Classroom Teacher Range 2

Organisation: Nossal High School

Job Title: Classroom Teacher Range 2

Word Limit: 10 pages total including resume – approx. 500 words each criterion

Location: Melbourne

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.
I have a thorough knowledge of the Principles of Learning and Teaching and have applied and
extended this understanding into my teaching. The foundation of my approach to teaching is to
create positive relationships with my students by getting to know and really appreciate every
single one. I focus on learning the backgrounds and interests of students and shaping their
learning experience based on this. I also aim to help them make connections between the text,
their world and contemporary culture. For example, we would discuss the pervasive greed and
drive for power within Macbeth in relation to an article I sourced dealing with a Wall Street
scandal.
I operate on the belief that the classroom must connect to the real world for learning to be
relevant and sustainable. I demonstrate this by drawing on stories, current events, articles,
parables and other related literature, art and other media to build layers of information that
relate to and reinforce the original or core text. These layers of multiple connections imbed the
knowledge gained and help the student to develop a deeper understanding of the material as
well as an ability to extrapolate the knowledge in a broader context.
I always aim to build independence and self-motivation amongst my students. Initially I work on
removing or minimising the insecurities and fears that limit a student’s ability to pursue the
required knowledge and skill. I utilise the Emotional Freedom Technique (EFT) that I have gained
knowledge of during my Masters degree. EFT focuses on first determining the fears that limit
learning, acknowledging and dealing with these fears and then utilising acupressure or
meditation techniques to control the physiological responses to fear and to free creative
energies. For example, many of the children I have taught are perfectionists with a strong focus
on mathematics and science. They find the ambiguity and complexity of the creative writing
process difficult to master and they therefore fear failure in this area. We work through this and
then we write and write! Freedom from fear is a critical motivator.
I also strive to ensure that all students have the skills they need to take responsibility for their
own learning. When I return assessed items we reflect on each student’s strengths as well as
their areas for improvement (AFI). They learn to critically evaluate their own work and
determine their own learning needs and requirements. My role is to facilitate the learning
experience and to provide the scaffolding for independence and self-evaluation, the capabilities
they will need to manage their own learning beyond secondary school.
Another focus I have that demonstrates my commitment to the principles is my aim to build
flexibility and alternatives into the learning process. I incorporate students’ interests and where
possible work with them to develop their own topics and questions to pursue that reflect these
interests. Alternatively I provide options that align to various common interests and pursuits.
Once again I aim to align learning to interests to maximise its uptake and retention.
I also try various other techniques and strategies to imbed the principles in practical teaching
delivery. For example I have promoted jigsaw learning where individuals source pieces of
information and then work together to consolidate the work into a coherent whole. I also have
used think, pair and share techniques as well as developing a community of inquiry approach
where students build on and extrapolate the ideas of others in a respectful and constructive
way. Another strategy I use is asking students to read each other’s work aloud. This removes the

