PE Teacher - Wednesday Thursday Friday

Job posted: 09/05/2022
Applications close: 22/05/2022 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 11/07/2022 - 30/09/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1277961

Reference: 1277961

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

Selection Criteria

SC1    Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2    Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining 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 experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6    Demonstrated ability to implement a comprehensive Physical education program.


The classroom teacher classification comprises two salary ranges- range 1 and range 2.  The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes.  The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. 

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
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.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.  Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. 
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.  New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.


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.

EEO AND OHS Commitment

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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


To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

One of Victoria’s most community-connected schools, Pearcedale Primary is located in a semi-rural setting on the edge of the Mornington Peninsula (60kms south-east of Melbourne’s CBD).  The school was established in 1908.  Now, in 2022, the school has an approximate enrolment of 810 students (divided into 35 classes) and a workforce of 92 employees.  The school also hosts the Pearcedale Facility for Deaf and Hard of Hearing Students, comprising of 16 students with moderate to profound hearing loss. These students are integrated into the school program and receive listening, speech and language training and support from Facility staff.  The Student Family Occupation (SFO) index is consistently around 0.36.  There are 16 students who qualify for additional support through the program for students with a disability (PSD) at the school.

The school offers a holistic approach to education that recognises the diverse needs of its students and the importance of tailoring teaching and learning to enable students to reach their potential.  It also acknowledges the importance of an organised and effective approach to ensuring that the wellbeing needs of all students are met.  Pearcedale is a “Be You” school and students have targeted welfare lessons at least once a week.

The school community takes great pride in the environment and facilities of the school.  The school has committed substantial funding into resourcing and implementing up to date technologies throughout the school.  It is highly anticipated that continued growth and development in this area will remain a priority for the school. 

The specialist areas of Performing Arts, Physical Education, STEM, Visual Arts and AUSLAN are a feature of the school.  The combination of purpose-built teaching spaces, great resources and highly skilled specialist teaching staff has contributed to the success and recognition of these programs.  In 2010 the school became a pilot school for Professional Learning Communities in Australia and began working towards becoming accredited which was achieved mid-2014.

The focus of Professional Learning Communities is on:

•             Ensuring that Students Learn,

•             A Culture of Collaboration and

•             A Focus on Results.

This has brought about significant change to the way in which professional learning teams plan, deliver and assess the curriculum.  In keeping with the school’s Motto of “TEAM”, the culture of collaboration is now well embedded into the school.  All teams work together to ensure that all the students in their grade level are involved in the best learning environments.  There is a shared responsibility for all students in a year level.  A significant part of being a PLC is ongoing research into optimising the learning for students.  As a result of being a PLC, the school has researched and implemented new programs which are having a great deal of success. 

The school has committed resources to ensuring that timely and targeted interventions are embedded into the weekly timetable to ensure success for all students.

The school also prides itself on providing a welcoming, caring and friendly environment. Parent participation is actively encouraged and the school community is seen as an integral part of the school.  Parents participate in a wide range of school activities including assistance in classroom help, excursions and camps.  The school community provides valuable support by raising significant funds through holding stalls, raffles and events such as our Annual School Carnival.

The Schools Motto is TEAM and this is very much the way we structure our school with a focus on collaboration. The school has a Management Team, Curriculum Teams, Professional Learning Teams, a Consultative Committee and Committees which manage most areas of the school.

Teams and committees meet on a regular basis and report back at staff meetings. All areas of the school have representation on these committees and all staff members are expected to represent their team on one or more of the committees.

Our school is well supported by active and energetic School Council and Parent and Friends Club. School Council is organised into subcommittees, assisting in the handling of functions of the school.

Pearcedale Primary School provides a progressive, safe and happy learning environment, which encourages children, staff and families to all play an active role in the process of education.  This is in line with the schools charter motto of:


Together Everyone Achieves More

PE Teacher - Wednesday Thursday Friday

Job type:

Part time / From 11/07/2022 - 30/09/2022

Job classification:

Not provided


Simon Anderson | +61359786250

PE Teacher - Wednesday Thursday Friday