PE Teacher - part time (Tuesday, Wednesday & Thursday)

About this role

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 This family leave position is for a PE Teacher role and will be undertaken on Tuesday, Wednesday and Thursday for the remainder of 2026. These days are set in the timetable. 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. 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 (see Workplace 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 [email protected] 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 • 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 Conditions of Employment This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school. Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: • 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 at Recruitment in Schools . Location Profile Fyans Park Primary School was opened on 2nd February 1965. Overlooking the Barwon River Valley on Newtown Hill in central Geelong, the school is set in attractive native gardens and has extensive grounds which offer a range of sporting, active and passive play areas. The current enrolment is 395 students. The school facilities include bright and functional classrooms that provide opportunities for collaborative learning, which includes an Art space and a STEAM laboratory, Department libraries within classroom areas, administration centre and multi-purpose facility with kitchen. The school has an inviting open space with two separate playgrounds designed for different age groups providing varying levels of challenge. Sporting facilities include an oval, basketball, netball and tennis courts. Network services provides all classrooms with a mobile multi-media functionality that supports our class-based devices. A culture of high expectations permeates the school, and the leadership and staff operate as a collaborative and dynamic community of learners with a shared commitment to improving student outcomes and to ensuring that teaching reflects best practice. The level of staff engagement is commendable with leadership supporting and empowering staff to do their job effectively and build a sense of ownership, commitment and pride towards the goals and values of the school. This is supported through the school¿s core values of - 'Respect', `Responsibility and 'Resilience¿ and our motto "My best each day". The school offers a comprehensive curriculum in all Learning Areas and Capabilities with a high emphasis placed on developing student knowledge and skills in Literacy, Numeracy and Personal and Social Capabilities. We provide each individual optimum opportunities to be flexible, organised and to be confident in themselves as learners. Fyans Park has a dedicated focus on student wellbeing through a curriculum that promotes our school values and in primary partnership with The Resilience Project and School wide positive behaviour support (SWPBS). Our specialist¿s curriculum includes STEAM, The Arts, PE and a Japanese language program for all students F-6. Staff participate in ongoing Professional Learning Communities to ensure maximum opportunities for all students to achieve their best. Fyans Park families demonstrate initiative, strong direction and are active participants in their child's learning. The school operates through teamwork, collaboration, and consultation. Mutual trust and respect between staff, students and parents forms a positive learning environment and family engagement. The relationship between school and home is highly valued and encouraged. We have a high rate of parental involvement for school-based events and activities which helps our staff deliver the curriculum that is required as well as parental support via local fundraising opportunities.