Organisation: Anglican Church Grammar School
Job Title: Housemaster
With nine of my thirteen years’ teaching being in all-boys schools, I am well placed to demonstrate
a strong knowledge and understanding of adolescent boys and the way they think. My experience
at Anglican Church Grammar School and Moreton Bay Boys’ College has afforded me an excellent
understanding of a variety of techniques, which I have subsequently applied in a co-educational
setting as I focus on helping boys in their development into young men.
When working with boys I demonstrate empathy, whilst providing clear boundaries, including
behaviour management and curriculum policies. When I see boys underachieving I endeavour to
understand why, considering elements like whether they like the subject or the particular
classroom environment, and negotiate with the student to establish a plan in order to achieve
success. This could mean working with them to modify their behaviour, or providing assistance in
the attainment of specific tasks. I understand that adolescent boys do not thrive on
micromanagement, so I utilise scaffolding, whilst setting high expectations, which results in the
boys striving to meet the expectations set, and succeeding.
One particular example that demonstrates my understanding of adolescent boys was recently on a
school camp, where one of the newer students was found to be drinking alcohol whilst on camp.
In talking with the boy I found that it was primarily just him trying to fit in. Whilst he still had to
face the appropriate consequences for his actions, I was able to explain to his parents where this
sort of behaviour was stemming from. Since many of the parents I deal with don’t have a lot of
experience with adolescents, I often direct them to readings, such as by Andrew Fuller, to help
them to understand; and often they are elated in talking with me that there is someone who
understands their son.
I have participated in extensive professional development regarding working with adolescent
boys, including presentations by Andrew Fuller and Michael Carr-Gregg, as well as professional
reading from MYSA and a variety of Psychologists.
Display excellence as a classroom practitioner, employing strategies that engage boys in
learning, deploying group and individual learning options that sustain a literacy-rich curriculum,
routinely and effectively use technology as a tool to deepen the joy of learning for students and
share responsibility with the Heads of Faculty for quality classroom teaching and learning
environments at Churchie
From the minute students walk in the door I set a high expectation, including respect and
motivation. In ensuring excellent classroom practices and high quality teaching, I utilise a number
of strategies to engage and support boys’ learning. At times I utilise a reward system to assist in
motivating students, offering practical work (in Science) or a favourite game (in Sport) as a reward
for focus and completion of set tasks. In all classes I differentiate my classroom, ensuring I
challenge the high achievers with higher order thinking and deeper understanding, whilst
supporting students who are struggling or in need of extra assistance.
My commitment to students’ success is such that I offer extra assistance outside of the classroom
where it is required, ensuring students receive the support they need. Further, I differentiate not
only on ability level, but on ways of thinking, acknowledging the ‘multiple intelligences’ found in
any one classroom, and providing activities that cater to the different ways of thinking.
I create an environment that promotes the exploration of learning, whereby if a student asks me
something I don’t know the answer to, I will look it up and come back with a response;
encouraging students to be inquisitive. Further, I endeavour to connect new learning to real life
situations, which is particularly useful with boys as they struggle to connect with the relevance of
concepts that are not connected to real life. In further connecting with the twenty-first century adolescent boy, I actively incorporate technology into the classroom, both as a research tool and
to create engaging, accessible activities.
Understand (or show the capacity to learn) the Queensland system of tertiary entrance (Overall
Positions), so that misinformation and myths expressed by students and/or parents can be
addressed with accuracy and confidence
I have gained an understanding of the Queensland system of tertiary entrance, including Overall
Positions, in particular through my position at Moreton Bay Boys College, where I was teaching
senior subjects, including the writing of work programs. Further, at Rivermount College I am
actively involved in QCS preparation, as well as providing information to parents at the middle
school level so they can make informed decisions with their students for senior study paths. One
of the primary myths about the system is in relation to the weighting of subjects, whereby I
understand that each subject is weighted equally, and the Overall Position is calculated based on a
student’s position within the cohort for each subject, as well as their QCS score.
