Point Cook College opened in January 2010 as the re-location of Point Cook Primary school.
Point Cook Primary School was established in 1923 and is unique in that it was situated on Commonwealth land within an active RAAF base. The school was initially developed to provide education for the children of RAAF families living on the base but also accepted enrolments from local Werribee South residents.
Point Cook Primary school continued to have very close ties with the RAAF throughout its time at RAAF Williams Point Cook Base yet was under the jurisdiction and funding of the Victorian Education Department.
The school enrolment numbers fluctuated over the years depending on the RAAF units deployed on the base and the cycle of RAAF postings. By 1994 the pupil numbers had dropped to 43 students and two staff and the school was considered for closure. At that stage Point Cook was basically a rural community with a population of approximately 580, of whom 552 lived on the RAAF base. By 2001, Point Cook’s population increased to 1,737, and by August 2006 the population was 14,162. During this time the pupil numbers at Point Cook Primary school continued to increase peaking at 350 in 2009. This continued growth was the driving force in the decision to re-locate into a new facility within the Point Cook community.
In 2010 Point Cook Prep - Year College opened its door for the first time to approximately 800 pupils in a newly designed state of the art 21st century facility.
Point Cook P-9 College was constructed under the Public Private Partnership (PPP) Project. Under the PPP model, the college was financed, designed and constructed by the private sector to high contractual standards. The college will be maintained by Cushman and Wakefield until 2035.
Our College provides access to an education that is seamless from Prep right through to Year 9 and is divided in to three sub schools, Junior School for Prep to Year 2 students, Middle School for Year 3 to Year 6 Students and Senior School for Year 7 to Year 9 students. The College provides access to an education of the highest quality for the young people of Point Cook. The students are at the centre of all that we do. They are engaged through stimulating, relevant and inspiring educational experiences that ignite a life-long passion for learning and a strong community connectedness.
The wellbeing of our students and staff is of the utmost importance to us. The high calibre Student Wellbeing team, consists of speech therapists, social workers, counsellors, ESO- Integration aides and DET SSSO staff provide support and guidance for our students, staff and families.
The College upholds high expectations of all. Inspirational teaching and quality learning are the cornerstones of our school, and we are an outstanding team who support and challenge students to achieve their full potential. Staff provide a safe and stimulating learning environment for all students. Teachers and students work in Multi-age Groupings (MAGs) to create flexible teaching options and to better cater for the individual needs of all students. All teachers and support staff work hard to provide a teaching pedagogy reflective of 21st Century designs, including ICT rich environments and Personalised Learning for all students. Point Cook P-9 College has exemplary programs and are seen as a prominent college in the areas of STEM, Sport, Literacy and Numeracy, together with Visual arts and Music performance. The curriculum and teaching strategies encourage our students to have high expectations of themselves and their work, and to produce their best.
The college has been designed as a community hub and we encourage community use and additional community facilities and programs through a partnership with the YMCA and Cushman & Wakefield. The relationships between the staff, students, parents and the community is a fundamental strength of Point Cook College. Parent involvement and participation in a variety of college activities are a significant feature of our college life and we actively encouraged and greatly valued. There is a common community interest to work towards the provision of quality education for students at Point Cook P-9 College.
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-curricula 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 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.
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