Classroom Teacher Range 2

Organisation: Victorian Department of Education and Training

Job Title: Classroom Teacher Range 2

Location: Ballarat Primary School

SC1 Demonstrated high level 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 capacity to implement curriculum programs consistent with their intent
With a full understanding of the Victorian Essential Learning Standards (VELS), having participated
in professional development on VELS, I am fully committed to being up-to-date with the latest
policy initiatives relating to student learning. This includes ensuring students are given the
appropriate structure in which to study and become independent thinkers through their
involvement in learning in a safe environment and consistent with the current curriculum
programs.
Through my participation in Professional Development sessions to learn more about VELS and how
it affects our teaching and planning at school, I have garnered a thorough understanding of the
need to plan integrated units using VELS and am consequently familiarity with the VELS standards
appropriate at each of the six levels, including the sequence of development a student should
progress through in terms of points of growth. Ensuring I integrate the VELS framework into my
classroom teaching, I make a conscious effort to understand, encourage and motivate all students.
Learning from this process and other staff, I can assess how it impacts on our day-to-day teaching
and I make it a priority for the classroom learning environment to be supportive and productive,
promoting independence, interdependence and self-motivation.
As part of my determination to fully understand VELS, I wrote up progression items to assist me
with assessment and updated teacher reference material, where new resources were available, to
suit my teaching according to VELS. I continued to refine and update programs and resources
whilst still familiarising myself with VELS, and was responsible for writing VELS-based reports in
2006.
During my time at Westgrove Primary School I used VELS to assist in lesson planning, including
using the progression points to assist in planning lessons that can be used for specific assessment
tasks and when writing the mid-year reports.
My understanding of The Principles of Learning and Teaching (PoLT) is demonstrated by my
provisioning of a supportive and productive learning environment by promoting a culture of value
and respect between individuals and groups. Using a planning matrix combining Bloom’s
taxonomy and Gardiner’s Intelligences, I take into account stages of student development and
individual learning styles. By revisiting ideas from previous sessions to promote sustained learning
that builds over time and emphasises connection between ideas, I extend key ideas over a number
of sessions. Further, I have developed a thinking curriculum to develop higher order thinking skills
using Thinkers Keys, Graphic Organisers, and De Bono’s Thinking Hats, and fostering an inquiry
approach to develop information processing and problem solving skills. The integration of ICT into
the Early Years program gives students the opportunity to gain knowledge and skills in areas such
as manipulating text and images, formatting, saving and retrieving files in addition to locating and
retrieving information from a variety of sources such as the Intranet and using Email as a
communication tool.

Focusing on students as individuals and contributors to their own education both in planning and
execution, the PoLT is a document I find to be very valuable. The emphasis is on a safe and
productive learning environment where students have the confidence to express their opinions
without fear of recrimination. Whilst at Westgrove I planned several units and with the PoLT in
mind, I gave the students the option to choose their specific area from within a range and decide
on the manner of presentation. This also worked in well with the VELS Thinking Processes bringing
in Reasoning, Processing and Inquiry as the students were using various sources and organising
their information according to questions I had asked and also questions of their own. They drew
their own conclusions, with excellent results and the students were fully engaged during the
lessons.
In addition, I have become familiar with the recently introduced Assessment and Reporting
initiatives, and have implemented them as a practising class teacher. Competent assessment and
programming enables me to identify each student’s individual learning needs and facilitate
activities which enable all children to experience success. I summarised the progression points to
form the basis of assessment tools and strategies, and then used progression points when
reporting to parents through the new mandatory reporting format.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues
to continually improve teaching and learning
My standard approach in taking up a full-time teaching position is to meet regularly with other
teachers in the team and plan collaboratively. Each of us has different skills and expertise, and by
sharing our ideas we can develop a dynamic team for the benefit of the students we are teaching.
I would expect that such teamwork would lead to improved teaching and learning, and that we
would also be a role model to students in terms of cooperative learning. For example, I engage in
regular discourse with a mentor and other teachers for advice on my lessons and strategies to
improve my teaching. I have a willingness to attend ongoing professional development to improve
my teaching and will continue to seek advice from colleagues on strategies for engaging individual
children and difficult behaviours.
The results are illustrated by my increased ability to teach a range of students with differing
backgrounds and abilities. Improving my flexibility in my approach to teaching ensures that I cater
for the different learning styles and abilities. This includes applying positive reinforcement, to
which all students respond well, and I also apply group work activities to learning. For the most
part students have worked individually and occasionally in pairs. For example, learning ICT skills is
on the whole an individual activity although some students do, of course, assist each other during
ICT sessions. During Term 4, 2007 I asked the students to work in groups of no more than four on a
Stop Motion Animation Project. I felt that, because of the complexity of the project, this was an
opportunity for the students to build their skills in working co-operatively and also enhance their
skills in building social relationships and dealing with their own needs and emotions. At Westgrove
Primary School I had Years 5 and 6 students assess PowerPoints in preparation for the setting of a
rubric for future tasks. This was initially done in pairs and then as a class to achieve the final
product.
While the majority of my sessions begin with me explaining and demonstrating what it is I want
the students to do, the occasion arises where individual attention is required and I will roam the
classroom spotting any student having difficulty, in order to give assistance when required. I have
found this works very well to ensure no student is left behind in the lesson.
Understanding there are many different ways in which children learn, including hearing, seeing,
moving and activity; also known as auditory, visual and kinaesthetic (combination) ways of
learning; I teach to meet these variations. For example, I can explain the task, show how I want the
task done, and sit with students as we together work our way through the task.
I fully observe the following points when teaching children
 Children must feel comfortable in their environment, which should be one in which they
are stimulated and challenged and prepared to take risks.
 Learning experiences should be relevant (I explain what we are setting out to achieve) and
exciting, where students have varied opportunities to see progress in their learning.
 Students always learn best if they are doing things themselves, rather than just being told.
 Students do best when their preferred learning styles are catered for, so I target teaching
to their ability and challenging them appropriately.
 It is important to allow children some input over their learning, so that they are working for
themselves rather than me as teacher, as long as they know that I will give them support.

