Organisation: RIPPONLEA PRIMARY SCHOOL
Job Title: Graduate Classroom Teacher (Generalist Primary) – Ripponlea Primary School
Word Limit: 350 – 500
Location: Victoria
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
The Standards and Principles of Learning and Teaching P-12 make up the foundation of my
planning and teaching implementation strategy. They encourage me to place importance on
developing my knowledge of my students learning needs and to enable me to create high-quality
lesson plans. Over the past two years during my professional teaching placements at Aspendale
Gardens Primary School, Canterbury Primary School, Great Ryrie Primary School, Chelsea
Kindergarten and Chelsea Childcare and Kindergarten, I have written and executed a variety of
lesson plans, which have been aimed at catering for individual children’s needs, and focusing on
utilising and including appropriate areas of curriculum and assessment. I continually strive to cater
for the individual needs of each of the children in my classroom environment, and recognise that
each student brings with them an wide range of knowledge based upon their own experiences,
from which I can create personalised learning strategies and programs. This has been
demonstrated through:
My ability to facilitate a learning environment that is supportive and productive. When
presenting a class, I regularly walk around the classroom, ensuring that students are aware
of my presence. This assists with creating an approachable and interactive environment,
whereby students know that they are able to call on me for assistance whenever it is
needed. As a lesson commences, I ensure I set the learning intention through clearly
advising students about the aims and intentions of the lesson. This involves outlining what
they should know, understand and be able to do by the end of the lesson. This strategy
helps me to determine the success of my students learning outcomes from the lesson.
Commitment to encouraging students in the development of analytical levels of thinking
and application. I use open-ended prompts when assisting students to grasp a concept or
topic. I ensure that I provide a safe and encouraging environment where students can
develop their thinking and analysing abilities. By providing examples instead of giving
answers, students are prompted to draw their own conclusions. This is an effective
strategy and one which I use regularly in the classroom environment.
The ability to develop a learning program which reflects student’s needs, backgrounds,
perspectives and interests. My ability to design and deliver innovative and differentiated
teaching and learning programs has been demonstrated regularly throughout my
professional teaching placements, and I am able to utilise a wide variety of teaching and
learning experiences with appropriate resources.
My commitment to developing a positive learning environment, which encourages self-
motivation, independence and interdependence. As a lesson concludes, I set aside time to
review individual class work with my students and ask for their input in marking it. This
allows my students to understand how work is assessed, and it encourages students to
take responsibility for their learning.
I encourage students to contribute information based on their lives, family environment
and cultural backgrounds. This has included conducting ‘Show and Tell’ activities within my
classroom environment, for a 3 year old group at Chelsea Kindergarten.
Demonstrated high-level classroom teaching skills and the capacity to work with colleagues to
continually improve teaching and learning
Throughout my professional teaching placements, I have demonstrated the ability to develop
effective teaching strategies, ensuring quality learning outcomes for all students. I have planned,
executed and modified lessons that have catered for a wide range of students and learning
experience levels. This has encouraged students to develop a greater level of engagement within
the classroom environment. While working at Chelsea Kindergarten, I effectively tailored my
learning program to support the needs of an autistic student. This included developing a picture
list for the student which aimed to show a visual structured plan of what we intended to learn
during the upcoming lesson. In order to develop a learning program that was inclusive and
integrated to allow for this student to learn at individual pace and level, I created separate work
stations to encourage the completion of set tasks. I worked with the student in an individual
setting to encourage focused learning time. These strategies created a positive learning
environment for the student, the positive outcome included a longer settled learning period and
an increase in the completion of tasks.
Throughout my teaching placements, I have developed my understanding of the diverse ways in
which students learn, and I have regularly collaborated with teachers to ensure that I am
continually evaluating and developing my teaching practice. During my professional teaching
placement at Aspendale Gardens Primary School, I worked collaboratively with the Grade 3
Teacher on the planning and sequencing of curriculum lesson plans for our students in the areas of
maths and English. This involved regularly meeting to develop teaching strategies through
communicating and developing ideas together. This collaborative approach was extremely helpful
in the development of my teaching abilities and it encouraged my to think from new perspectives
and to develop ideas, based on ways in which we could continually improve teaching and learning.
In addition, I regularly contribute to knowledge sharing at staff meetings. During my placement at
Aspendale Gardens Primary School I participated in regular meetings with the Grade 3 Teachers
and the Leadership Teacher. This collaboration was effective in improving classroom programs and
activities that differentiate the curriculum according to a variety of learning styles within the
classroom environment. These meetings also developed a greater level of consistency when
marking assessment tasks which in turn, had a significant positive impact on students’ learning
outcomes and experiences. Further to this, I was involved in planning sessions for Book Week, a
regular event on the school calendar. My involvement included contributing effectively to
discussions about appropriate themes, dress up elements, decisions about literary content and
practical aspects such as students’ dietary requirements.
