Physical Education / Outdoor Education

Job posted: 22/11/2022
Applications close: 05/12/2022 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Western Region | Horsham

Job type: Full time / From 27/01/2023

Organisation: Education and Training

Salary: Salary not specified

Occupation: Teacher

Reference: 1317507

Reference: 1317507

Occupation: Teacher

Salary Range: Salary not specified

Work location: Western Region | Horsham

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.


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


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.

Location Profile

Murtoa College’s mission is inspiring young minds to grow into lifelong learners. Our vision for learning is for students to develop skills that enable them to succeed in everyday life and pursue their aspirations and passions. We aim to nurture students to become respectful, compassionate and tolerant citizens, ready to contribute to their community.

The Murtoa College staff, students and community are committed to the school values of: Respect, Enthusiasm, Honest, Responsibility, Cooperation, Courtesy, Caring, Friendliness, Excellence and Commitment.
Our key objectives at Murtoa College are:

  • To improve the learning growth of all students in all areas.
  • To ensure all students are motivated in their learning and that they have a strong sense of belonging and connectedness to the college and their peers.
  • To maintain a safe and respectful environment for the whole college community.

Murtoa College is a Foundation to Year 12 School of currently 260 students situated 300 kilometres north-west of Melbourne, and approximately 30 kilometres east of Horsham. Currently there are five combined classes in years F-6 area with a total of 74 students. There are two classes at each year level in years 7-12 with 186 students. Classes at year 11 and 12 (VCE) have small numbers in all subject areas. As well as drawing students from the local area, Murtoa also has 50 students who pay to travel by bus each day from Horsham. The school services a wide area that ranges east to west from Horsham to Rupanyup (45 kilometres) and north to south from Minyip to Glenorchy (about 50 kilometres).
The enrolment numbers have been stable, varying between 250 and 275 students in last 10 years. Our feeder schools are Minyip Primary School, Rupanyup Primary School and Our Lady Help of Christians School. About 80% of students travel to school by bus from the surrounding farming areas and towns, including Horsham. The college has 27.4 EFT teaching staff plus 12.6 EFT education support staff. Many of these staff work on a part-time basis.

In years 7-12, the college offers a diverse program and a comprehensive year 11 and 12 program including VCE, VCAL and VET. Year 7 and 8 students follow a comprehensive program that offers English, Maths, Science, Humanities, Languages (German), Health and Physical Education, Home Economics, Art, Visual Communication, Textiles and Digital Technologies.
In year 9 and 10, students are offered greater choice through an ‘elective’ program. They must all complete ‘core’ subjects of Maths, English, Science, Humanities and Positive Education (Social and Emotional Learning) and all other subjects are chosen from comprehensive elective program that follows the Victorian curriculum. Instrumental music lessons are available for students in Years 5-12.

There are currently 5 composite classes in F-6. Science, Art, Languages (German) and Physical Education are specialist subjects taught in F-6. All other domains covered by classroom teachers. There is a variety of extra support programs across the college. These include the Tutor program, MYLNS, Quick Smart, CAFÉ reading, Maths Tribes, Hands on Learning, Peer Support and Early Years literacy Intervention. Enrichment programs such as sport, camps, and educational excursions are a feature of the comprehensive learning program.

Physical Education / Outdoor Education

Job type:

Full time / From 27/01/2023

Job classification:

Not provided


Shannon Argall | 53852381

Physical Education / Outdoor Education