Job Title: Classroom Teache
Word Limit: 5 x 1 point KSC (approx. one page per response)
Location: Victoria
SC1 Demonstrated understanding of initiatives in student learning including the Standards, the
Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity
to implement curriculum programs consistent with their intent.
I have developed a sound understanding of the Professional Standards, Principals of Learning and
Teaching (PoLt), Victorian Essential Learning Standards (VELS), AusVELS and the Australian
Curriculum through my teaching experience, education and ongoing professional development.
Maintaining an in depth, current and up to date knowledge of the relevant standards and
frameworks allows me, as a teacher, to teach to the best of my ability and ensure that I am
teaching students in line with the relevant curriculum programs. In my current role as a Teacher
for the Victorian College of the Deaf I have developed learning environments which effectively
facilitate student learning and successfully assist students in developing the skills to meet the
required curriculum benchmarks. In my role as a curriculum coordinator for Mathematics and
Science in the Middle Years I have worked extensively in implementing curriculum programs. An
example of a core program I implemented was a 3 year Maths Curriculum Map which focused on
assisting students to transition into senior levels within School and assist Teachers by providing
them with ideas around topic areas based upon the ability level of the students they are teaching.
I have sound knowledge of the Professional Standards which I have demonstrated recently where I
have taught in line with standard number two ‘know my students and how they learn’; this was
demonstrated in a Maths class where I taught a student with Cerebral Palsy and hearing loss who
was nervous and worried about getting the answers wrong. To assist this student I focused on
teaching him in a step by step process to build his confidence and understanding of the task.
Through working with this student and adapting his learning to his individual needs his confidence
and ability soon grew and he has now become the top performing student for the last two years.
An example of where I have used standard number four ‘create and maintain supportive learning
environments’ is where I have adapted my teaching to meet the needs of my students. This is
evident by the way in which I teach my year 7 maths student where I have developed appropriate
strategies to cater to the students working at a high level and students working at a lower level. I
am confident that each student regardless of their ability level feels confident and supported and
that they are able to complete the required task. I feel that providing students with positive
reinforcement, encouragement and ensuring that the learning is fun, interactive and relevant to
them I have been able to create a supportive learning environment.
I am familiar with both VELS and the current AusVELS where I have reviewed and reflected on the
Domains, Level descriptions and Work examples throughout my Teaching. A recent example of
where I have utilised AusVELS is while teaching a Humanities class which focused on Aboriginal
Culture. During this class I developed a set of guiding questions each week based on the Domains,
Level descriptions and Work examples. I was then able to finalise a rubric for the appropriate
activity to assess students’ knowledge.
I have been able to effectively demonstrate my understandings of PoLt practically. I have used
principal number 2 which focuses on the learning environment promotes independence,
interdependence and self motivation where in my middle years mathematics class which focused
on statistics, measurement and the use of graphs as a representation of measurement. I worked
with students to create a ramp to set specifications where students rolled marbles down the ramp
and were required to represent the information in a graph. The students worked in a team to
create the ramp using their skills in measurement and then worked to measure and display the
data they collected in relation to the distance of the marbles in a graph. To gauge student
understanding of this activity I used observational and anecdotal notes to support my assessment
of the activity.
Throughout my experience I have aimed to create supportive and productive learning
environments which are provided through various means. I provide extension work for
accelerated learners ensuring a challenging learning environment and encouraging deeper-level
thinking. I use various techniques to make sure all students are on task and achieving the desired
understandings including the use of different resources and methods, grouping students
appropriately, one-on-one help and peer-support. Independence and interdependence are
encouraged through tasks that require students to either think for themselves and in pairs,
groups, whole classes and even whole grade levels. Teamwork is an important skill for work and
life and is something I avidly encourage along with real-world learning connecting students’
beyond the classroom
SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues
to continually improve teaching and learning.
One of my core aims is to create a learning environment in which students feel comfortable and
supported as this creates a productive and stimulating learning environment and allows for
growth and development. Through constructing positive relationships with my students, by
knowing them and valuing each one of them, I feel that I am able to create this environment
within my classroom.
