Organisation: Caningeraba State School
Job Title: Teacher Aide – Permanent part time
Location: Caningeraba
My support of strategic direction in my current role at Caningeraba State School has been
demonstrated through my assistance of Teaching staff in a broad range of activities, classroom
activities and planning and organising. My recent support within the Prep grades has seen me
work with the relevant Teachers to follow direction, follow written or oral responsibility lists and
in some cases during emergency teacher relief days, give advice on the routines of each particular
classroom. In addition, I am often allocated a small group of students to assist them in the current
class activity, allowing the teacher more time to get around all of the groups for that activity.
I am strategic in my planning and prioritising of my workload and often seek clarification about
when certain tasks are required so I can plan accordingly. For example, if a teacher has listed that
they need photocopying done, I would enquire as to when it was required, so I know if I need to
prioritise it straight away or for later in the day.
As a flexible Teaching Aide, I can learn new skills and implement these within my work. One
example of this was the photocopying of particular booklets which I had not done before.
Understanding that there was a right way to do this, I asked a free teacher if they could show me
how to present the booklets, then enabling me to do it on my own from that time onwards. In
fact, the following week, I was asked by another teacher for a similar set of booklets and
performed this task autonomously.
Similarly, on one occasion, I was asked to complete a literacy and maths assessment with a
student, which I had not done before. Upon confirming the teacher’s instruction beforehand, I was
able to conduct the test autonomously whilst the teacher was out of the classroom for the
afternoon. Upon the teacher’s return, she was pleased with my work, and I have since been
entrusted to undertake similar tasks on numerous occasions.
Having developed my knowledge of the timetables and general running of each of the classrooms,
I have been able to assist the teacher with completion of the daily planned tasks with the children
and with organisation of other tasks, such as gluing work into the children’s scrap books, or setting
up rooms for the next activity whilst the children are at their Physical Education lessons on a
Monday. My understanding that library falls on a Tuesday at 12pm for example means I make an
effort to empty the library bags before we leave the classroom and I can prepare for this in
advance. This makes the whole process of library returns and borrowing easier for the teacher and
the students. Through my understanding of this and the other routines and timetables, the
teacher can be more organised and therefore deliver lessons in a supportive environment which
makes for happy and confident students.
Achieves Results
Over my time working at Caningeraba State School and previously, I have demonstrated my
willingness and participation in a range of professional learning which assists me in my role. I have
undertaken the Support A Reader and Support A Talker programs, which have helped me,
particularly in providing support in numerous areas. One such area was when I was given
responsibility to take two young Aboriginal sisters for literacy support, having had a real challenge
teaching them in the classroom environment. In Grade 3 and 5 respectively, the sisters had
different issues within their literacy which I was given responsibility to gain some progress.
I utilised not only my support a reader training, but also my experience with children to fashion an
interesting program which used integrated techniques, including cooking to facilitate an interest in
reading recipes, games to make learning sight words fun and invested in the Clicker program on
my iPad for support. Overall, the sisters both made measurable progress in their literacy standards
through my assistance, demonstrating my ability to achieve results in this setting.
Upon one occasion I was tasked with assisting a small group of six children to undertake the
support a talker program within a Prep class. My role was to implement my learning from my
training within the group to achieve progress. After the program was delivered, the children were
assessed and it was determined that all six children in my group had improved significantly,
achieving the result I set out to achieve.
Other areas where I have undertaken professional learning have included Sensory Processing
Disorder training, Reading Essentials and I have undertaken First Aid Training. Next week, I am
attending training in the Smart Maths program, an interactive maths workshop and am looking
forward to developing my skills further in this regard.
As I have demonstrated in the past, I am very willing to undertake professional learning, including
in-service type training to keep my skills and knowledge up to date and relevant, similarly to how
the support a reader and support a talker programs have assisted me to develop listening, talking
and questioning skills within the prep classes I have supported.
Supports Productive Working Relationships
I have a strong working understanding of the concepts and issues around Occupational Health and
Safety, Equal Employment Opportunity and anti-discriminatory behaviour and how it applies in the
workplace, and in fact, within Caningeraba State School. As a diverse school with students from
non-English speaking backgrounds, low and high socio-economic students and families, Aboriginal
children and children with disabilities, I have worked with many of these children and ensure
equal opportunities are afforded to them all. In a 21 st Century school environment, fostering happy
and healthy students means ensuring that no one is discriminated against and children are
included through differentiated learning and simply finding ways they can participate.
