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.

Main Responsibilities

Professional Coaching and Development

• 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.

Curriculum and Pedagogy

• 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.

Impact and Evidence

• 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.

Ways of Working / Guiding Principles

• 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.

Collaboration and Relationships

• 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 responsibility for learning.

Expectations and Standards

• Follow the UWCSEA Professional Code of Conduct and Safeguarding Code of Conduct.
• Teach in line with the UWCSEA Teacher Standards

Person Specifications

Experience and Qualifications

• A relevant degree and a recognised teaching qualification or certification are expected - B.Ed or equivalent degree/qualification in Primary (K-5) education.
• Minimum of five years Primary school teaching experience (4-11 year olds) and Teacher leadership and/or coaching experience.
• Exceptional interpersonal skills and ability to develop trusting relationships with a diverse population.
• Experience in using technology to support and enhance teaching and learning, (ideally, but not essentially, with Apple laptops and iPads)
• A history of ongoing personal professional learning experiences and experience leading training and/or supporting teachers' professional learning
• Demonstrated excellence in classroom teaching within a Primary School context.
• Experience supporting adult learning through coaching, mentoring, and the delivery of high quality professional development.
• Strong understanding of curriculum design, assessment for learning, and pedagogical practice.
• Experience working within concept-based or inquiry-driven learning environments is desirable.

Professional Qualities and Dispositions

The successful candidate will:

• Demonstrate a deep commitment to concept-based, inquiry-driven, and experiential learning.
• Be a reflective, skilled listener with a collaborative and relational approach.
• Model curiosity, adaptability, and a commitment to ongoing professional learning.
• Be confident facilitating professional dialogue with individuals and groups.
• Build strong, respectful relationships with students, colleagues, leaders, and parents.
• Value learner agency, inclusion, and shared responsibility for growth.

Additional responsibilities may include:

The role will initially have responsibility for leading in the area of Digital Information Literacy, though this may change over time depending on the Primary School's strategic requirements.

In addition to the core responsibilities of a Learning Coach, the responsibilities of a Digital Literacy Coach will include:

• Leading the Primary School in the delivery of the Digital Literacy Curriculum across K5.
• Supporting teachers to integrate digital and information literacy meaningfully across all curriculum areas.
• Modelling developmentally appropriate digital learning practices with students.
• Supporting teachers in fostering digital citizenship, ethical information use, and critical evaluation of sources.
• Facilitating professional learning related to digital tools, platforms, and emerging practices in support of learning.
• Collaborating with leadership and coaching colleagues to ensure coherence and alignment of digital literacy practices.
• Engaging with parents through workshops or learning conversations to support understanding of digital literacy and digital wellbeing.

General

• Academic expectations include enthusiastic participation in Professional Learning, both that which is mandated by the College and that which is identified by the individual.
• On average the College expects a weekly contribution across all four seasons to the Activities and/or Service programmes.
• The College expects that teachers will participate enthusiastically in the curricular Outdoor Education experiences which are relevant to their students and will also occasionally volunteer for holiday Outdoor Education trips.
• A commitment to diversity and inclusion is essential alongside a willingness to adapt and develop pedagogy to meet the needs of all of our learners.

Estimated Timeline:

The interview process may include the following stages:

• one way interview online (Spark Hire)
• an online conversation with 2 key Primary School leaders
• the final interview day with a variety of engagements & stakeholders

We plan to complete the final interviews during the week commencing 23 March 2026 at the latest.

We aim to communicate with all candidates regarding whether they have been moved to the next stage or not.

Applications

The UWC Mission is to make education a force to unite people, nations and culture for peace and a sustainable future. We are committed to creating a community in which all members feel safe and secure, and know that their authentic selves and individual differences are accepted with respect and care. At UWCSEA, we acknowledge that diversity, equity, inclusion and justice (DEIJ) is an ongoing and evolving process and strive to create and sustain a sense of belonging for all members of our community, past, present and future. All qualified applicants, including those who identify as a part of marginalized group(s) and individuals with (dis)abilities are all encouraged to apply. Our school is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices and all appointments are subject to interview, satisfactory references, identity and criminal record checks.