Pe Teacher (Classroom Teacher)

Schools (Government)

Melbourne, VIC

Posted 5/24/2020

Location Profile

Glen Waverley Primary School is seeking a dynamic physical education teacher who demonstrates enthusiasm, a comprehensive understanding of the learning needs of students, a willingness to learn and a passion for teaching and learning to join our proactive, forward thinking and vibrant school.

The role entails:

  • Teaching Year 3 to 6 physical education classes (20 x one hour sessions per week)
  • Assisting with the coordination inter-school sport
  • Teaching and training an inter-school sport team
  • Assisting the Sports Captains to lead the lunchtime sports program
  • Managing the school’s physical education resources and storeroom and
  • All other duties as directed by the Principal or his delegates.
    Glen Waverley Primary School is an Accredited Member of the Council of International Schools (CIS) and we are committed to continuous improvement, global education and excellence in all aspects of teaching and learning. We have a reputation for high academic achievement, and we are proud of the achievements of our industrious, respectful students which are enhanced by our families who highly value education. Our school is located on the busy arterial of High Street Road in the suburb of Glen Waverley, very close to the major intersection with Springvale Road in the City of Monash approximately 20 km east of the Melbourne CBD.
    Our work is driven by our School Philosophy:
  1. The students are at the centre of everything we do
  2. Building staff capacity is paramount and
  3. Everything we do is based on research and a whole school approach.

    And is underpinned by our School Values and Guiding Statements which can be found on our school website.

In recent years we have experienced considerable growth with our student population now at 890. Being a highly sought after school, enrolments also increase throughout the school year.

In 2020 we have 35 classes which are all structured as straight year levels.

Our student family occupation (SFO) density is relatively steady at 0.24 and indicates a community with an overall high socio-economic profile with the percentile ranking above 90, showing a school with a high level of advantage relative to other state schools. The proportion of students with a language background other than English (LBOTE) is significant at 95% with 80% deemed to be learning English as Additional Language (EAL). Our current families represent 36 different nationalities. The school’s student profile attracts substantial funds under English as an Additional Language (EAL) and Programs for Students with Disabilities (PSD) and a relatively small amount under Mobility. The school also receives funds for our international students, which are additional to the SRP funding.

There are approximately eighty staff members across a range of fulltime and part-time positions and together offer a diversity of experience, expertise and a gender balance. Our specialist curriculum areas include Visual Arts, Music, Physical Education, Performing Arts, Mandarin, Reading Recovery, Multimedia, STEAM/AI and Advanced learning programs in Art, Maths, Writing and Music. We also value the use of coaching and subsequently employ: Pedagogical and Leadership Development coaches.

School Strategic Plan – Through the CIS Accreditation process, we undertook a very comprehensive school review in 2016 which has resulted in the development of an SSP which focuses on high level student engagement with a particular focus on the science of learning in order to further enhance student learning outcomes. Copies of our current SSP and AIP are available on our website.

Parents are openly welcomed into our school and participation and support has strengthened in recent times including the introduction of a Community Relations (Parents & Friends) committee and attendance at excursions, incursions and classroom support. School Council is very active and enthusiastic and a sense of school pride is evident in the manner in which the school is presented. Corridors are orderly and purposefully adorned with student work from classroom and extra curricula activities. The school offers a broad range of extra curricula programs and activities. Before and after school care is also available for families.

In recent times, substantial time and resources have been allocated to developing the school’s curriculum with a greater focus on multiculturalism, personalised learning, science and ensuring a global education perspective in units of learning. The school’s Digital Learning footprint is substantial and continually increasing. Flat screen TV’s are installed in each of the classrooms, all Prep to Year 3 classrooms have 6 iPads and 6 notebooks and we have a BYOD 1:1 iPad program for students in Levels 4, 5 and 6.

Playground areas are located across the multi-level site and students have access to a range of areas including a well-maintained oval, several hard court areas, four sets of playground equipment, and a landscaped central courtyard with sand pit and garden beds that was designed with student consultation.

The classroom facilities are located across three main buildings, two cement brick clad LTC (light timber construction) design, each with a central corridor, a number of relocatable mod 5 buildings, a Mod 10 double story building and the BER that provides seven contemporary learning spaces which house the Prep and Year One students, Mandarin, Advanced Maths and the Reading Recovery programs. The larger of the LTC wings accommodates the library, art room, multimedia room, STEAM/AI room, administration area, sick bay and the staffroom. Specialist programs are all allocated learning spaces including physical education, which has access to a full sized gymnasium.

If you have any queries please do not hesitate to contact me on 9802 9938 or at

I wish all applicants well with the recruitment process.

Frank Catalano


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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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

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

Other Information

- 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

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

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