I understand that all students learn differently and that each student that enters my classroom
brings with them a vast range of experiences and culture that impacts on the way in which they
learn. To allow my students to reach their full potential, I believe it is imperative to employ high
quality teaching skills and utilise tools such as the e5 Instructional Model, Gardiners Multiple
Intelligences, deBono’s six thinking hats and Bloom’s Taxonomy. I believe having an in depth
understanding of these models is essential as using intentional, informed and structured teaching
allows better identification of student needs.
While teaching Health I have used Gardner’s Multiple Intelligences Framework to provide students
with a range and choice of activities which catered to a variety of ability levels and learning
interests. The topic the class focused on was our lifecycle from birth to teenage years where
students were able to select an activity and work on completing that activity independently. Some
activities were colour coded and were worth more points and student could choose to complete
these tasks if they felt they would like to. I developed and used a rubric to assess the activity and
also evaluated the activity after completion to determine if there were any changes which should
be made.
Further, I have used ICT in all of my classes to enhance students learning experiences. I regularly
use a SMARTBOARD and select video clips or pictures relating to the relevant topic to create
interest and enhance students learning around the topic we are focusing on. I also incorporate the
use of iPads into student learning and often link the iPad to the SMARTBOARD to further increase
student understanding in relation to topics we may be focusing on. Sharing and communication is
integral to provide students with a consistent learning environment. We continually learn from
each other for the better of the students and consider myself a life-long learner for this reason.
My ability to work alongside others to continually improve on my teaching and learning is
demonstrated through my teaching practice by:
Working together with my colleagues where I have been involved in team teach
and planning collaboratively and coordinating Reports
Attending and participating at staff meetings and professional development
sessions.
Working with colleagues in a professional and positive manner with a ‘can do
‘attitude and known for ‘Thinking outside the Square’ in my approach
Participating in school excursions and camps
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to
inform teaching for improved student learning.
It is essential to develop meaningful and appropriate methods of assessing a student’s learning
and is an integral element in all levels of education. I have found that when used correctly, student
data gained from both formal and informal assessment has the ability to provide valuable
information required to make professional judgements about student progress and development.
Assessment and reporting are essential ongoing elements of exemplary teaching and learning and
are vital to the way students think and are engaged in the process of learning. Through my
Teaching experience I have learnt it is essential that assessment should be seamlessly integrated
into the curriculum. I have assisted and learnt about various assessment techniques that both
inform future learning and teaching (formative) and inform students (and others) about their
progress (summative). Through use of these assessments, I have been able to identify strengths
and the need for further development in both individuals and of whole classes. I have used this
information to inform future learning experiences. These assessments include:
Consulting with other Teachers, Educational Support staff and referring students to
specialised heath staff to ensure that my teaching pedagogies are appropriately supporting
all students learning needs. I had a student recently I referred to see a Psychologist based
upon observations to look at ways to appropriately support the students learning and
successfully integrate the student safely into the classroom environment.
Utilising Running Records, work samples, testing and checklists to provide formal
assessment data to inform my teaching. I have used running records to assess my students
in a number of activities and then used this information to assist in developing groups in
accordance with their ability level. I have also used other forms of assessment to better
inform my practice.
Engaging in supported discussions with parents/carers in relation to their expectations of
their students’ learning and reporting on current knowledge ability and providing
recommendations for their future.
Experience using Individualised Learning Plans (ILP) and Individualised Education Plans (IEP)
to set goals and cater for individual students.
Being competent at observing and documenting student’s learning and development while
they undertake activities.
Regularly reflecting on my teaching practice to ensure that I am catering to all students’
needs.
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.
Working within a team and managing staff has required excellent organisational and
communication skills which I have utilised within my teaching practice. I pride myself being
outgoing and friendly, and have the ability to develop respectful and reciprocal relationships and
work within a team environment.
