Armstrong Creek School is a new government school which opened in January 2018 for students in Grades Prep- 6 in Term 1, 2018. In 2019, the Secondary Special School component opened its doors for the first time for students in Years 7-9 with year 10 commencing in 2020, year 11 in 2021 and year 12 in 2022.
Our school combines both mainstream Prep to Year 6 and Special Education provision from Prep to year 12 under a single governance model. Our school’s inclusive model and flexible approach curriculum provision, allows each learner to access the educational support and experiences they require based on identified need, individual student ability and assessed benefit. It enables a customised approach to education rather than a ‘one size fits all’.
Armstrong Creek School has been designed with state of the art learning and community facilities. These includes a range of adaptable and multi-purpose learning spaces as well as conference, therapy and interview rooms.
The school also has a Community Hub which is managed by the YMCA out of school hours to provide before/ after school care, holiday programs and other community programs that can be accessed by local families and residents. The school also features an indoor gymnasium built to Netball Victoria standards, outdoor hardcourts and sporting fields.
At Armstrong Creek School we embrace challenge and celebrate diversity while pursuing an individual journey to personal excellence. Innovative learning and teaching is placed at the centre of all we do.
We design opportunities for students to achieve their personal best in a positive environment where they are inspired to learn, grow and thrive while demonstrating our school values of: Care, Collaboration and Commitment.
Establishing the new Armstrong Creek School
The new school presents an exciting opportunity for the School Leadership Team and Staff to exercise a significant influence on the creation of a contemporary school connected to the community and the development of high quality teaching and learning practices that will maximise learning outcomes for all students.
The over-arching drivers in our curriculum are personalising learning and increasingly building each child’s capacity to direct, influence and take responsibility for their own learning.
The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a new school as well as the diversity of needs that will be present in this unique schooling model.
The successful candidate for this position will be expected to support the work of the Principal in establishing a strong and positive culture in the early stages of our developing school.
Please consider the nature of our educational setting when responding to these criteria, namely, our philosophy of inclusive practice and providing educational support and challenge for all students.
SC1 Demonstrated understanding of best practice in student learning, and the capacity to implement the Victorian Curriculum, monitor progress and assess achievement in a manner consistent with inclusive pedagogy.
SC2. Demonstrated capacity to implement high impact teaching strategies within an adaptable, collaborative learning environment, where student-centred learning drives improved outcomes in Literacy and Numeracy.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.
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:
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:
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.