Job Title: Various Graduate Teacher positions
Location: Melbourne
Demonstrated knowledge and understanding of initiatives in student learning, including the
Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice and the
ability to implement curriculum programs consistent with their intent
Having near completed my Bachelor of Primary Education and Fine Arts facilitated by Monash
University, I am qualified to teach in Victorian school-based curriculums. Demonstrated through
my invaluable experience as Teaching Education Support throughout my professional
development, I have acquired a sound understanding of the Principles of Learning and Teaching
P12 in a wide range of educational environments.
As a Classroom Teacher, I am committed to establishing the key building blocks that provide
effective learning programs through the adoption of standards such as ‘Teachers know their
students’. This standard resonates with my vision as a Teacher, and I practice it by spending
quality time to understand each student along with his or her passion, strengths and key
development areas. As an engaged teaching professional, I build rapport with my students and
lead by role modelling my interest in nutrition and health.
Throughout my studies at Monash University, I have developed a broad understanding of AusVels,
the Australian Curriculum, the Principles of Learning and Teaching (PoLT), and the importance of
assessing and reporting on students in a school setting. During my practical placement at Dromana
Primary School, I taught a mathematics program called ‘envision mathematics’. This was a
topicdriven teaching and learning program aligned with the Australian Curriculum: Mathematics
Content and Proficiency Strands. Whilst teaching this program, I conducted pre- and post-testing
which enabled my identification of a point of need to facilitate grouping for learning activities. By
working closely with my students and catering for the variety of learning styles and learning
abilities, I was successful in creating activities that focused on their needs. At the end of each of
the envision topics taught, I would then input their pre- and post-testing results into a Microsoft
Excel spreadsheet in order to collect data from each student to monitor their improvements and
track their progress. Additionally with similar results, I performed on a weekly basis an Oxford
spelling test. Adhering of the assessment schedule, I would assess Grade 2 students by providing
students with the Oxford 100 most common wordlist at the beginning of the week along with
times tables as homework. At the end of each week, I then performed testing of the students
against the words to monitor their understanding and capabilities.
Challenging my students at Dromana Primary School, I provided an atmosphere that fostered
students to think and question topics. This included regularly embracing inquiry-based tasks, as
demonstrated when I was delivering a lesson on the water cycle. The objective of this program
was to educate the students, and I achieved this through their enthusiastic questioning of where
our water comes from and why it is important not to waste water. Adopting the use of multimodal
resources in my lesson, I utilised 21 st century tools such as iPads and class computers to provide
visual demonstrations of the water cycle. Furthermore, to further drive learning outcomes within
this lesson, I allowed time at the end of the lesson for class discussion and share time.
Demonstrated understanding of how students learn and effective classroom teaching strategies
and the capacity to work with colleagues to continually improve teaching and learning
My proven understanding of students and their diverse learning styles has encouraged the
individual unique learning styles of students, as well as offered differentiation to the classroom
environment. For this reason, I am committed to provide students with a safe, engaging and
enjoyable learning environment in which they can learn and work toward achieving their goals. In
order to deliver on this commitment, I am well versed and prepared to cater for a vast array of
individual needs. The learning environment that I promote fosters critical thinking, develops
problem-solving strategies and facilitates the acquisition of lifelong learning skills. During my
practicum placements, I have effectively incorporated VCOP and other programs with the help of
my Mentor Teacher and the Grade 2 team. I am eager to learn from not only my Mentor Teachers,
but also the observation of other Teacher’s strategies within their classrooms.
Promoting an environment that has students at the centre of the learning experience, I
consistently offer the opportunity for students to participate through active involvement that
provides an authentic learning experience. Dedicated to practices of inquiry-based learning, I
strive to encompass the level of autonomy in units of teaching and learning where students have
choices regarding what they learn. In addition to this, I incorporate engaging activities related to
lessons that have been recognised to inspire students to communicate and share ideas amongst
themselves, thus leading them to consider and practice greater thinking. Within my teaching
practicum placements, these techniques have been proven to make the learning environment
engaging and challenging for students.
With a responsibility to create an engaging environment and to present information to my class in
a verity of forms, I l ensure to cater to whole-class involvement. Within my teaching practice, I
have drawn on the Whole-Part-Whole teaching approach, where I utilise visual aids such as books
and posters to cater for the visual learners in the class. Furthermore, I have demonstrated my
proficiency at incorporating tactile experiences within my classes to accommodate for the
kinaesthetic learners. Recently at Dromana Primary School, I conducted a classroom program on
the topic of money. Providing each student with a wallet and fake money, I created a shop within
the classroom with a cash register and items that the students could purchase. The students were
required to first complete a booklet that I created in order to operate the cash register. The
students were so eager to play in the shop that the booklet was finished and students enjoyed the
hands-on learning experience. This activity proved efficient in the post-testing, which saw students
excel up to 50% from their pre-testing knowledge.