While in my role as a Coordinator for the Middle Years Team and Maths Coordinator I worked
collaboratively with other Teaching staff to achieve joint outcomes and have developed the
confidence to make decisions, lead meetings, offer my professional options and develop
curriculum programs. In addition, I have also been in classrooms which have had two or more
teachers and multiple grades, I consider myself an active member of the team, coordinating and
planning with the team and discussing student’s learning needs.
My ability to develop a strong rapport with my students is evident in a recent example where I was
able to change a student’s perceptions in relation to attending a School Camp and influence the
student to attend. The student was very thankful and had a rewarding positive experience
attending the camp. In addition, I have receive regular feedback from my students highlighting
that they enjoy coming to class and feel that the environment that I have created is relaxed and
they are comfortable to be themselves.
In addition I have taken on a welfare role for the students I teach where I have liaised with, either
in meetings or via email, the school psychologist and speech therapist as well as other members of
the wider school community such as the Victorian Aboriginal Child Care Agency (VACCA), Deaf
Children Australia (DCA) Victorian Deaf Education Institute (VDEI) and Interpreters. I have also
supervised Student Teachers and mentor to students studying teaching or teachers undertaking
further study in Deaf/ Special education
Throughout my teaching experience, the following strategies have enabled me to build
constructive relationships with my students, parents and staff:
Encourage students to value and respect for each other’s opinion and background. For
example I am assisting the Victorian Aboriginal Child Care Agency (VACCA) to teach a
student about her heritage whilst incorporating the other class member’s backgrounds
Welcoming parents into my classroom at all times and striving to ensure all parents are
included within the school community.
Actively participating in team teaching and team curriculum planning and participate in all
aspects of school life
Ensure I place a high priority on building relationships with my students and their families.
Connecting the student’s own repertoire and life experiences to curriculum programs
Encouraging parents to join me on the journey with their child as we learn together.
Utilising student diaries, wikispaces and e-newsletters to communicate with families
Developing classroom expectations together with students.
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
As a teacher, it is imperative that I am actively participating in the school community to further
develop my teaching skills, enhance relationships with my students, colleagues and the greater
community.
I can demonstrate my commitment and capacity to actively contribute to a broad range of school
activities through my experiences:
Participating in the “Urban Experience” Project where the School has focused on getting
students comfortable catching public transport and exploring the CBD. Students will later
use these skills gained through this project when they go to Sydney on a Camp.
Assisting students in the Drama Production by helping them learn their dances and
speaking parts and supporting other staff backstage with make-up and stage direction in
the performances .
Organsing Parent Teacher Interviews and ad hoc interviews when required
Organising whole School staff First Aid training and regular re-training
Accompanying students on School excursions and School Camps
These experiences have enhanced my teaching and further built on my strong desire to ensure
that students feel accepted and included and are able to develop the necessary skills and attitudes
to actively participate in the classroom and school community. My desire to encourage active
participating has become an underlying principle in my approach to teaching and learning. As a
resident of Tarneit I am very familiar with the community which is an asset to the community and
the students I teach.
I am committed to taking advantage of all professional development to continually improve
teaching standards. I am passionate about further developing my teaching skills to make a
significant contribution to student learning and achievement. I will contribute to Tarneit Primary
School by being an active, motivated and enthusiastic teacher who will strive to continually grow
and develop and improve on my pedagogy.
I have also attended a variety of Professional Development workshops which have enabled me to
further develop as a Teacher. Recent workshops I have attended are:
MarkBook Administrator workshop, after which I was report coordinator for several years.
I designed and set up templates, and implemented this system into the whole school. I
added students, classes and teachers to the system and printed all of the reports.
Middle Years literacy Coordinators workshop through the Western Region.
Numeracy for Teachers – Years 5-8 workshop run by Rob Vingerhoets.
Cars and Stars for Literacy.
The Thinking Curriculum.
Last year I attended a Generation Next workshop “The Mental Health and Wellbeing of
young people 2012,” with presenters such as Andrew Fuller, Susan McLean and Melinda
Tankard Reist.