fear and self-consciousness from the normal “read aloud” task and encourages students to really
appreciate the words of others.
I also have knowledge of the Principles of Assessment and Reporting Advice and understand that
assessment is an ongoing, cumulative process of gathering, analysing and reflecting on data and
then making informed judgements to enhance future student learning. Assessment requires a
range of practices that fulfil different needs. For example, there is assessment for learning,
where I use my knowledge of a student and their progress to inform my teaching delivery.
There is also assessment as learning, where when students reflect on and monitor their progress
to inform their future learning goals. I use the AFI technique to progress this as well as reflective
journals. Finally there is assessment of learning, which incorporates the more standard process
of using evidence of student learning to make judgements on their achievement against goals
and standards.
SC2 Demonstrated high level classroom teaching skills and the capacity to work with
colleagues to continually improve teaching and learning.
I have extensive experience and exceptional skills in classroom teaching and throughout my
professional teaching career I have used a diverse range of effective teaching and learning
strategies to cater to the learning needs and background of students. I also frequently engage
with colleagues to improve student learning outcomes, building and sustaining collaborative and
cooperative relationships to leverage the skills and expertise of others to delivering excellent
educational results.
While employed as a teacher at St Gabriel’s secondary school in Singapore I prepared senior
secondary students for the General Certificate of Education (‘O’ and ‘N’ levels in English) . The
assessment for the Certificate was developed by and administered by educators within
Cambridge University. Students came from largely Chinese, Malay and Indian Singaporean
backgrounds and sat for essay writing examinations. My approach was to flood them with
models of good writing from extensive, diverse sources including newspaper opinion columns,
short stories, and pieces from top essayists. By focusing on and enhancing the reading-writing
connection, expanding their vocabulary and constructing layers of connection through excellent
examples I progressed a number of students from poor performance to sound, passing grades.
In 2007 I was presented with an Outstanding Contribution Award for my work at this school.
I also taught English at the Regional Language Centre in Singapore to scholars from Indonesia
and China. My role was to help transition these academic high achievers into some of the top
schools in Singapore, where English is the primary language of teaching and examinations. This
involved an intensive learning process were students were immersed in an every-day, month
long teaching experience to improve their standard of spoken and written English. This in turn
allowed them to compete equitably when they joined their peers in Singapore schools. Here in
Australia, I have taught VCE English at Berwick Secondary College, VCE English at the Melbourne
International College of English and currently provide relief teaching (primarily in English and
Philosophy) at Nossal High School.
My extensive experience as a teacher has enabled me to be both a well organised and flexible
educator. I often utilise the K-W-L-S strategy to connect the day’s lesson to the topic on hand.
The students quickly jot down what they Know about the essay topic, what they would Want to
know about it, and in the last five to ten minutes of the lesson, the students record what they
have Learnt for the day, and what they may Still want to know about the topic. I find this

approach helps students to be present and engaged in the learning experience. As mentioned
previously, I also focus on building variety, contemporary/ situational relevance and layers of
connectedness into lessons. This may include sharing a relevant personal anecdote, real-world
examples, thought-provoking dilemmas, video-clips, quotations by a famous person, visual aids
or historical and current events.
I always ensure that I have at least three, 15-minute activities for an hour’s lesson, with several
“standbys” that may work better on a particular day or with a particular group of students. If a
lesson is well planned, delivered energetically and with conviction, and built on a platform of
flexibility and adaptability it can make a huge difference in engaging students in the experience.
In between segments, a cartoon, a joke, or a short vocabulary quiz, within the context of a topic,
or even interesting facts, can help relax the students whilst keeping them alert throughout the
lesson.
I am a life-long learner and will continue to progress my own development (as evidenced by my
current postgraduate studies, subscription to relevant journals and professional memberships)
as well as embracing and harnessing the experience of my surrounding colleagues to enhance
learning and teaching within the school. I have always made the most of the wealth of
experience that surrounds a teacher in a school and have always been willing to share my own
learning with others. I recognise the power of collaboration in generating new ideas and in
refining my own techniques and strategies which in turn benefits the school community and the
students we are all responsible for.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to
inform teaching for improved student learning.
Developing meaningful and appropriate methods of learning assessment is a crucial component
of education. Data gained from both formal and informal assessment enables the teacher, the
student and their parents to be aware of where their learning is at now and how far it has
developed. It also allows the teacher to gain critical knowledge of which students learn best
under what conditions. To collate appropriate student data and to use it in a meaningful way,
you need to be explicit and open about learning goals and expectations in the class. Just as
importantly, you need to adapt and respond to the dynamics of a classroom and be attentive to
the students past and prior knowledge. Because of this, assessment and the collection of
student data works best when it is varied, continuous and cumulative. Having assessment in
such a way enables a teacher to monitor and foster development at a higher level, such as
having a linked series of activities taken over time, which is far more valuable than a single
isolated piece of assessment.
In the front of my mind is the knowledge that the ultimate purpose of assessment is to improve
student performance. It measures what are the most important components of the learning
experience and it should always be based on an understanding of how students learn. Learning
is a complex, non-linear event and assessment should reflect this. Also, assessment should be
part of the learning process, not an add on at the end. It guides the process, it isn’t an end unto
itself. However, I am always mindful of formal assessment processes and ensure that students
fully understand this and that I deliver learning experiences that align with this. I also see
detailed and holistic assessment as a tool to be used in developing a partnership between
myself, the student and their parents. Assessment information needs to provide a complete and
appropriate picture of the student and their abilities. This enables the teacher/student/parent
partnership to work effectively and to improve the learning outcomes for the student. I also see

