Literacy Consultant (Fixed Term)

Advertiser: Independent Schools Tasmania
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Posi­tion avail­able here at Inde­pen­dent Schools Tas­ma­nia based in Hobart

The broad­er role of Edu­ca­tion Con­sul­tant involves a vari­ety of face-to- face con­sul­tan­cies, tai­lored pro­fes­sion­al learn­ing ses­sions, brief­in­gs, group pre­sen­ta­tions, con­fer­ence facil­i­ta­tion and instruc­tion­al coach­ing. The audi­ences for these ses­sions can be indi­vid­u­als or groups of peo­ple includ­ing prin­ci­pals, school exec­u­tives, class­room teach­ers and pro­fes­sion­al sup­port staff.

This role will involve embark­ing upon a project to sup­port schools to imple­ment and embed evi­dence-based, whole class lit­er­a­cy approach­es to improve stu­dent out­comes. Expe­ri­ence in the analy­sis of school-based lit­er­a­cy assess­ment data and how to use this infor­ma­tion to plan and imple­ment school-based explic­it and sys­tem­at­ic lit­er­a­cy instruc­tion will be essential.

The suc­cess­ful appli­cant will be respon­si­ble for devel­op­ing and lead­ing school-based pro­fes­sion­al learn­ing and will have a thor­ough under­stand­ing of the empir­i­cal research under­pin­ning the acqui­si­tion of ear­ly read­ing, writ­ing and spelling skills. Exten­sive con­tent knowl­edge of foun­da­tion­al lit­er­a­cy con­cepts is essen­tial. The role will involve work­ing in an instruc­tion­al coach­ing capac­i­ty to sup­port K‑12 class­room teach­ers and, as such, demon­strat­ed exper­tise in the prac­ti­cal appli­ca­tion of con­tent knowl­edge to teach­ing and learn­ing is necessary.

This role would suit a skilled class­room prac­ti­tion­er or learn­ing sup­port teachers/​coordinator.

Gen­er­al Con­di­tions of the Role

Trav­el: State-wide trav­el is a require­ment of the role which involves being away overnight, at times con­sec­u­tive nights.

  • Work­ing from Home/​Remotely
  • Great Work/​Life Balance

Skills and Experience

Key Respon­si­bil­i­ties

Indi­ca­tors that the role is being under­tak­en suc­cess­ful­ly would include:

  • Out­stand­ing pro­fes­sion­al prac­tice, includ­ing a demon­strat­ed capac­i­ty to guide and sup­port schools in the analy­sis of data to inform the devel­op­ment and imple­men­ta­tion of explic­it, effec­tive and evi­dence-based approach­es and strate­gies at whole- school, whole-class and indi­vid­ual levels.
  • Instruc­tion­al coach­ing that is focused on sup­port­ing school exec­u­tive and teach­ers in the edu­ca­tion of stu­dents with lit­er­a­cy needs. Demon­strat­ing, observ­ing and pro­vid­ing feed­back are all crit­i­cal com­po­nents of instruc­tion­al coaching.
  • Pro­vid­ing sup­port and advice to inde­pen­dent schools in the use of lit­er­a­cy screen­ing tools as well as oth­er diag­nos­tic assessments.
  • Plan­ning and deliv­er­ing effec­tive pro­fes­sion­al learn­ing both face-to-face and online for staff in inde­pen­dent schools as well as devel­op­ing asso­ci­at­ed resources.
  • Rep­re­sent­ing IST and inde­pen­dent schools on com­mit­tees and in a vari­ety of forums.
  • Con­tribut­ing to and sup­port­ing a range of strate­gic projects with­in the team and across the organisation.
  • Will­ing­ly under­tak­ing oth­er duties as required
Per­son­al Attributes
  • High­ly devel­oped organ­i­sa­tion­al skills and the abil­i­ty to man­age mul­ti­ple tasks simul­ta­ne­ous­ly while main­tain­ing qual­i­ty and meet­ing timeframes.
  • Well-devel­oped inter­per­son­al, oral and writ­ten com­mu­ni­ca­tion skills, with an abil­i­ty to engage and com­mu­ni­cate with all stake­hold­ers includ­ing Prin­ci­pals, school exec­u­tives, aca­d­e­m­ic and sup­port staff and students.
  • Abil­i­ty to be solu­tions focused and data-dri­ven in all deci­sion making.
  • Desire to be respon­sive and open-mind­ed com­bined with a will­ing­ness to be adapt­able and a pre­pared­ness to go the extra mile.
  • Abil­i­ty to work both col­lab­o­ra­tive­ly and inde­pen­dent­ly with­in a dynam­ic team across dif­fer­ent programs.
  • Com­mit­ment to deal­ing con­fi­den­tial­ly and respect­ful­ly with sen­si­tive information.
  • Capac­i­ty to work flex­i­bly includ­ing in the office and whilst on the road.
  • A sense of humour.
Edu­ca­tion and Experience
  • Under­grad­u­ate edu­ca­tion­al qual­i­fi­ca­tions and post-grad­u­ate qual­i­fi­ca­tions in lit­er­a­cy, spe­cial edu­ca­tion, lead­er­ship, or oth­er rel­e­vant areas.
  • Expe­ri­ence as a skilled class­room prac­ti­tion­er and/​or learn­ing support/​coordinator role.
  • Rel­e­vant Teacher Accreditation.
  • Work­ing with Vul­ner­a­ble Chil­dren Check.
  • Cur­rent Dri­ver’s Licence

How to Apply

Apply below along with your résumé, cov­er let­ter and a response to the fol­low­ing questions:

  • Do you have a cur­rent Work­ing With Chil­dren (WWC) Check?
  • Are you avail­able to trav­el for this role when required?
  • How much notice are you required to give your cur­rent employer?
  • How many years’ expe­ri­ence do you have in a con­sult­ing role?

IST is not an employing agency for its member schools, nor does it have any part in the selection and appointment of teachers to positions in Independent Schools. All appointments are handled entirely by the individual school. Schools should contact us to arrange for positions to be advertised on this site.

Posted on 16/07/2021

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