Physical Education Teacher

Selection Criteria

SC1      Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2      Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.   

SC3      Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4      Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Role

Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities. 

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:

• Have the content knowledge and pedagogical practice to meet the diverse needs of all students
• Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
• Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
• Supervise and train one or more student teachers
• Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Responsibilities

The role of classroom teacher may include but is not limited to:

• Direct teaching of groups of students and individual students;
• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
• Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
• Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
• Undertaking other non-teaching supervisory duties.

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 marrung@education.vic.gov.au

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 safe 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-safe-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

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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

Clarinda Primary School, with a population of 323, is situated in a neatly maintained residential suburb, near to several large parks and golf courses.  Clarinda is located within the city of Kingston, to the southeast of Melbourne.

The school community is continually working to maintain and develop the school¿s buildings and grounds to provide a safe and stimulating environments for all students.

Notable features of our school are a modern well-equipped library, a multi-purpose hall, a large art/craft room, music room and STEM equipment.   

The school site is large with both active and passive areas for student and community use.   

The well-maintained grounds include two large, grassed playing fields, extensive shade areas, sand play, seating and gardens, vegetable garden/chicken coop, netball and basketball courts, three modern adventure playgrounds designed specifically to cater for junior and senior students and a Gaga pit.

The staff at Clarinda, supported by the School Council, have established an atmosphere of warmth and friendliness towards all members of the school community and visitors to the school.  With students from a wide variety of cultural backgrounds and in many cases speaking a Language other than English at home, our school has embraced multiculturalism, inclusion and equality.   

Our School Vision is:

`We promote an engaging, inclusive and supportive education that empowers students to become lifelong learners.¿

 In order that our students may participate confidently and positively to our ever-changing society,

our school promotes the values of: Care Achieve Respect Excel

Our school expects that students will learn in a caring supportive environment which fosters the development of: Self-esteem and Resilience ~ Social Skills ~ Responsibility,Self-Reliance and Leadership ~ Co-operation

The school prescribes a seven-year sequential comprehensive curriculum in each of English, Mathematics, Science, Technology, Health and Physical Education, The Arts, Humanities and Language (Greek)

with specialist programs operating in STEM (Science, Technology, Engineering & Maths), Art, Library, Languages (Greek), Music, Physical Education and Literacy Intervention (Mini Lit Program). 

Networked multimedia laptops, interactive televisions and iPads¿ are available in every classroom and support curriculum programs. 

Individual programs operate within the school curriculum to meet the requirements of students needing reasonable adjustments to their learning.

In addition, a wide range of special programs operate to address the specific needs of our student population:

School Concert, Student Choir, Social Skills, Life Education, a Buddy System, Junior School Council, Library Club, Perceptual Motor Program (PMP), Inter/Intra School Sport, Camps, Swimming and Before and After School Care. 

We also provide innovative pre-prep transition program for 4-year-olds (Stepping Up). 

Parents (with a Working with Children Check) participate in many facets of school organisation, contribute to policy development and play an active role in the support of curriculum and maintenance programs.