Students respond well to praise and commendation for their work efforts, especially when
they have been challenged to meet a goal.
 Opportunity for practise must be provided, relating lessons to real life where possible and
catering for different learning styles e.g. opportunity to practise new skills using Kahootz,
using graphs to visually show how far people can jump, relating a database to the students
(school database, information held, parts of database used for school rolls), and role-
playing to demonstrate how the school network operates.
 The need to display role modelling – as I am a great believer in the concept of lifelong
learning, I want the students to see that I am also a co-learner.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to
inform teaching for improved student learning
Assessment in all its forms is the way to gauge students learning. I believe a range of assessment
should be used on a regular basis. There are times when formal assessment is required but I have
also found during my teaching placement that informal assessment is extremely beneficial when
planning future lessons. Also, using rubrics during my teaching placement at Wedge Park Primary
School helped to ensure the students had a clear understanding of expectations and, as a way of
encouraging the students learning, I found it beneficial to assist the students in developing the
rubric.
My ability to monitor and assess students is illustrated by my time at Wedge Park Primary School
where I noticed, whilst roaming the classroom, that most of the students were encountering the
same difficulty when attempting to identify the key points in a paragraph. Subsequently, I planned
a lesson to give them some insight and practice in this area. I also used anecdotal data I had
gathered to plan mental maths tasks. As these tasks progressed through the week, I was keeping
anecdotal records and using these to either give the students more practise or move them
forward. During my time at Delacombe Primary School I took Running Records and also did an
evaluation to see how students were decoding the text and to determine their level of
comprehension. At Learmonth Primary School I had the students assess each other’s writing,
encouraging them to give positive feedback and suggestions for further improvements. In addition
I always gave positive feedback to students and encouraged them to assess their own learning by
looking at how they were working out problems.
As a teacher at TAFE I employed excellent verbal communication skills by tutoring a deaf student,
which brought with it new challenge because verbal communication skills were redundant in that
case. I tutored that student successfully for a number of months.
At one time at Wedge Park Primary School when I asked the students to write me a letter, the
most common comment was how helpful I had been in helping them to understand Square Roots.
Permutations and Computations also featured and whilst they are not a Grade 6 topic I was able
to successfully explain the concept and formula so that they understood and remembered. Also at
Wedge Park Primary School, I attended the Grade 6 planning meeting for 2007. I was able to
contribute to the session with ideas on areas that would be suitable for ICT, assisting with the
writing of rubrics and also giving feedback on the success or otherwise of programs that were
already in place.
As demonstrated at Learmonth Primary School, I have excellent rapport with the students. On one
occasion, I was asked to supervise the children during a school meeting to allow all parents to
attend.