Display knowledge of the Queensland Core Skills testing regime and the associated common
curriculum elements, such that delivery of QCS bolt-on training is enhanced
Although my most recent experience has been focused on the middle school, I have been involved
in QCS preparation within the school setting at both a practical and pastoral level. In addition to
this, I have developed a deeper understanding of the test itself and what is expected of students in
my position as a QCS Marker over the last three years, having participated in both the writing task
and short response marking.
Convey optimism and a supportive approach toward adolescents in formal and informal
settings, overtly valuing and celebrating individual differences within the membership of the
House
My teaching and educational leadership roles to date have been such that I have had extensive
opportunity to be involved with students in both formal and informal settings, particularly through
sporting events and camps. Although my current role at Rivermount College is technically an
academic role, my commitment to ensuring students find a supportive learning environment has
meant that it is actually primarily pastoral care and behaviour management.
In playing an active pastoral role I ensure I check in with students who are struggling, or for whom
there are outside issues impacting, on a regular basis to ensure I can offer the appropriate support
when it is needed. As mentioned earlier, I play an active role in working with parents to
understand their children, contributing to a holistic, supportive approach at home and school.
I celebrate the successes of students both within and external to the school environment by
actively providing support to the academic journey of those particularly involved in sporting or
cultural events outside of school. For example, one year seven girl at Rivermount College is highly
skilled in horse riding, and travels to compete regularly. The implication of this is that she misses a
lot of school, but I proactively support her pursuing sporting success by providing her with
assistance in subjects she is struggling in, as well as being a central liaison point between her
parents and her teachers.
As mentioned earlier, I differentiate my classroom; a direct acknowledgment of individual
differences in ability and learning styles. Further, I have experience working with indigenous
students, as well as students with a variety of diagnosed special needs. As with other students, I
endeavour to understand and provide the support a student needs to succeed, and understand that students with different cultural backgrounds or special needs often learn differently to many
others.
Display commonsense, maturity, good judgement, and discretion in all matters relating to the
boys and their families
In my current position as Middle School Coordinator, and in my pastoral care work, I am privy to a
lot of confidential information, both from parents and students. I utilise commonsense, maturity,
good judgement and discretion as I understand what information needs to be shared with whom,
as well as the most effective methods to disseminate confidential information to only the
appropriate people. Further, I understand that there are times where information needs to not be
shared, often due to a request from a parent. At all times I endeavour to work with the student
and their family to assist in establishing a way forward, and provide the support required when it
is appropriate.
Demonstrate a capacity to develop a climate of trust, candour and mutual respect with
colleagues, students and parents
Throughout both my present and past positions I have demonstrated not only my ability to
develop a climate of trust, candour and mutual respect with a variety of stakeholders, but my
commitment to this to see positive educational outcomes achieved.
When dealing with students I utilise openness and honesty, demonstrating respect toward them,
which they subsequently return. Through doing this, I establish a strong trust relationship, which
means students feel safe to provide information to me when required, either regarding
themselves or others. One example of this was in the incident involving an adolescent boy drinking
alcohol on camp, mentioned earlier.
When the student was absent (so as not to create embarrassment) I addressed the other students
openly and honestly, letting them know what had happened and the subsequent consequences. In
doing this I minimised the potential for gossip, and confirmed to students that in situations where
they make mistakes I would address it in a mature fashion.
I endeavour to support colleagues by ensuring that any information that they require is accessible
to them. This strategy has developed a confidence in staff that I will tell them what they need to
know when they need to know it, whilst taking into account confidentiality issues. Further, I
provide open and honest feedback to Teachers, approaching them politely and with full respect,
without demeaning or threatening them, but ensuring they feel supported and receive the
assistance they require. I work with them to brainstorm strategies to move forward, and then trust
them to make the appropriate adjustments in their practice.