I have demonstrated a strong understanding of OHS concepts with the setting up and packing up
of the Prep area playground equipment, including ensuring proper lifting techniques and setting
up the equipment with sufficient space and protective mats. This includes ensuring the equipment
is not too close to fencing or other equipment and that it is spaced to facilitate safe play. In
packing up the area and storing equipment in the shed, I have also adhered to lifting techniques
and ensured that the shed is packed neatly and in a safe manner.
Within the classroom, I ensure the kitchen equipment is packed away if it is not being used, and I
always use the appropriate step ladder if hanging student work, instead of tables or chairs. I have
on numerous occasions been responsible for playground duty, both in the Prep area and other
areas, and have undertaken first aid duty as well.
Through these activities and within my role generally, I have fostered and maintained productive
working relationships through provide high quality support to teachers and students within the
classroom and beyond. I have a good relationships with the teachers I have assisted and during a
recent allocation of playground duty to an area I was unfamiliar with, I approached the other
teacher and had a talk about which areas of the playground were which and whether there were
any issues I needed to be aware of. This developed our working relationship and ensured I knew
what I needed to know to do my job properly.
In addition to Teachers, I have fostered relationships with the administrative staff through offering
to work for them when the first aid duty is slow, further demonstrating my ability to foster
relationships and communicate effectively.
Displays Personal Drive and Integrity
The personal drive to work as a Teacher’s Aide stems from my contribution to making a difference
in children’s lives and helping make their schooling years happy through experiences and building
confidence. I find it rewarding to see children progress and believe we can learn a lot from
children.
As a casual Teacher’s Aide at Caningeraba State School for three and a half years now, I have
demonstrated commitment, flexibility, integrity and a willingness to work beyond my hours and
scope to assist the students and staff. On one occasion, I stayed after hours to wait for a parent
who hadn’t arrived and on other occasions have willingly contributed to school events outside of
my scope of work. I have been able to attend work with very short notice, have taken roles which
require only a two hour commitment and been a reliable worker. I am able to take and follow
direction, whilst having the initiative and problem solving skills to complete jobs autonomously.
On one occasion I was simply dropping my own child at school when I noticed one Teacher
distressed with a parent. Apparently, a child had left the school unattended and they were
attempting to have the child return. Although it wasn’t a work day for me, I felt an obligation to
assist where I could. I asked the Teacher if I could help, and she asked if I would keep an eye on
her classroom whilst they worked out what to do with the escaped child. I was happy to do this
and stayed a while longer after the return of the Teacher to ensure everyone was settled and
happy before I left. This scenario demonstrates my nature and willingness to be engaged with the
school and students.
I have developed my skills to work with a range of teachers appropriately and am flexible to the
needs of different teachers. On some occasions I am given a list of tasks to perform for the day
and on other occasion, I am directed orally to my current task. I am happy to be adaptable to each
teachers wishes and it also provides me with a good amount of variation within my role.
Communicates with Influence
During my tenure at Caningeraba State School, I have demonstrated my ability to communicate at
all levels, to be reliable and to know which information is public and which is private or
confidential. Demonstrating tact and discretion, I have been asked numerous times by parents
about their child’s progress in different areas, and have been happy to refer them across to the
Teacher for that information. In addition, outside of the school, I have dealt with a similar scenario
with parents asking questions about school, other children and teachers, to which I have always
replied that due to my position at the school, I can’t discuss that. I will often then talk about my
own children as a tactful way of changing the subject.
My communication with students is facilitated by a friendly persona as well as role modelling for
them and the provision of a safe and supportive environment. My participation in school events
such as the Easter Parade production and the colour fun run has really demonstrated my
engagement with the students and they therefore accept and communicate with me freely. On
one occasion where I was providing support to a emergency relief teacher, one child was having
separation issues upon drop off time. Because I was the person in the room the student knew, I
took the lead in communicating with the child about how much fun we were going to have today,
and that I had some photocopying to do and would she like to help me. At this point, the child was
much happier and became my helper for the session which allowed her mother to leave her happy
and settled.
I can equally adapt my communication style to parents and colleagues and enjoy my volunteer
role as the classroom Kookaburra for one grade. This means I communicate as a liaison between
the teacher and parents on number issues and emails. I am happy to speak to parents and take
messages down for the Teacher if they are not there and have strong skills in reinforcing what the
teacher has said to students and parents.
My communication with Teachers is on another level and I find there is the direct communication
and the communication via the students about what is happening. I ensure I always double check
with the teacher if I am not sure of a task and keep them informed of my progress on tasks
required. In addition, I will often ask the teacher for feedback on my performance and whether
there is anything I could have done better during that time. This is something I like to do
periodically with teachers, especially if I am likely to support them again in the future.