Demonstrated ability to monitor and assess student learning data and to use this data to inform
teaching for improved student learning
Through the development of meaningful and appropriate methods of assessing student learning, I
can gain data from both formal and informal assessment, in order to communicate learning and
development levels to a student or parent. I am also able to use this data for my own knowledge
to develop awareness of how students learn best, and under what conditions. I ensure that I am
direct and open about my learning goals and expectations in the classroom environment.
During my time on professional teaching placements, I have been able to develop my awareness
of classroom dynamics, and to improve my ability in determining students’ past and prior
knowledge levels. I am aware that the collection of student data works best when it is varied,
continuous and cumulative. Some of the ways that I have developed the power of assessment
data to aid my teaching and student learning include:
Working with Grade 3 and 4 children at Canterbury Primary School, with the aim of
developing their knowledge of ‘force and motion’ (science). Initially, I was able to
successfully probe my students understanding by conduct an effective brainstorming
session. This helped me to effectively determine their level of prior knowledge and proved
to be a positive and inclusive exercise. My strategy was to then to conduct a critical
analysis exercise based on how force can be involved in object movement. This was
performed through a series of hands-on activities, which physically engaged the students
and also was effective in stimulating discussion. Both of these elements were successful in
forming the basis of my assessment.
Conducting a probing exercise, which is a successful way to identify students’ knowledge
levels, and is a strategy I use regularly within the classroom environment. I find this
strategy to be effective in clearly defining knowledge levels to the teacher and it also
positively identifies any misconceptions students may have about the learning process, as
well as identifying areas requiring developing and also determining general interest level.
Developing graphs which clearly monitor students’ progress in key leaning areas. For
example, the graph that I developed for recording students maths ability as part of my
Master of Teaching Primary and Early Childhood course, allowed me to document and
track students maths ability levels. This also allowed me to observe the speed at which
they were progressing and to identify which students’ required additional assistance.
Sitting with individual students at the end of class where I help them engage and reflect
over the content discussed in class, in order conduct positive and accurate assessment.
Being competent at observing and documenting children’s learning and development while
they undertake activities. This enables me to reflect a whole-child approach, providing a
holistic view of learning and development.
Frequently updating my human reflection journal with the above observations whilst on
my professional teaching placements and also through compiling a folder of quality
student work samples as a useful resource to draw upon when conducting future
assessment activities.
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 written and verbal communication skills are highly developed and I have the proven ability to
build and sustain constructive relationships with students, parents and other staff. Throughout my
teaching placements, I have been involved in engaging my students in the learning process and
encouraging their commitment to learning. I am an influential, confident and concise
communicator, and I am able to adjust my presentation and delivery according to the knowledge
of the audience, as well taking into account subtle non-verbal cues. I can adapt my key messages
to suit the knowledge base and learning styles of students and use a range of appropriate
mediums to deliver and reinforce critical information.
My experience working in Bali as a Grade 2/3 teacher (through IVHQ, Green Lion Bali) has
enhanced my verbal communication skills. My role as Volunteer Grade 2/3 Teacher involved the
following student learning activities:
vocabulary development
grammar learning
listening techniques
written and spoken English
Within a small group setting, I employed a wide range of communicative language techniques so
students had the opportunity to develop a range of communication skills. In order to effectively
communicate with students in this setting, I was able to use body language and games to deliver
information, and to use picture and visual aids within lessons. I developed basic Indonesian
language skills and was able to utilise this within the classroom.
Throughout my teaching placements, I have demonstrated my ability to effectively communicate
to a diverse audience using a variety of methods, including the ability to assist with creating
professional written documentation to communicate valuable information to parents and
guardians (in consultation with the Grade Teacher), as well as undertaking and engaging in
informal discussions with parents and guardians regarding students learning and well-being.
I have demonstrated the ability to effectively and professionally develop constructive relationships
with students, parents and other staff. I believe that maintaining a positive attitude towards
children’s learning and remaining open to discussing new ideas with both colleagues and parents
is essential to providing an environment in which student learning is encouraged and allowed to
thrive. During my professional teaching placements I have been involved in informal contact with
parents and have participated in communicating about general issues regarding the school
environment, and making enquiries about any potential concerns parents may have. Throughout
my time on a teaching placement, I ensure that I maintain regular contact informally on the school
grounds with a diverse range of parents and guardians. I have received feedback in the past
confirming that my skills are highly regarded in this area.
