Ongoing Physical Education

2 months ago

Melbourne, Australia Schools (Government) Full time

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 28/01/2025

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Teacher

Reference: 1438795

**Location Profile**:
Established over 150 years ago in 1865, Glen Iris Primary School, affectionately known as GIPS, is a family and community-oriented school serving families in Glen Iris and the surrounding areas. In 2024, our enrolment is 400 children across 18 grades. Our highly motivated and professional staff members provide an engaging and caring education that fosters a love of learning and encouragement for individuals to excel.

We have a deeply embedded pedagogical model from Prep to Year 6 including within our PE classes. We start our lessons with a hook or positive primer to help students engage with the learning. Then, we do explicit teaching of a skill or strategy. As students move off to differentiated work, teachers differentiate by working with small groups or roaming before bringing students back to reflect at the end of class. This consistent, predictable routine is embedded across all classes and year level groups. In 2025, our specialist classes will include Visual Arts, Performing Arts, Physical Education, STEM Design Thinking, and Spanish.

Data drives everything here at GIPS so we can continually measure the progress of our students. We spend dedicated time during PLCs analysing all student data and then discussing in teams how that data will impact our explicit teaching, small group instruction, and one to one conferencing. Our motto is "Aim High", and thus we have very high expectations for our learners and their developmental growth.

Wellbeing is embedded into learning, because safe, happy, and healthy children learn better. At GIPS, we use a range of wellbeing tools to support our students to learn the skills and strategies they need to have positive mental health including the Resilience Project, the Berry Street Education Model, Life Education, Buddies, and Respectful Relationships. These programs help our students build and maintain harmonious relationships. Our shared school values - Empathy, Honesty, Resilience, Gratitude and Respect
- are central to our community.

Teachers at our school are exhilarated about education and improvement, as we are constantly learning and growing. There is a strong sense of community at GIPS, and we are seeking teachers who are passionate about working on teams, have high expectations for all learners, and value the integration of learning and wellbeing. Part of this role requires sport coordination at our school for which time release will be available. We hold house events across the year including house cross country, house athletics, house swimming, and hoop time.

Questions can be directed to the school principal, Maddie Witter.

**Selection Criteria**:
**SC1** Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

**SC2** Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

**SC3** Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

**SC4** Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

**SC5** Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

**SC6 **Demonstrated organisational skills, efficiency, attention to detail and commitment to process improvement.

**Role**:
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.

Teachers at range 1 are responsible for teaching their own classes and may also a

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