Physical Education/Sport Teacher

Physical Education/Sport Teacher - 3 days pw Department of Education Victoria – Thomastown VIC 14d ago, from Department of Education & Training Victoria Lalor East Primary School opened in 1972 in an established residential area of Thomastown, approximately 30 kilometres north from Melbourne Central Business District. It serves a diverse multicultural community, with over 70% of parents born overseas and 50% of students who speak a Language Other Than English (LOTE). The school has an enrolment of 219 students in ten classes. The school's mission is to make good people with every child being literate, numerate, happy and healthy and to reflect its values through their individual actions and active participation in their local and global community. The school believes that every child can learn and is committed to ensuring that students develop to their full capacity. The school values are Respect, Honesty, Cooperation, Caring, and Personal Best. These values underpin decision making and interactions with each other and the broader school community. A co‑teaching approach is utilised across the school with a group of teaching staff and aides working with several classes. Staff come from a range of diverse cultural backgrounds, with most teachers having taught more than seven years. Teaching teams meet weekly in Professional Learning Communities (PLCs) and with the Literacy and Numeracy Learning Specialists to plan lessons and to assess, monitor and review student progress. Programs operate across the school to extend students and to identify and address any learning concerns. Lalor East Primary School implements the School Wide Positive Behaviours Program and is a Lead School for the Resilience Rights and Respectful Relationships Program. Student voice and agency are valued at our school through our Junior School Council, Cyber Action Team, and Gardening Leaders program. Students work in partnership with staff and members of the broader community on school improvement initiatives. Specialist programmes include physical education, visual arts, and music. The language taught was Spanish, integrated through the music programme for students in Prep to Year 6. A one‑hour play‑based oral language programme was implemented weekly for students in Prep to Year 2 as part of the literacy programme. Classroom teachers delivered lessons in digital technologies and library. Classroom teachers also implemented cross‑age student electives through weekly wellbeing clubs. The school's facilities consist of an administration building, a Prep‑to‑Year‑2 learning community (Azure building), and a Years 3‑to‑6 learning community (Octane building). A multipurpose centre provides additional flexible learning spaces for physical education, music, and class/whole‑school activities. It also contains a kitchen that delivers a breakfast programme. The oral language centre supports play‑based learning and language development. A separate relocatable is used by a provider for out‑of‑school hours care and houses a weekly playgroup run by an outside provider. Another building is used by a not‑for‑profit organisation focusing on helping young Australians overcome educational inequality caused by poverty. The school has a strong commitment to the innovative use of Digital Technologies. In addition to banks of laptops available to support teaching and learning programmes, the school launched a Bring Your Own Device (BYOD) programme for families in 2022 based on feedback and experiences of students during remote learning. The school has worked hard to build strong connections with families and community organisations as it believes these relationships and opportunities help to improve educational expectations and support student engagement and achievement. Its strong partnerships with several agencies and organisations are integral to the school's work to support students and their families. Selection Criteria SC1 Demonstrated experience in planning for and implementing high‑impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programmes on student learning growth. SC2 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. SC3 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. SC4 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. SC5 Demonstrated experience in working with students with additional needs and from varying cultural backgrounds. SC6 Demonstrates a passion for teaching a high‑quality PE programme from Foundation to Grade 6, including organising sporting events, coaching students for Inter‑school Sport, supporting staff to implement programmes, and making positive connections with the wider community. Role 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 programmes 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 programme 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 programmes to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. 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 programmes 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 programmes 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‑culti­c­ural activities. 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 programme 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 ******@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: 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: Other Information This role is to work three days per week as the PE teacher (most likely Wed/Thurs/Fri in 2026, however subject to change upon finalisation of the timetable for 2026). First Aid Certificate required. Important information for Applicants Applications MUST address the specified selection criteria. A limit of one page of standard 12 point text is suggested for each selection criterion. Personal and other information should not exceed 2–3 pages. Applicants must make every attempt to lodge applications through Recruitment Online. In the rare case that applicants are unable to access Recruitment Online, e‑mail applications received prior to the closing date will be accepted. Please e‑mail to: *************@education.vic.gov.au . Hard copy applications are not required or encouraged. The applicant's name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment. Application attachments are preferred in PDF format. Microsoft Word (.doc or .docx) format is also acceptable. Compressed files such as .zip files are not compatible with the Recruitment Online system. Graphics and artwork are not encouraged and should be kept to a minimum. Multiple attachments should not be used. Cover letters, references and other items, if included, should be incorporated into the one application attachment. The names and contact details of up to three referees must be provided with the application. 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at 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 programme 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 programme 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 programmes in Australia: Standards and Procedures'; A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Be careful – Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. Sign in to start saving jobs in your profile. Don’t have a Jora account? Register with: Do you want to receive recommendations for similar jobs? #J-18808-Ljbffr