My written communication extends to preparing documentation to be used within the classroom,
as well as the ability to undertake clear, concise and informative email correspondence to
colleagues on a range of school issues.
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
Demonstrating my strong commitment to developing my experience within the teaching
profession, I have actively contributed to a variety of school activities throughout my teaching
placements. I have been involved in Book Week, Science Week, Easter and Mothers Day events,
the school concert and the Cultural Festival. Becoming involved in this broad range of school
activities has encouraged my professional development and knowledge, and has provided me with
valuable insight into how these school events can encourage student involvement and can create
a positive and inclusive atmosphere within the wider school community.
My involvement in wider school activities has included collaborating with another teacher at
Aspendale Garden Primary School, to organise Book Week. We facilitated this not only as a fun
and exciting activity for the students to participate in, but also an activity which would increase
knowledge of a wide range of literary sources. The benefits for students also involved:
Development of social skills and independence
Participation, new experiences and lots of fun
Team building and leadership skills
As a developing teacher undertaking my formal teaching qualification and professional
placements, I ensure that I evaluate my practice constantly and I am always looking at ways to
improve student learning, classroom management and my effectiveness as a teacher. I make sure
that I follow the lead of my teaching colleagues and that I absorb the valuable experience present
within the School. I actively contribute to my professional learning in order to improve my
teaching skills, including:
Taking on board verbal and written feedback from a range of people, including classroom
teachers, education support staff, welfare and transition officers, students and parents, in
order to improve my own and my students' learning.
I adapt and trial ideas and strategies from my teaching studies in my classes and evaluate
the effectiveness of my lessons and learning activities.
Seeking feedback and support from Leading Teachers in areas such as curriculum planning,
assessment, transitions and pathways, wellbeing and student management.
Seeking feedback from students on my delivery of lessons during my teaching placements.
A professional development activity I have been involved in is a literacy program called Daily 5.
This program benefits students by encouraging them to work independently towards personalised
goals, while the teacher meets individual needs through whole-group and small-group instruction,
as well as one-on-one conferring. Students have five reading or writing choices to make including
the following:
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Undertaking this professional development program has provided me with valuable knowledge
about successful literacy teaching strategies within the classroom environment. These strategies
will form the basis for my literacy focus and have effectively developed my teaching expertise and
capacity in this area.
Demonstrated skills and qualities of an inspirational, caring teacher and team member, with the
desire and capacity to assist the Ripponlea Primary School community meet the needs of its 21 st
century learners
My professional teaching placements have included exposure to a range of grade levels and a wide
range of educational settings, focused on delivering exceptional student outcomes. I value
innovative teaching practices and the implementation of up-to-date teaching strategies that cater
for the needs of 21 st Century learners. My teaching practice is based on the views that learning
should aim to equip students for success based on current technology. My ability to design and
deliver innovative teaching and learning programs that cater for the needs of 21 st Century learners
is demonstrated through:
The ability to provide a classroom environment which utilises a wide variety of teaching
and learning experiences with appropriate resources to guarantee the different learning
styles of students are catered for. This is demonstrated through my use of the Interactive
Whiteboard to assist with facilitating lessons and utilising an iPad to support children’s
learning in reading (though the use of Sunshine Online, which allows students to listen to a
story while following the narrative on the screen).
Empowering students to develop their learning by using iPads and desktop computers in
the classroom. For example, through the use of PowerPoint applications, students can gain
valuable skills and experience in regards to research and creating presentations.
Developing student’s maths skills in a positive and interactive environment using
Mathletics – a program which provides effective and adaptive practices for K – 12 students,
enabling students to work at their own pace and level.
I have been involved in supporting learners in developing effective strategies to find
information based on strong internet searching techniques, through encouraging students
to accurately determine the topic they are searching and the ability to utilise concise key
words.
Encouraging positive behaviour in the classroom through the use of ClassDoJo via the
Interactive Whiteboard. This program is effective in facilitating communication between
the teacher and students, with a focus on behaviour management strategies.
Taking the time to understand new technologies and using them in a way that is relevant
to students and prepares them for the challenges of the 21 st century.
Developing meaningful learning for all students by executing lessons based on student’s
prior knowledge, skills and abilities. My consideration of each student’s background
knowledge has resulted in improved student engagement and learning outcomes.
Within my classroom, I provide a caring, inspirational environment to meet the needs of all
students, as well as provide opportunities for interaction that facilitates 21st Century learning.
Through my knowledge of the characteristics of 21st Century learners, and the relevance that
technology has for them, I can present information to students utilising methods that they can
relate to, which leads to increased engagement in learning activities. 21st Century learning
involves students exploring, communicating and collaborating effectively within a positive and
interactive learning environment
