Organisation: Education and Training Directorate, ACT Government
Job Title: Behaviour Support Partner, Student Wellbeing, Student Engagement Section
Word Limit: I page per capability
Location: ACT
Leading, Teaching Learning
I am currently employed as a Youth Educator with the Anglicare Youth Education Program (YEP).
YEP is a flexible education program that delivers the Canberra Institute of TAFE’s Certificate II in
Access 10 for young people who, for a variety of reasons, have disengaged from formal education.
The reasons may include behavioural and mental health issues, family conflict, Youth Justice
involvement, being under care orders, and other issues that mainstream school cannot effectively
deal with. Access 10 is a curriculum that provides students with the Year 10 equivalent skills in
Maths and English, as well as Science, General Knowledge and a number of electives. The focus of
my role is to create flexible and supportive learning options and outcomes to meet the needs of a
diverse range of young people undertaking the Certificate. I teach English and Maths, as well as
subjects based on Social Science and Physical Education.
As mentioned, I work with students who have become completely disengaged from education, so it
is vital that I provide a stimulating and engaging learning environment for them to ensure positive
results. I focus on getting to the know the students very well, including whatever areas of interest
they may have, and shaping their learning experience based on this. I also aim to help them make
connections between the required learnings, their world and contemporary culture. I believe that
the classroom must connect to the real world for learning to be relevant and sustainable. I
demonstrate this by drawing on current events, relevant stories and real life examples and
experiences to build layers of information that relate to and reinforce the information. These types
of connections help reinforce the knowledge, and assist the students to expand their learnings to a
broader context.
I also strive to ensure that all students have the skills and commitment they need to take
responsibility for their own learning. The certificate program is largely self-paced and previously
there had been only a limited focus on encouraging the students to graduate. I have worked with
students to help them focus more on assessment and the completion of items. I have also
encouraged more group work, where student share ideas and perspectives in constructive ways.
I also understand that assessment should be an ongoing, cumulative process of gathering, analysing
and reflecting on data, and then making informed judgements to enhance future student learning. I
use my knowledge of a student and their progress to inform my teaching delivery, asking students
to reflect on their own learning and how they are progressing, and then assessing their knowledge
to make judgements on their achievement against goals and standards. I meet fortnightly with kids
on an individual basis to review progress, ensure ongoing capability development, and provide
continuing support and encouragement. These are often troubled young people, with a range of
issues and challenging circumstances that hinder their educational progress. I have to work within
these parameters and ensure that learning and assessment is aligned to these needs.
While the certificate delivers a modified curriculum, it is based on the standard ACT one, just with a
greater focus on being self-paced. My work with YEP has provided me with experience in delivering
curriculum based teaching, and in actually developing a course from concept to implementation to
align with the standard ACT curriculum. This occurred when I was required to teach Physical
Education (PE) to students as an elective. Within the certificate PE has very limited requirements
and no framework to structure the delivery. I wanted to create and implement a program that was
meaningful, structured and focused on delivering a range of skills. To achieve this I reviewed the
national and ACT curriculum for PE, and based on this developed a structured ten week course that
incorporated the core elements of the curriculum, including sexual health, mental health, nutrition,
and a range of physical processes to build skills that would then scaffold more complex activities. I
engaged and coordinated external resources to deliver some components and ensured it was both
relevant and engaging (for example I incorporated a session on being safe and responsible while
partying).
3 Tom Armstead
Developing self and others
I am a life-long learner, a qualified Personal Trainer and have completed a Bachelor of Coaching
Science (majors in exercise physiology, coaching theory and practice and sport science, and minors
in nutrition and sport psychology). While completing my Graduate Diploma in Secondary Education I
specialised in Science (Senior Biology) and Physical Development, Health and Physical Education. I
have a passionate commitment to both modelling and communicating the importance of health,
well-being and resilience, and am an advocate of promoting the link between these and
psychological health, academic productivity and achievement. In my current role I try to include
physical activity (such as surfing lessons) as a reward, as well as a way to promote fitness and
healthy living as enjoyable. For two years I was employed as the Programs Coordinator at
SmartStart for Kids, a not-for-profit program that measures and reports on the health and fitness
characteristics of primary school children. In this role I profiled risk, monitored changes in health,
promoted good health behaviours and practices, and promoted a commitment to health and fitness
outcomes in schools and parent. I also developed a comprehensive trial program incorporating
health assessment, physical fitness, nutrition and well-being for school staff.
I am aware of my own skills and strengths, and reflect honestly on my own performance and
required areas for development. I work in a small team where communication and open feedback
are encouraged and valued. We work collaboratively, sharing information and learnings to ensure
we provide an integrated service to the students. I also work closely with my Manager, undertaking
self-assessment and planning my future capability and development needs.