reporting as a process of consolidating and communicating assessment outcomes to help
students, parents, teachers and the system to make informed decisions about what students
know and how best to progress their future learning. Regardless of what subject I am taking or
the students that I am working with, I aim to deliver and use assessment and reporting in the
same way I deliver the content to the students. I make it meaningful, engaging and relevant
while keeping in line with the VELS and VCE standards and outcomes.
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.
I have exception written and verbal communication skills with proven abilities in developing and
sustaining constructive relationships with all stakeholders in the education process. I started my
career as a journalist with Singapore’s largest newspaper group, Singapore Press Holdings. Later I
became an editor of fiction and non-fiction books with the respected publishing house Times
Publishing. This provided me with an excellent grounding in and appreciation of the written word
as well as strong skills in communicating with people from all levels and cultural backgrounds. It
laid the foundation for my career as a teacher of English and Literature by giving me real world
experience as a writer and editor. I have found that this practical knowledge distinguishes me
from many educators who have operated solely in the theoretical space of teaching.
I often model writing paragraphs with my students, showing how a paragraph can be
constructed by firstly crafting, then elaborating on a topic sentence. I provide examples and
explain how transitional words and phrases work between each sentence and between
paragraphs. Whenever I assign a student a short writing task, during a brainstorming session I
also write with the students, reinforcing the notion that I never ask them to do something that I
have not tried myself. I also allow my enthusiasm and love of the written word to be part of this
process. For me teaching is a performance and I need to communicate my passion and fervour
for the learning process to engage my students and build their interest and commitment in the
subject. I am an influential, confident and persuasive communicator who can easily adjust their
presentation and delivery based on knowledge of the audience as well as subtle non-verbal
cues. I tailor the 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.
I have always had excellent relationships with my students, their parents and my professional
colleagues. Students and parents know that I care and that I am completely sincere in my
interest, empathy and compassion. A key aspect of being a teacher is encouraging and
supporting the contribution of others. This can be achieved by fostering an environment of trust
and respect where issues can be raised and constructive feedback delivered directly and
appropriately. If students and parents feel safe asking for help, then they will ask for help!
Similarly, when a teacher establishes this type of relationship and knows their feedback and
advice will be taken on board, they try their utmost to develop their students honestly and
fearlessly.
I make it a point to know as much as I can about each individual student. I want to know about
their families, their experiences, what kind of books they enjoy, what book or magazine or news
article has engaged their attention, the sports they participate in, what popular cultural icons
they identify with and what their goals are in life. It is easier to understand the behaviour of
children, to build a positive relationship with him or her and to facilitate their learning, when
you know and understand them and their circumstances. You can also partner more effectively

