Teacher Special Education

Organisation: Clarke Road School

Job Title: Teacher Special Education

Word Limit: One page per criterion

Location: Hornsby

Approval to teach special education and/or experience teaching students with a moderate and
severe intellectual disabilities K-12
My teaching experience demonstrates my approval to teach special education students (K–6) in a
wide range of educational settings, delivering exceptional student outcomes. I am a highly-skilled
teacher with over 35 years of experience, and value innovation and the implementation of
uptodate teaching practices that cater for the needs of students with moderate and severe
intellectual disabilities. My New South Wales Department of Education and Communities approval
to teach special education K–12 is supported by;
 Basing my teaching pedagogy on the Australian Professional Standards for Teachers in
order to promote high-levels of intellectual quality, a quality learning environment, as well
as making explicit to students the significance of their work. I achieve this through
programming individual scope and sequence for teaching that is in line with the Australian
Curriculum. This ensures that clear goals and outcomes are set for each student, which
promotes high-levels of student outcomes. I provide a quality learning environment by
integrating sensory equipment into the classroom in order to provide each student with an
inclusive and fully integrated program. Students are encouraged to participate to the best
of their ability, which is achieved through setting and implementing high and explicit
expectations with regards to students’ behaviour and their work.
 Implementing innovative programming to facilitate student engagement, thus resulting in
better learning and support for students with a disability, learning difficulties or behaviour
support needs through relevant and rigorous teaching and learning. I achieve this by
utilising ‘In the Zone’ teaching resources to accurately determine what each student
requires in order to effectively learn. Additionally, I utilise the Personalised Learning and
Support Signposting Tool (PLASST) in order to identify the learning and support needs of
my students in order to inform my planning for personalised learning adjustments in
consultation with their parents and carers. This ensures that student learning opportunities
are maximised by engaging them in rigorous, meaningful and dignified learning.
 Relevant teaching qualifications and ongoing professional development, including a
Graduate Diploma in Special Education with Distinction and Master of Education in Special
Education with Credit. Demonstrating my commitment to professional learning, I have
undertaken and continue to participate in, regular professional development sessions both
in and outside of the school. I am an avid follower of the works of Dr Wendy Lawson who
explores the influence of neurological development in individuals with autism with
reference to learning styles. Her insights have provided me with an invaluable
understanding of autism and associated intellectual disabilities.
 Extensive experience with teaching students with a wide range of moderate and severe
intellectual disabilities. Throughout my career I have taught students with Down
Syndrome, Autism and severe Autism, Attention Deficit Disorder, Attention Deficit
Hyperactivity Disorder, as well as associated disabilities such as deafness, low motivation
and social skills and extreme behavioural issues. When teaching these students I make
accommodations and adjustments to the Australian Curriculum through the development
of Personalised Learning and Support Plans that prioritise learning areas that are highly
relevant for each individual student.

Demonstrated ability to develop, implement and monitor quality personalised learning and
support plans
In order to ensure that my students have the support available to access the full range of
education opportunities to achieve success, I develop, implement and monitor quality
Personalised Learning and Support Plans (PLSP) that sit within the Australian Curriculum. I base my
PLSPs on the premise that every student with a disability is able to access and participate in
education on the same basis as students without disability, which is in adherence to the
Commonwealth Disability Standards for Education. As a result of my expertise I have made
suggestions and have provided professional support concerning all aspects of PLSPs to a wide
range of stakeholders. My expertise is demonstrated through;
 Engaging parents, carers and relevant stakeholders in the development process of PLSPs
to ensure that learning areas that are relevant to each individual student are prioritised. In
the initial development phase, we discuss where the student is now, where the student
should be, how they will get to where they should be, and how we will know when they get
there. This enables us to set clear and achievable goals with consideration to their learning
needs. The benefits of this engagement were clearly demonstrated in the development of
a PLSP for one of my Year 11 students. This student had come from an
academicallyfocused school, where he had excelled, however he was displaying
behavioural issues. My initial consultation with the student’s parents identified that they
wanted him to gain skills that would assist him to integrate into the workforce. I engaged
the student by having him participate in work experience at the school canteen, then later,
weekly work experience with Meals on Wheels. By explicitly incorporating the needs of the
student, as well as the parents and carers, I ensured that his needs were met which
resulted in a significant improvement with his behaviour, as well as providing him with the
opportunity to gain confidence and skills to be able to successfully integrate into the
workforce post-school.
 Implementing effective systems and resources to ensure that students are provided with
the opportunity meet their goals as stated in their PLSPs. I take into consideration each
student’s ability and how I can augment their abilities. This has included the use of visuals,
objects, touch cues, Big Mac and Talking Buttons, and iPad programs such as Calm Talk and
Prologuo2go. Additionally, I have sourced specialised headphones for a deaf student to
enable him to integrate and become involved in all classroom activities. These systems and
resources provide students with the opportunity to develop their independence through
the use of their skills and strengths, which fosters a sense of pride, dignity and respect, and
increases positive student outcomes.
 Ongoing monitoring of student progress in order to track learning and inform decision
making regarding content, learning strategies employed, allocation of time for instruction
and practice, as well as the student’s learning environment. I facilitate this by creating an
extensive photographic portfolio for all students and their accomplishments that
demonstrate their ability to meet the goals initially set in their PLSP. I engage parents and
carers in consultation with the monitoring process to ensure that they understand how the
student is progressing, and to review areas that require further focus in order to enable the
student to reach their learning goals. Assessment tasks are modified in line with