I encourage parents to be involved in everything, ensuring we are on the same page, and
therefore better able to support their child. As mentioned earlier, I respect a parent’s desire to
maintain confidentiality on certain issues, and work with them to understand where their child is
coming from, and some possible strategies to help them to deal with the natural issues of
adolescence. I maintain an open door policy, whereby parents, students and staff feel confident to
come and talk to me whenever they have any concerns.
Provide leadership for staff in the implementation of the student Code of Conduct, School
policies and stated expectations as evidenced in routine implementation and advocacy
Through various leadership positions I have consistently upheld and supported policies that are
already in place, and I have had opportunity to establish and implement new policies that improve the school environment with clear expectations. One example is in my current position, whereby I implemented a behaviour management chart. To ensure successful implementation I gained the
support of staff through involving them in the process, so that they felt empowered by the
process. I work with staff in the event that a student has not adhered to the policy, talking through
the context of the event, as well as the consequences. I maintain high expectations by being
present at all outside school hours’ activities, including excursions, camps and sporting events, as
well as maintaining a presence in the playground, addressing anything I see that is not conducive
of the behaviour expected by the college.
As a teacher and Housemaster, serve as a role model for colleagues and students in tolerance,
understanding, patience, tact, confidentiality, flexibility, thoroughness, work ethic and
timeliness
As a role model I strongly believe in being willing to do anything I am asking others to do. For
example, I attend every school camp for the whole camp, and any activity I am asking the staff or
students to do, I get in and help or participate as is appropriate. In this way I exemplify the
concept of a ‘servant leader’, which ensures staff and students are more willing to get in and help,
and demonstrates a strong work ethic, whilst encouraging others to maintain the same standard.
In my current position I work with a number of staff who find it difficult to keep up with
technology, and some who are resistant to it. I demonstrate flexibility by giving up my spare
lessons to work with them in their classrooms to enhance learning and support the teacher in
developing their skills and confidence. This in turn empowers them to utilise these strategies
themselves, having seen them demonstrated and had support to understand how it works and its
benefits.
I have excellent organisational and time management skills, whereby when I set a deadline I hold
myself and others to it. For example, with parent evening fast approaching, I ensured all elements
were organised at least a week prior to the event, allowing time to refine the details and address
issues prior to the event, and ensuring quality output because I have not rushed at the last minute.
I further encourage students to take this approach by working with them to plan back from their
assessment due date, helping them to plan what they need to do when in order to submit a
quality assignment on time.
Evidence that support of significant community service activities at the School is maintained
(such as Sony Camp, MS Ride-a-thon or Clean-up Australia)
Throughout my teaching career I have maintained a strong support for community service
activities. I am an active participate in school community service initiatives, contributing
managerially and supporting students who are running bake sales, sausage sizzles or other types
of fundraising. Further, I have participated in a ‘sleepover’ style of event that sought to support
people who were living on the streets, and on a weekly basis I am involved as a Referee with
Queensland Rugby. Although I have not been involved in the specific events listed, I am eager to
be involved at whatever level is appropriate, serving as an active role model for other staff and
students.
An active commitment to the co curricular program and academic support of students beyond
the classroom as a priority avenue to establish rapport with and a broad knowledge of Churchie
young men
As a Physical Education Teacher, and having maintained leadership positions in both the sporting
and academic arenas, I have consistently demonstrated an active commitment to both the co- curricular program in a school, as well as providing academic support beyond the classroom. I am
enthusiastic to continue an active involvement in coaching and refereeing for sporting teams,
which has been evidenced in my involvement at Moreton Bay Boys College, Churchie and
Rivermount College throughout my career. I strongly value the opportunities that co-curricular
activities provide in terms of establishing a strong rapport with students, staff and families.
As a part of my pastoral care approach I ensure I am looking out for students who are struggling,
and seek to support them in any way I can. This often means that I am spending time outside of
classroom hours to support their learning whilst they are pursuing sporting success, struggling
with family issues, or simply struggling academically. In this way I demonstrate my willingness to
help, which subsequently helps to establish a strong rapport with both students and families.