As a Case Manager with Youth Connection the focus of my role was to engage and maintain young
people in educational pathways and to support the family during this process. This aim also
required that I address other factors, such as drug and alcohol use, mental health issues, family
conflict, bullying, literacy and numeracy, abuse and neglect, that impacted on the ability of the child
to achieve their educational goals. To achieve this I had to work closely with schools and educators
to ensure that their methods maximised the success of positive learning outcomes for these
children. I negotiated with Teachers and Administrators to find approaches that aligned with the
circumstances and requirements of individual children, taking into account a diverse range of often
very challenging behavioural issues, and social and family circumstances. I spent a great deal of time
in class, working with children and liaising and consulting with Teachers to ensure I was partnering
effectively with their educators and supporting their ongoing learning and development needs.
In previous roles I have been required to recruit, induct, train and supervise a variety of staff, and I
have excellent skills in providing structured coaching and valuable feedback to staff. While
employed as the Community Recreation Coordinator with the YMCA I recruited and trained staff,
ensuring they had the skills needed to undertake their roles effectively. As the Head Trainer at Evo
Health Club I worked with staff to review their professional development needs and ensure they
maintained their currency of knowledge and expertise within the field of health and fitness. At
SmartStart I coordinated all aspects of the school assessments, including recruiting all team
members, inducting and training them for the project and monitoring and reviewing their work to
ensure an integrated and consistent approach at all stages of the project. Similarly at Canteen I
organised and coordinated camps, recruited and trained volunteers, and sourced appropriate
external resources to deliver meaningful and engaging activities for all the young people involved in
the program.
4 Tom Armstead
Leading improvement, innovation and change
Throughout my professional career I have focused on gathering relevant data and making informed
decisions that support the strategic direction and the goals of the organisations I have worked for. I
often work autonomously in roles, deciding how to progress cases and provide support based my
assessment and evaluations of student’s circumstances and learning needs. I use a range of teaching
and engagement strategies to cater to the learning requirements, circumstances and background of
students. I also engage with colleagues, stakeholders and appropriate external resources to improve
student learning outcomes, building and sustaining collaborative and cooperative relationships to
leverage the skills and expertise of others to deliver positive educational results.
In my current role with the Anglicare Youth Education Program I support the organisation’s
commitment and vision of both helping individuals to achieve goals, and building the supports,
networks and partnerships needed to ensure that those achievements are sustainable in the long
term. Anglicare also has a number of attributes and values that they promote to facilitate this
vision, including being client and outcomes focused, having a team-based approach, and supporting
continuous improvement. Within the educational environment I have demonstrated my
commitment to this vision and values through working closely with individuals to identify particular
learning needs and styles, and to plan experiences that enable young people to achieve success. I
also work to build the alliances and structures needed with the school, their family, other
government agencies and relevant external resources to ensure this success is sustainable.
Throughout my career I have always had a clear understanding of the objectives and direction of
the organisation, and can see how the work I undertake contributes to this. I can also articulate the
reasons for policy and procedure to others, and show how these connect to daily work practices. I
also work with families and carers to promote the importance of education for their children, and
explain the reasons for specific policies within the school. I also have always been committed to a
working environment that fosters continuous improvement and innovation, and I am willing to
negotiate changes within standard procedure if I believe it will benefit the young people I support.
For example, in my previous role I liaised with several schools to change their procedures in relation
to external suspensions, explaining that for many children this was a no-consequence approach to
behaviour management. The schools adopted internal suspension, and I assisted Teachers and
Administrators to manage and implement this approach. Similarly, I negotiated part time
attendance for some students who, due to various issues, could not attend school on a full time
basis.
I have strong IT skills and have consistently advocated the use of technology to deliver a blended
learning experience in teaching. I have also found this type of approach offers certain efficiencies,
along with flexibility of design, delivery and access to learning activities, which in turn can enhance
the independent learning experience of students. Presenting content in various formats and
reducing the amount of print text that the use of IT can allow, often appeals to learner preferences
for the visual or the kinaesthetic. IT can support a greater range of learning styles, therefore
maximising the uptake of information by students. Also presenting information in diverse ways can
benefit student learning in relation to more difficult topics. Once again, this is about reinforcing
information to sustain the learning process. I have undertaken training in the use of SmartBoards
and have consistently advocated for the purchase of the technology within my current role.
I am committed to continuing self-development, and actively manage my ongoing learning to
ensure the currency of my knowledge and skills. I work with my supervisor to develop my training
plan and pursue any available opportunities for professional training and development. In
particular, I have a strong interest in the impact of health-related factors, such as nutrition, physical
fitness and well-being, on academic performance and actively research these issues. I also have an
interest in the impact of abuse and trauma on learning, and have undertaken training in this area.
5 Tom Armstead
Leading the management of the school
As mentioned in the previous criterion, I have always been able to understand the reasons for
particular organisational values and how they apply to and are driven by day-to-day work practices.
I have been able to work with teams to express these values and ensure that we deliver an
integrated, cohesive approach in relation to these. As a Residential Care Worker this was
particularly important to facilitate a consistent approach in managing the behaviour of the young
people under our care. In this role there were a number of shifts that covered the supervision of a
residence, often with varying approaches and perspectives. There was also a high level of turnover,
which could lead to differing methods and strategies. I helped build a united, stable team that had
an agreed, consistent approach to the management of the young people that also aligned with the
direction of the organisation. We met regularly to discuss any issues or problems that had arisen,
and agreed on and sustained specific approaches to dealing with particular behaviours. This
consistent, integrated approach was extremely successful, and we had a number of positive
outcomes for the young people within the residence.