with their parents to achieve these learning outcomes when you understand the dynamics of
these relationships and work with them. A schools success is also dependent on the
collaborative relationships between teachers and other staff involved in the education process. I
have both mentored and been mentored within school communities and can personally attest
to the value and worth of this type of creative and professional development relationship.
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.
Being a part of a school community presents a unique opportunity to foster contribution and
enable teachers to demonstrate their commitment to building both their individual capability as
well as enhancing the capacity of the school. It also aligns with my personal ethos of always
striving to add value wherever possible to the world around me. I have always demonstrated a
strong commitment to coordinating and implementing programs that go beyond standard
teaching responsibilities. At St Gabriels Secondary School I chaired the committee for and
coordinated the implementation of the Schools Reading Program. This was a complex project
that involved sourcing material and organising contributions from across the school, ensuring
that the material catered to all the reading levels and interests of the students and coordinating
all the activities involved in the program.
I also chaired and organised the School’s Sexuality Education Program which was provisionally
overseen by the department that managed pastoral care and career guidance for students. I
delivered the program and educated other teaching staff on the contents and focus of the
course ensuring I had their understanding of and support for those outcomes.
As a teacher it is my responsibility to model appropriate behaviour and encourage students to
make the most of the diverse environment that they are a part of. I do this by continually
engaging myself in a range of broader school activities and programs which in turn allow me
grow and reflect on who I am as teacher, how I can best facilitate student learning, and how I
can best contribute to the school community.
As previously mentioned, I am committed to ongoing professional development, learning and
growth. I am currently undertaking my Masters in Education at the University of Melbourne. I
constantly utilise my postgraduate learnings to enhance my teaching skills and the education
experience of my students. I also pride myself on staying current in relation to educational
theories and trends and subscribe to a number of professional journals to ensure the currency of
my knowledge and approach to teaching. I also maintain professional memberships to the
Victorian Association for the Teaching of English and the Australian Association for the Teaching
of English in order to actively participate in professional bodies that facilitate the exchange of
ideas and information relevant to my profession. I encourage my students to be life-long
learners and I model this behaviour wherever and whenever possible.
SC6 Demonstrable ability to successfully deliver creative and innovative ICT rich VCE
curriculum to students of high academic capability. NOTE – Capacity to take on Domain
leadership role within the English faculty an advantage.
I have always embraced the use of ICT to deliver a blended learning experience in teaching
delivery, and am aware of how e-learning can play a significant role in creating a community of
inquiry that is independent of time and location. I have also found this type of blended learning

approach offers certain efficiencies, along with flexibility of design, delivery and access to
learning activities which in turn can enhance the independent learning experience of students.
The use of multimodal ways of presenting content, and the deliberate reduction in the amount
of print text that an ICT rich curriculum can allow, often appeals to learner preferences for the
visual or the kinaesthetic. Also online content can provide a more flexible learning environment
and learners can access information at other times and from other places then the school. I have
also found that presenting information in multimodal ways using an ICT platform can benefit
student learning in relation to conceptually difficult topics. Once again this is about providing
connected layers of information that imbed and sustain the learning process.
I am also mindful that using the internet can be time-consuming, inefficient and that a student
can become lost or overwhelmed by the sheer amount of content available. To combat this I am
more likely to provide a number of “correct” sites and let student locate the required
information within this more controlled space. I also draw extensively on google images and
video clips on YouTube, to illustrate particular ideas and information that I am trying to teach.
For instance, I recently delivered a lesson on creating characters as part of a creative writing
course to enable VCE English students to create more believable characters. This lesson and its
content aligned with the imaginative writing option of the Section on Creating and Presenting.
Firstly we explored a written extract from the novel, ‘A Hundred Secret Senses’ by Chinese
American writer Amy Tan that focused on the character Kwan. After analysing the efficacy of the
details used by Amy Tan to flesh out her character, I then went on Google Images to show my
students an image of a native Chinese girl in the 1960s in pigtails and a cheongsam. This
provided a visual reinforcement of the relevance of the written imagery. Additionally, the
photograph of the girl dressed in a traditional female Chinese outfit enhanced their
understanding of the character, and what she had to face when she first arrived in America as a
migrant. I then shared a brief segment of a talk given by Amy Tan on TedTalks, where she
examined the strategies she uses to create a believable character, and where she draws her
ideas from. The students enjoyed the talk immensely and it helped them understand the focus
of the book, what the author meant to convey, and how she meant to convey it. It also
personalised the book and helped students feel connected to the writer and her vision.
I would like to reiterate the notion that the classroom must connect to the real world for
learning to be relevant and sustainable. A creative, ICT enriched curriculum allows this to occur
in ways that are immediate, contemporary and accessible to students beyond school boundries.
It also allows the build-up of multimodal layers of information that relate to and reinforce the
core message. This type of multiple connectedness imbeds the knowledge gained and allows a
deeper understanding of the material to be achieved. Finally, ICT allows a much greater range of
learning styles to be catered for therefore maximising the uptake of information by students.
I would also have the capacity to take on Domain leadership within the English faculty and
would embrace the challenge of this role. I would also welcome the opportunity to undertake
any further professional development required to deliver this position.