellence ¿ (in achievement / learning / endeavours)

Apply now Applications close Sunday 1 November 2026 at 11.59pm

Posted

19 October 2026

📌 Literacy Intervention (Melbourne)
🏢 Victorian Government
📍 Melbourne