I also have proven skills in managing budgets, resources and staffing to deliver current
requirements, and in anticipation of future needs. In my current role I have developed proposals to
secure funding for specific programs and resources; for example, an annual sport and recreation
camp for the children. I have also sourced funds and resources to engage external providers to
deliver specific components of the curriculum (as detailed in the development of the PE program for
the school). As a Program Officer with Canteen I was allocated a specific budget to deliver camps. I
had to design the camp, including recruiting and training volunteers, and sourcing activities,
accommodation, transport, catering and other incidentals. At all times I had to ensure that all costs
and expenses remained within budget. Similarly, as the Programs Coordinator with SmartStart I was
given a specific budget and had to deliver the program within those parameters.
YEP sources its funding from two separate government agencies, the ACT Education and Training
Directorate and the Australian Department of Education. Both these organisations have specific
reporting requirements and set targets and outcomes that must be achieved in relation to securing
and maintaining ongoing funding. I have always worked in compliance with these requirements, as
well as a range of other policies and procedures relating to the care of the children at the school.
Working in other roles I have recruited staff and volunteers to work with children and have
coordinated all the checks required for this to occur.
I also have strong skills in developing meaningful and appropriate methods of learning assessment
with a range of children with often extremely challenging behaviours. Assessment and evaluation
processes work best when they are varied, continuous and cumulative. In my current role students
are not given formal assessment, which often makes it difficult to monitor ongoing development
and learning. I achieve this by gaining a detailed knowledge of each student’s capacity, and working
with them to regularly review their goals and achievements. The purpose of assessment is to
improve student performance, guiding learning rather than being an end unto itself. However, I am
also committed to ensuring that students complete their certificate and have made that a strong
focus in my current role. As a result of this, last year eight students graduated (which had been the
total number of graduates in the previous three years combined).
6 Tom Armstead
Engaging and working with the community
As a Youth Educator with YEP my role is to create effective learning options to meet the diverse
needs of young people and to develop a stimulating educational environment that promotes
positive outcomes for them. I have to work collaboratively with students, parents and carers,
educators and other stakeholders to establish positive educational pathways for children. As
mentioned previously, these are young people who have disengaged from formal education. Many
of them are dealing with unstable family environments, and even have substantial care
responsibilities for their parents and younger siblings. In addition to these circumstances, other
challenges, such as behavioural and mental health issues, Youth Justice involvement, and being
under care orders, may also be impacting on the situation. I liaise with parents and carers on a
regular basis to encourage their ongoing involvement in their child’s learning needs and to advocate
the importance of education for their future.
As a Case Manager with Youth Connection my involvement and interaction with students and their
families was even more significant. I visited their homes regularly, often working with parents to try
and ensure children had the most basic requirements, such as a clean uniform, adequate food and
transport to school. I often provided life skills training and coaching to both carers and young
people to ensure their basic health and well-being, as well as focusing on educational achievements.
If these young people had care responsibilities, I would often liaise with the school to negotiate a
realistic attendance schedule for them. At SmartStart I also consulted with school employees and
parents to promote the benefits of health and fitness for children. While working for this
organisation I also developed a significant trial program for a number of young Aboriginal people
that incorporated a health and fitness assessment and a program to improve these things. The
program incorporated topics such as nutrition, fitness, well-being, healthy cooking and leadership in
their community. It also included fun and engaging fitness activities and games. I consulted with
local Elders to structure the program and to request that they talk to the children during the
program to encourage and support its aims. The program, which I trialled in 2009, was formally
adopted and is still running today.
In my current and previous roles, if the child’s circumstances also include mental health issues,
behavioural problems, care orders or Youth Justice involvement, I work collaboratively with a
variety of external stakeholders to provide assistance and support. I have excellent skills in
establishing and maintaining cooperative partnerships and networks with allied services to deliver
positive outcomes for children. My community partners include staff from the Community Services
Directorate (more specifically the Youth Justice, Family Support and Care and Protection Team),
Psychologists, General Practitioners, staff from Child and Adolescent Mental Health Services and
peak bodies such as the Youth Coalition, the ACT Council of Social Services and representatives from
other not for profit community service organisations. I have an excellent knowledge of the external
bodies and support structures that are available within the community, and have the knowledge
and expertise to partner with them to create integrated service support for young people.
I am also an active member of the Alternative Education Network that was established by the ACT
Youth Coalition. The focus of the network is to support members who provide alternative education
programs within the ACT. Some of the activities that the network is involved in include sharing
programs and ideas, examining how to interpret the curriculum to meet the needs of the individual
young people accessing alternative education, identifying common professional development needs
and appropriate training for alternative education providers, and looking at ways to develop
common policy. We also reflect on our approach to service and practice theory, and I am always
keen to share my learnings with my colleagues.
