Primary School Learning Coach (Digital Literacy)

UWCSEA has a vacancy for August 2027 at its East Campus for a Learning Coach with responsibility for Digital 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 utilised 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

• Partner with teachers through structured, non-judgmental coaching cycles (co-planning, modelling, co-teaching, observing, and debriefing) to enhance classroom practice and meet professional growth goals.
• Facilitate individual, team, and school-wide reflective dialogue and action research grounded in high trust and collaborative professionalism.
• Design and deliver high-impact professional learning sessions for staff, aligning classroom practice with Primary School and College strategic priorities.

Digital Literacy Curriculum & Pedagogy

• Lead the implementation, vertical alignment, and horizontal integration of the K–5 Digital and Information Literacy Curriculum across all grade levels.
• Guide teachers in leveraging digital tools and platforms (including Apple ecosystems like iPads and MacBooks) to enhance concept-based and inquiry-driven learning.
• Nurture safe, ethical, and age-appropriate practices around digital citizenship, media literacy, information evaluation, and emerging digital technologies (e.g., AI tools) for students and staff.

Curriculum Coherence & Assessment

• Support unit design, interdisciplinary learning, and assessment for learning to ensure pedagogical alignment across the Primary School.
• Engage teachers in data-informed conversations, utilising student work and learning evidence to guide instructional decision-making and next steps.

Community & Strategic Engagement

• Monitor, capture, and communicate the impact of coaching initiatives to the Primary School Leadership Team and the Director of Teaching and Learning.
• Facilitate workshops and learning conversations for parents to foster shared understanding of digital literacy, digital safety, and student wellbeing.

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 through data analysis, reflection, evidence of practice, and student learning outcomes.
• Provide 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.

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

Qualifications & Essential Experience

• Bachelor of Education (B.Ed.) or an equivalent recognised degree/teaching qualification in Primary (K–5) Education.
• Minimum of 5 years of successful Primary classroom teaching experience (ages 4–11), demonstrating excellence in concept-based or inquiry-driven learning environments.
• Proven track record in teacher leadership, coaching, mentoring, or adult learning facilitation.
• Technical & Digital Expertise:Demonstrated skill in integrating educational technology purposefully into K–5 classrooms (familiarity with Apple environments is preferred).Practical experience guiding teachers and students on digital safety, digital wellbeing, ethical information use, and emerging tools (such as generative AI).
• A history of ongoing personal professional learning experiences.
• Strong understanding of curriculum design, assessment for learning, and pedagogical practice.
• Experience working within, and a commitment to, concept-based and/or inquiry-driven learning environments is desirable.

Professional Qualities and Dispositions

• Highly reflective & developed active listening, empathy, and interpersonal skills; capable of building trusting, growth-oriented relationships with diverse stakeholders.
• Models curiosity, adaptability, creative problem-solving, and ongoing personal professional learning.
• Strong verbal and written communication skills with proven confidence facilitating professional dialogue with small teams and large groups.
• Deep commitment to learner agency, inclusion, and Diversity, Equity, Inclusion, and Justice (DEIJ) principles.

General

• Active and enthusiastic participation in mandatory College professional learning and self-directed growth opportunities.
• 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 online interview (Spark Hire): 28 September – 2 October 2026
• Online conversation with Primary School leaders: 5 or 6 October 2026
• Final interview day (including various engagements and stakeholders): 8 and 9 October 2026

We plan to complete the final interviews during the week commencing from week 8 October 2026.

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 cultures 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.