Providing activities that cater to the different learning styles, I ensure that I have access to high
quality and current resources such as picture books that incorporate rhymes or a moral that the
students may learn. Moreover, I ensure that activities have the possibility to be extended into
other areas of the curriculum such as ‘the giving tree by Shel Silverstein’.
Demonstrated capacity to monitor and assess student learning data and to use this data to
inform teaching for improved student learning
As a qualified P-12 Teacher, I am enthusiastic in the opportunity to work within a school
environment that boasts curriculum differentiation. With a proven ability to embrace diversity
within student populations, I initiate all delivery designs by first gathering critical student learning
data in order to provide an inclusive learning atmosphere.
As a student teacher at Dromana Secondary College, I am faced with a variety of ability levels and
understandings across the Grade 2 class. In a classroom with students of such diverse learning
needs, it was necessary for me to design lessons that not only catered to the students that were
achieving at mid-level, but also those that were excelling and those who were not achieving.
Acknowledging that each student learns in a different way and at a different pace, I provided the
class with material that was interesting and challenging to develop confidence and the desire for
life-long learning. Demonstrating as a qualified educator, I delivered programs to these students,
commencing with pre assessment to map the current abilities of the class. After reviewing the
results of assessments, I then divided the classroom into groups according to learning levels. The
outcome of this methodology was that, I created an interactive and inclusive environment to all
students that promoted engagement and results achieved by the class. To cater for the needs of a
culturally diverse group of students, I prepared a vast array of teaching methods and structures
such as, group projects, student portfolios and class participation.
Supported by my experience as a placement Teacher, I have incorporated into my teaching style
the principles of providing students with tasks that have a balance between being challenging and
yet still being achievable. As a classroom teacher, I have enhanced my skills through opportunities
to observe and absorb many teaching styles and strategies, which I carry with me into the
classroom. Teaching requires an ongoing willingness to learn and I am very eager to learn not only
from my colleagues but also from lecturers, friends, family, and students. Understanding that
students learn in diverse ways, I acknowledge that is the responsibility of an effective teacher to
be adaptive and show initiative in encompassing these learning styles within a classroom. Firm in
the belief that all students have the capacity and desire to learn, I am committed to impart the
tools and means to excel.
During my teaching placements whilst studying at Monash University, I have used a variety of
assessments tools to make sounds valuations on the capabilities of students’ ability to achieve and
perform key teaching criteria and points. Methodology that I have utilised included, Student
KA8OOT to assess and inspire students to improve in English learning knowledge through weekly
quizzes, as well as group assignments for English and Mathematics that were marked against a
rubric.
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
My practical experience has heightened my awareness of the need to develop and nurture quality
relationships with all members of the school community to best meet the needs of students.
Possessing and exhibiting sensitivity and understanding of the dynamics of a school community, I
effectively ensure that processes of collaboration and consultation are embedded. Through the
provision of highly visible, collaborative and inclusive communication, I have demonstrated my
capacity to build upon positive partnerships, which has resulted in high levels of student learning
outcomes.
Due to my high level of verbal communication skills, I have developed a record of achievement
throughout my career within customer-centred positions and performing effectively as an
Instructor. As a Graduate Teacher, I am confident that I will further demonstrate my capacity to
facilitate highly visible, collaborative and inclusive communication through building relationships
based upon open communication, trust and respect, which will ensure successful outcomes for
students, staff and the whole school community.
Throughout my practicum placements, I have demonstrated a capacity to work with colleagues in
team teaching. Personally, I put great emphasis on sharing ideas, collaborating with staff, and
providing information and resources to help develop and create a school-wide approach to
continually improve teaching and learning. When planning for individual learning styles and
effective, responsive teaching within a learning environment, I endeavour to employ numerous
strategies to successfully cater for all diversities. As a Graduate Teacher, I would strive to further
develop my skills and understanding of catering for diversities in learning styles. In a commitment
to personal continuous improvement, I am comfortable to seek advice from my fellow colleagues
regarding their experiences in their classrooms, and encourage their feedback about my practices
and strategies, with no hesitations to trial new approaches that may be suggested and discussed.
In addition, I have received positive acknowledgement of my natural leadership ability, this
providing me with the potential to future excel in leadership positions within the school
community.
As proven during my practicum placements, I have provided various means of open
communication with students, parents and colleagues. This was demonstrated in the contributions
that I provided to both the planning and hosting of curriculum programs within the Grade 2 team
at Dromana Primary School. As a result of my clear communication and collaborative efforts, the
sessions were based on creative lesson planning. Through the development of activities to enable
students to gain a deeper understanding of the curriculum, I placed emphasis on delivering on
desired outcomes. In addition, I was often effective in communicating with parents regarding
expectations and itinerary of student programs, specifically utilising the Compass application. As a
result of my ability to interact with parents and students in an informative and approachable
manner, I have seen the school community look to me for education, guidance and instruction,
cementing myself as an approachable and inclusive member of staff during teacher placements.