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
Communication skills are what teaching is all about. By being professional in my attitude and
treating people with respect at all times, I can communicate successfully at all levels and have
developed constructive relationships with students during both my time teaching at Westgrove
and Learmonth Primary Schools, University and TAFE. I value and enjoy opportunities to work with
students, staff and parents and feel that I have the skills needed to develop the relationships
required as a valuable member of any school’s teaching team. Some examples of my highly
developed communication skills are where I worked collaboratively with a teacher in the
implementation of effective behaviour management at Westgrove Primary School and provided
Allocated Planned Time (APT) for this teacher one session per week.
Tutoring a deaf student who was unable to lip-read what I was saying required me to
communicate in the most succinct form possible because it had to be written. Tutoring whilst at
TAFE required an ability to establish what the student already knew, what they still needed to
learn, and then find a way to explain that was easy for them to comprehend. High level
interpersonal skills are vital to effective teaching as they build rapport between students, staff and
parents and I am fortunate to have such a reputation. Strong interpersonal relationships make the
exchange of ideas, information and advice (and teaching!) much more effective, as there is mutual
respect between the parties involved.
My verbal communication skills are probably more regularly on display in my teaching role, as I
depend on personal interaction with colleagues, students and parents constantly. For example,
when dealing with parents, I make sure that they know at all times that I value what they are
saying. I have found verbal communication to be very effective when discussing student progress,
because it allows for immediate feedback and acknowledgment. This is especially important where
parents do not have a high level of written or spoken English. Throughout the varied
communications with students, parents and teachers, I also listen carefully to what they say, to
help me understand what I can do to assist them, employing my ability to communicate
effectively. Also, by translating words into action, I create and reinforce a positive environment
that encourages a culture of continuous improvement among staff and a love of learning among
students.
Whether for personal or professional purposes, my written communication skills are well
developed and I take great pride in them. Examples include contributing items for the school
newsletter; providing parents and families with information on upcoming events and what the
students are learning; and writing up step by step instructions on the process of creating a
database such as creating a table, form for data entry and a query.
I enjoy working in a team, because having a combination of everybody’s ideas, abilities and
strengths means success on all levels can be achieved. Sharing a goal with people, learning from
others and being part of something such as teaching to make a difference is something I truly
value.

SC5 Demonstrated commitment and capacity to successfully organise and manage aspects of the
wider school program and a commitment to ongoing professional learning to enable further
development of skills, expertise and teaching capacity including providing high level professional
assistance to other teachers in classroom related areas
To be a successful and passionate teacher, I believe it is important to involve yourself in the whole
school environment. This means not just teaching students in the classroom but becoming an
active member of the school community, involving oneself in the wellbeing of students, staff and
parents, as appropriate. The organisation of, and participation in, school activities allows teachers,
parents and students to work together, developing positive relationships, enhancing students
learning, and increasing positive attitudes towards schooling. With a broad range of interests
stretching from sport to craft, I have always been keen to participate where possible and am
always willing to learn and share knowledge. Some examples of my involvement in school
activities include assisting at the School Concert, assisting during inter-school sports in various
roles, participating in making props for JRock (Junior Rock Eisteddfod), various fund raising
activities and excursions, working with other teachers to plan for school community events, and
helping to build rapport with fellow staff members, especially those who I would otherwise have
only incidental contact.
 At Westgrove Primary School I assisted on both nights of the school concert. The first night
I stayed with one of the combined Grade 3-4 classes because the classroom teacher had
commitments backstage. The second night I stayed near the entrance to assist parents and
students with directions.
 In Term 4, 2007 I supervised a small group of Year 6 students in the writing of a Website for
a school in South Melbourne.
 At Learmonth Primary School I assisted with the Inter School Sports day by keeping the
students in the correct order and ensuring they competed at the right time, escorting
winners to the record keepers, nominating the third place getter, and marshalling students
who had finished their heats and were required for finals.
 At Wedge Park Primary School I attended extra days so that I could gain extra experience in
other classrooms. I also participated in a Guinness Book of Records Challenge in Leap Frog.
 I volunteered at Delacombe Primary School assisting in the Prep rooms and also a
combined Grade 3-4 room.
I have attended Professional Development programs when available and have found them to be
extremely beneficial to my learning and teaching. As a professional teacher I aim to continually
develop and refine my teaching skills by
 Improving professional practice through constantly analysing and evaluating the success of
each class and learning from classroom observation.
 Writing an evaluation of each week’s program, what worked, what did not work, and any
areas that could be improved.
 Focusing on any areas of teaching in which I want to further develop my skills, or ways in
which I can use new strategies.
 Discussing strategies with more experienced teachers.
 Reflecting on each class, taking into consideration students’ learning styles and abilities
and ways in which teaching methods may be improved.
