PE Teacher - Wattle Glen Primary School

  • Victoria State Government - Education and Training
  • Wattle Glen VIC 3096, Australia
  • 16 Jun, 2022

Job Description

Job ID 1283379
Location Wattle Glen Primary School
Department Wattle Glen Primary School
Role Type Primary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Part-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 06/28/2022
Other Information  
Begin Date 06/15/2022
End Date 01/27/2023
Hours 7.60
Contact Name Melanie Mclennan
Phone 03 9438 1259
School Website

Location Profile

Wattle Glen Primary School is situated in the leafy, semi-rural suburb of Wattle Glen, approximately 30 kilometres North East of Melbourne. Our school facilities consist of the renovated main school building and three sets of double portables. The main building contains a library, classrooms, first aid, administration area, a shared space and the Out Of Hours Care (currently run by Camp Australia). One double portable houses Visual Art, Performing Arts and STEM and the other two double portables contain classrooms. In 2021, the school finished the year with 96 enrolments. The staff mix comprises of new and experienced staff, we welcomed a graduate teacher and a teacher with extensive experience (to replace a teacher on family leave). The school offers a comprehensive curriculum, with a strong emphasis on Evidence Based Programs. Specialist programs are provided for Visual Arts, Italian, Physical Education and STEM. We work with School Sport Victoria to run specialised sporting programs each term. Our school values of "Respect, Kindness, Resilience and Curiosity" were voted on by students, staff and the wider school community. Chromebooks, iPads and interactive whiteboards/TVs are available in all classrooms. Teachers incorporate new technologies into their teaching practice. An important contextual factor that influences a school’s performance is the background of its students. The Wattle Glen 2021 Student Family Occupation (SFO) Density profile of 0.24, placed the school in the low section of the socio-economic bands. (Comprising of Low, Low-Medium, Medium and High.) As a result, there is an expectation of high outcomes for students who attend the school. The school strongly values the partnerships between home and school and is committed to empowering all students to take responsibility for their learning. A highlight of the 2021 school year was the community working together with staff to provide successful remote learning. This saw the majority of students actively engaged in their learning and academic progress continued. In 2021, we became a hub school for the, "Career Start - transforming the first years of the teaching career." We were able to host over 60 graduate teachers and staff from the Department of Education. We started our learning of the "School Wide Positive Behaviour Supports" program and worked with the Regional School Engagement Officer to run a curriculum day. To continue this learning we accepted the invtiation to take part in the Department intake of SWPBS training for our region in 2022.

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-curricular 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 classrooms 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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.