Physical Education Teacher in Melbourne

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.

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.

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.

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.

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.

Demonstrated ability to plan, implement and monitor an engaging and comprehensive whole-school 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, their 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 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-curricular 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 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.

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD).

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. 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.

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.

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;
• 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;
• 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.

Mirniyan Primary School opened in Term 1, 2025 and we are providing the growing local population access to a 21st Century education with a vibrant and dynamic learning environment close to home. It will be able to enrol up to 650 students when the school is complete.

The school is located at 75 Welsummer Drive Clyde North, 3978 in the southern-eastern growth corridor, in the City of Casey. The school facilities include learning neighbourhoods, an administration building, a community hub, hardcourts and sports field/oval.

Mirniyan Primary School is a state-of-the-art educational facility that strives for high student achievement and excellence. Mirniyan Primary School is a dynamic learning community providing diverse, nurturing and challenging educational opportunities.

As a learning community, we have a collective commitment to nurturing strong positive attitudes to lifelong learning to develop our students as empowered citizens with strong voice and agency by supporting them to reach their personal best and full potential, both academically and socially.

Our vision is to develop confident and curious learners who respect and care for themselves, others and our environment and always strive for growth. Our mission is to develop the skills, attitudes, abilities, and dispositions of students to achieve their full academic, creative and emotional and social potential to enable them to be confident and responsible global citizens who can make positive lifelong contributions to society and the world.

To foster our dynamic, safe and secure learning environment, we promote and embed our school values of RESPECT, CARE and GROWTH. Our values are integral to fostering positive and inclusive relationships across the school between staff, students, families and the community.

We aim to develop our students into passionate, confident, and curious learners with inquiring minds who have a lifelong love and joy of learning. Thriving and flourishing, empowered global citizens with highly developed learner agency and voice empowers them to impact positive change in their own lives and in the world around them.

As a school community, we live and breathe our values and have collective responsibility to nurture and develop positive learner dispositions and mindframes in all members of our learning community.

Our learner disposition and mindframes will be embedded across the school curriculum and all school activities.

LEARNER DISPOSITIONS:

• CURIOSITY - Staff and students cultivating curious and inquiring minds.
• COLLABORATIVE - Works with others and is open to new and different ideas, perspectives, and opinions of others.
• UBIQUITOUS LEARNER - Has a curious mind and believes that learning, thinking and creating are continuous, never-ending and take place anywhere, anyhow, and anytime.
• REFLECTIVE RISK-TAKER - Willing to take risks, have a go and comfortable with the discomfort of challenge and stretch when learning.
• INDEPENDENT AND INTERDEPENDENT LEARNER - A resourceful and independent learner with initiative and drive who also values working and learning together as a member of our learning community.
• OPEN-MINDED - Cultivates a Growth mindset - Willing to challenge one’s thinking, be challenged by others, change one’s mind, adapt and change their approach as new problems arise and willing to receive feedback.
• SELF-DETERMINED - A determined and autonomous self-regulated learner who can be patient, persist and persevere when challenged and experiencing productive struggle.

STAFF MINDFRAMES FOR A POSITIVE LEARNING CULTURE:

• We have students at the centre.
• We all belong.
• We all continually grow and improve.
• We have high expectations and positive intent for all.
• We believe education is transformative.
• We embrace contemporary research and evidence-based pedagogies and teaching and learning practices.
• We are committed to ensuring every student has the best possible opportunity to succeed, achieving academic and personal wellbeing success.
• We provide an innovative, inclusive, and future-focused learning environment where all stakeholders are expected to be creative and critical thinkers to achieve and thrive as learners, leaders and citizens.

The successful applicant will play an instrumental role in the development and implementation of contemporary educational practices to support the learning and wellbeing of all students across the school. This position is a fantastic opportunity for the right individual to join our school team and contribute to the establishment of a thriving and dynamic school for our students, staff and the wider school community as our school continues to grow and flourish over the years ahead.

Applications close Thursday 29 October 2026 at 11.59pm.