VCE Physics Teacher

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - Southern suburbs

Reference:

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.

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.

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.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

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

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:

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:

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

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

Patterson River Secondary College is seeking a passionate and enthusiastic ongoing Physics Teacher to replace a long-term retiring staff member. The time fraction is flexible , and the school can accommodate a Physics teacher who can also teach Mathematics and/or Science. Students at Patterson River outperform both state and similar schools, with strong and exceeding results, and the school runs Physics, Systems Engineering and Specialist Mathematics at both Year 11 and 12.

The College has achieved very strong NAPLAN Numeracy results in recent years (improvements in both student learning growth and NAPLAN Proficiency Levels). The school offers all VCE Mathematics subjects, including Specialist Mathematics, and we are currently experiencing an increase in both the number and proportion of students studying Mathematics and Science in VCE. The successful candidate's teaching allotment will be negotiated based on skills and experience. The time fraction will also be negotiated with the successful candidate (fulltime preferred). We have an experienced Science team, and therefore graduates are welcome to apply.

The College recently completed a large STEM Centre, which is closely connected to both Science and Mathematics programs. This centre includes large Maker Spaces and 3D Print rooms. Problem-solving activities and strong assessment practices are built into the Mathematics curriculum, resulting in student learning growth that far exceeds similar schools. Mathematics teachers are also supported by a dedicated resource room and in-class tutor support in targeted classes. Patterson River is currently assisting with the program development for the new Frankston Tech School, due to open in 2026.

Patterson River is a great place to work. The school enjoys very strong school community survey results, with an 84% positive endorsement (2% negative) for Cultural Leadership (similar schools = 62%). While we consistently outperform state and similar schools across the survey modules, we recorded particularly strong results in the areas of Cultural Leadership, Instructional Leadership, as well as Guaranteed and Viable Curriculum.

Set next to the Seaford Wetlands and within walking distance of the beach, our school enjoys beautiful surrounds. Our grounds are spacious and contain several landscaped courtyards which provide attractive shaded seating areas for our students. Student learning takes place in a safe and stimulating environment with a range of modern facilities which include a three-court basketball stadium, Performing Arts Centre, Senior School Centre, Year 7, Year 8 and Year 9 learning centres along with a new STEM centre, food rooms and community room. Staff are provided with free out of hours access to our new weights and circuit gym.

The school offers a wide range of programs to support student learning, including:

Diverse elective and VCE subject offerings

State-of-the-art STEM Centre.

EXCEL Academic Program

Frankston Tech School Partner

Large Instrumental Music Program

EXCEL Sport Program

Doctors in Secondary Schools Program

PLC link School for the Bayside Peninsula Area

Hub School for the Head Start program for Bayside Peninsula Area

The College has an experienced and stable leadership team with the structure aligned to the following areas of responsibility led by an Assistant Principal:

Excellence in Teaching & Learning (Curriculum Operations)

Positive Climate for Student Learning (Student Operations)

Community Engagement & Support Services (School Operations)

The current Student Family Occupation & Education (SFOE) Index is 0.38. The College enjoys a positive school climate and student connectedness, with staff, student and parent opinion surveys all reporting results which place the College in the top quartiles in state-wide comparisons.

College tours can be arranged by contacting:

Daniel Dew (College Principal)

Further information about our College can be found by visiting our website (including Strategic Plan and Annual Report) or newsletters via:

Applications close Sunday 5 October 2025 at 11.59pm

Posted

9 September 2025

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