Classroom Teacher - Physical Education

Department of Education Victoria; City of Melbourne; On-site; AUD 70,000 - 100,000; Full time

Job summary

Seaholme Primary School in Altona, VIC, invites applications for a classroom teacher. You will plan, prepare and teach engaging programs across the curriculum, with a focus on literacy and numeracy, inclusion and high-impact teaching practices.

You will monitor student progress and collaborate with families and colleagues to support learning. The role requires Victorian teaching registration, strong communication skills, and the ability to differentiate teaching to meet diverse student needs.

Qualifications

• Must have teaching qualifications and be registered with VIT.
• Ability to plan and implement high-impact teaching strategies.
• Experience in monitoring, assessing student learning and using data to inform practice.

Responsibilities

• Direct teaching of groups of students and individual students.
• Contribute to curriculum development, planning and evaluation of programs.
• Undertake other classroom duties as required by the school.

Skills

Interpersonal skills

Communication skills

Differentiated instruction

Data-driven instruction

Team collaboration

Education

Bachelor of Education

Provisional or Full registration with VIT

Job description

Department of Education Victoria – Altona VIC

1d ago , from Department of Education & Training Victoria

Located in Altona, within a short walking distance of the beach and Cherry Lake Reserve, Seaholme Primary School prides itself on being a small community school.

Our students have access to innovative and engaging classroom spaces in permanent buildings. Over recent years, the school council has developed playground areas to make them attractive, safe, and stimulating for our students. These extensive grounds and gardens include; an oval, running track, basketball court, six down-ball courts, three adventure playgrounds, two sandpits, and a rebound wall.

In 2026 there are 313 students enrolled in the school, supported by a workforce of 29.11 equivalent full-time staff comprising two principal class, 18.77 equivalent teaching staff and 8.34 equivalent Education Support staff.

At Seaholme Primary School, we work with our community to ensure 'Success for All'. We provide an inclusive, stimulating, creative and challenging learning environment where students are encouraged and enabled to achieve their personal best. They are supported to grow socially, emotionally and academically and become respectful, responsible and resilient members of a global community.

We offer a robust educational experience for all students through effective communication, strong collaboration and high impact, research-based teaching practices. In 2024, Seaholme Primary School had its review and developed a new School Strategic Plan (SSP).

Strategic Plan Goals

• To optimise the learning growth of every student
• To optimise the wellbeing of every student

Strategic Plan Improvement Strategies

• review and strengthen the school’s agreed teaching and learning practices.
• strengthen staff capacity to collect, analyse and use the learning and wellbeing data.
• enhance student engagement and empowerment in their learning.
• further develop school and family partnerships to strengthen learning and wellbeing outcomes., and
• embed the school’s tiered approach to wellbeing, engagement and inclusion.

Seaholme Primary School provides an outstanding teaching and learning program in all curriculum areas and continues to achieve excellent academic results. Additional programs include Visual Art, STEM, Physical Education and Mandarin. TeamKids Out of School Hours Care, swimming, camps for years 2-6, lunchtime clubs, instrumental music, incursions and excursions are provided to support every student to reach their full potential.

The active participation of parents and carers within the school community is a highly valued feature of our school. A strong partnership with parents and the wider community has been developed and is considered essential in our endeavours to ensure success for every child.

Further information about Seaholme Primary School can be founded by visiting our school website: https://seaholmeps.vic.edu.au/

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.

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 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.

• 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.

Responsibilities

• 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 (seeWorkplace 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:

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

Other Information

No job description available

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

• 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 atRecruitment in Schools.