Demonstrated commitment and capacity to actively contribute to a broad range of school
activities and a capacity to reflect on, evaluate and improve professional knowledge and
practice
Committed to increasing my knowledge and striving to ensure the use of ongoing professional
learning to improve my teaching skills and capacities, I view learning as a continuous process.
Furthermore, I am committed to investigating recent developments in teaching areas so that I can
remain up-to-date with my teaching practice. It is imperative to constantly reflect and look for
areas to improve both student learning and my teaching practices. Therefore, I see teaching as a
profession in which I will be constantly learning, evolving and improving. In order to adapt
constructive reflection, I clarify the purpose and learning outcomes for my lessons and assess
outcomes. By performing these reflections, I am able to remain focused and develop strategies to
deal with and respond to challenging classroom situations.
Throughout my teaching placements, I have gained experience in contributing to whole school
programs, including sporting events and student engagement promotion. Throughout my career, I
have contributed to a variety of programs that have provided students with opportunities to
participate and become engaged within the classroom. Embracing all opportunities such as
conducting Blue Earth activities and attending Grade 2 excursions during my tenure with Dromana
Primary School, I was successful in providing students with an atmosphere of inclusion. Within the
position as Graduate Teacher, I am committed to the continuation of building a supportive and
collaborative spirit that celebrates whole school music, sport and academic achievements, as well
as gifted and talented programs for the students.
As a dedicated Teacher, I believe that education should provide many opportunities for all
students as learners to gain knowledge to the best of their ability, effort and interest, regardless of
race, ethnicity, culture, gender or socioeconomic status. Teachers play a key role in students’
education and hence as a Teacher, I am passionate to provide an overall education, focused on
how to best prepare each student to become prominent and positive members of society. As
demonstrated in my placement at Dromana Primary School, I experience in attending level
meetings, staff meetings and staff professional development sessions such as the Envision Math’s
program that was introduced this year. Utilising a pedagogical crosswalk analysis, I assisted in
examining how the school challenged the students, how we could support their learning
environment and how we were analysing and responding to evidence of their needs. Driving my
professional development, I acknowledge that this has assisted in my deeper understanding of the
importance of offering multiple ways of experiencing, learning and designing opportunities for
each student, thus motivating them further in their learning.
As a new Teacher, I am aware that to successfully reach students, I must be constantly adapting
and changing my approach to teaching. I have consistently demonstrated exemplary performance
according to the required standards. When designing learning experiences, I identify desired
results, determine acceptable evidence, and then plan meaningful learning experiences. Whilst I
have had limited opportunity in curriculum development to date, I am aware of the need for
ongoing development, implementation and review of curriculum programs.
Demonstrated understanding of the requirements of inquiry pedagogy within a primary school
learning environment
During my university studies and practicum placements, I have gained an understanding of the
requirements of inquiry pedagogy within a primary school learning environment. In order to
provide quality teaching, pedagogy should be predominately based upon intellectual quality,
promoting a quality environment, and one that develops and makes explicit to students the
significance of their learning. As a Teacher, I aim to support and encourage students to investigate
questions, problems, passions and interests about the word in which they live. To achieve this, I
foster an environment in which the student is the researcher and takes on board 21 st Century skills
such as critical thinking, collaborative learning, information and communication technology
integration and communication skills.
Within my role as Graduate Teacher, I will embrace The Principles of Learning and Teaching
designed to assist teachers to create effective, constructive and reflective learning environments
that state that; for students to learn at their best, their learning environment must be supportive
and productive. In order to align to this methodology, I strive to assist students in becoming
independent learners where they challenge themselves. In addition to this, as according to PoLT, I
acknowledge that assessment practices are an integral part of each stage of the learning process,
and learning needs to be closely connected with the community.
Demonstrated in my dedication to an inclusive and accepting classroom environment for all, I am
committed to introducing throughout my teaching experience, the following methodology
Explicitly teaching about language, including various forms of literacy such as visual and
digital literacy and how it works in texts for a variety of purposes and audiences
Where appropriate, including members of the community from diverse cultural
backgrounds as a resource in lessons, including Incorporating practices and events of local
communities
Designing flexible learning tasks that will allow all students to experience success while
demonstrating deep understanding of the content
Incorporating into lessons the cultural knowledge that students from a variety of linguistic,
cultural and social groups bring to the classroom
Utilising a variety of measures to identify and acknowledge students’ background and prior
school literacy knowledge
Building on students’ known language and appropriately pacing the introduction of new
language and usage
Establishing an environment of mutual support and respect in the classroom
Committed to the importance of evaluative feedback and reflection opportunities, I foster an
atmosphere of a positive classroom climate where open discussion and confidence of speech is
encouraged. As demonstrated during my placement at Dromana Primary School, I displayed
sensitivity to the needs and interests of my students and provided a variety of resources to suit
the different needs of individual learners. Exhibiting my ability to make explicit links between the
learning activities within the classroom and other subjects to the world outside, I have been
successful in providing best practice methodology to my students and the school community,
resulting in positive student learning outcomes.
