Primary School Learning Coach; initially responsibility Digital Information Literacy

Primary School Learning Coach (initially with responsibility Digital Information Literacy)

13 Feb 2026

UWCSEA has a vacancy for August 2026 at its East Campus for a Learning Coach with initial responsibility for Digital Information Literacy.

The Learning Coach builds collective capacity to improve student learning by working collaboratively with teachers and leaders to develop and extend teaching practice. Our pedagogical practices are founded on the UWCSEA Learning Principles and UWCSEA Profile, and the conceptual and inquiry-based approaches implicit in our school curriculum. Grounded in high-trust relationships and a shared commitment to professional growth, the Learning Coach supports teachers as learners, fostering collective agency and collaborative professionalism across the Primary School.

Like most learning roles at UWCSEA, the position includes a teaching load, with coaching time allocated in alignment with school, campus, and College priorities.

This is a key position in impacting student learning through pedagogical coaching and curriculum development. In order to be successful in this role, the ideal candidate should possess a range of pedagogical strategies and approaches that support agentic learning, as well as the ability to adapt and problem‑solve creatively.

• Work collaboratively with teachers and leaders to develop and extend their practice through structured coaching cycles, action research and reflective dialogue.
• Use a range of coaching approaches (e.g. co‑teaching, modelling, consulting) to support teachers in developing and realising their professional learning goals, leading to continued professional growth.
• Facilitate individual, team, and whole‑school professional learning aligned with school strategic priorities.
• Support teachers’ understanding of learning, pedagogy, and curriculum through classroom‑based coaching and collaborative planning.
• Provide opportunities for teachers to observe, team‑teach, and share practice, strengthening a culture of shared learning.

• Lead curriculum development through vertical and horizontal curriculum coherence, unit design, and assessment for learning.
• Support the development and enactment of the Primary School’s bespoke curriculum, grounded in concept‑based, inquiry‑driven learning.
• Facilitate planning conversations to align vertical and horizontal curriculum articulation.
• Promote pedagogical approaches that are student‑centred, inclusive, inquiry‑based, and that foster learner agency.
• Support interdisciplinary learning and authentic integration across curriculum areas, in alignment with Primary School and College priorities.

• Engage in evidence‑informed conversations with teachers, using data and research to support pedagogical decision‑making.
• Support teachers in examining evidence of student learning to inform reflection and next steps.
• Capture and communicate the impact of learning coaching, providing regular updates to the Primary School Leadership Team and the Director of Teaching and Learning.
• Contribute insights from coaching practice to support school and College strategic objectives.

• Coaching at UWCSEA (East) is grounded in high‑trust, transparency, and professional respect.
• Coaching relationships are collaborative, non‑judgmental, and growth‑focused, not deficit‑oriented.
• Teachers are viewed as learners with agency, expertise, and professional responsibility.
• Coaching is responsive and adaptive, aligned with evolving school, campus, and College priorities.
• Impact is measured through data analysis, reflection, evidence of practice, and student learning outcomes.

• Work in close partnership with the Primary School Leadership Team to support strategic teaching and learning priorities.
• Collaborate with other Learning Coaches to ensure coherence, alignment, and shared practice across the school.
• Engage with parents through workshops and learning conversations to support understanding of teaching and learning approaches.
• Contribute to a culture of openness, shared ownership, and collective…