accommodations and learning adjustments and are monitored in line with student
achievement based on national, standardised and school-based assessment.
Demonstrated ability to plan for and implement effective teaching and learning, with
accommodations and adjustments, to meet the needs of learners with complex disabilities
With an extensive teaching history spanning over 35 years, I demonstrate exemplary practice
when planning for and implementing effective teaching and learning, with accommodations and
adjustments, that supports the learning needs of all students with complex disabilities. My
instruction involves the explicit and systematic teaching of new concepts and skills with a focus on
student ability, not disability. This ensures that all students are provided with maximum
opportunities to learn. I have demonstrated this through;
 Differentiating instruction by responding constructively to what students know. I
facilitate this by providing multiple learning pathways so that students have access to the
most appropriate learning opportunities commensurate with their capacity to learn. This
involves matching students’ approach to learning with the most appropriate pedagogy,
curriculum goals and opportunities for displaying knowledge gained. An example of this is
my delivery of teaching in regards to mathematics and counting. I ensure that each student
has the appropriate medium to suit their ability in which to practice their skills, including
large plastic bears, small counters, visuals of numbers, and appropriate computer
programs or iPad applications. This enables all students to participate fully in learning
experiences and assessment activities provided by the outcomes and content within the
counting syllabus.
 Utilising Social Stories that adhere to specific format and guidelines to objectively
describe a person, skill, event, concept, or social situation in order to bring predictability to
a situation from the perspective of students. I utilise Social Stories to assist students with
developing an understanding of the social context and conventions of everyday situations,
and deviations to them, such as excursions. This fosters a level of predictability which
decreases confusion, fear and stress in the same or similar situations in the future, as well
as provides students with a clear guideline of what is expected of them. My use of Social
Stories has resulted in students improving their understanding of events and expectations,
which in turn has led to more effective student responses.
 Effectively integrating music to create a learning environment in which all students want
to learn. Each day I start the morning with the Morning News on the Interactive
Whiteboard which has become a routine activity for them. The students view the latest
news and weather, and we then sing a song in relation to the day’s weather. The
integration of the weather song provides students with a hands-on experience that is
essential to developing their ability to reason, think, solve problems, analyse and evaluate.
The effectiveness of this has been demonstrated when throughout the day if the weather
changes, the students recognise this and inform me through the appropriate song which
reflects an increase in social and language development.
 Engaging students in physical activity and movement to increase their ability to be ‘In The
Zone’ for learning. This involves daily exercises, stretches and dancing before class begins
in the morning, as well as regular participation in swimming, bushwalking and athletics.
Additionally, I incorporate movement into my teaching in order to facilitate learning. By

tying particular facts or lessons to a physical movement and having the class practice that
movement, I have found that students are more likely to remember that fact or lesson.
Demonstrated and well developed interpersonal skills with the ability to work collaboratively
within a team
As a result of my well developed interpersonal skills, I am recognised and respected by colleagues,
parents and carers, and the community as an exemplary teacher. Throughout my career I have
demonstrated leadership in ensuring that quality teaching and learning is evident through the
integration of the Australian Professional Standards for Teachers and the New South Wales Quality
Teaching Model in my own practice and that of my peers. I regularly collaborate with my
colleagues and associated stakeholders to ensure that each student is provided with a purposeful
and challenging teaching and learning program which responds to their individual interests and
talents. My well developed interpersonal skills and ability to work collaboratively within a team
are demonstrated through;
 Applying the principles of the Code of Conduct and the Dignity and Respect in the
Workplace Charter in day-to-day dealings with colleagues, students, parents, carers, and
the wider community. As a parent of a young man with intellectual disabilities, I can
empathise with, and appreciate the sensitive nature of ensuring quality education and
support for students with moderate and severe intellectual disabilities. When speaking
with others, I listen reflectively and ensure that I take in what they have to say. This fosters
sound partnerships between parents and carers, the teaching team, as well as community
members and ensures that all members of this partnership work collaboratively with the
continual focus of ensuring happiness and success of all students.
 Planned, rigorous and ongoing professional conversations regarding highly-effective
teaching and learning. I participate in fortnightly meetings with my colleagues to share
resources and ideas, to discuss what we are doing in our own class in regards to
personalised student adjustments, as well as discussing the provision of quality
differentiated teaching that meets the needs of all students. Within these forums I develop
and maintain a culture of trust, respect and cooperation where each staff member is
valued for the contributions that they bring, and are encouraged to enhance their ability to
improve student learning experiences.
 Coaching and mentoring colleagues with the aim of developing their skills through
informal processes and opportunities that are supportive and targeted to individual needs.
Throughout my career I have held informal leadership and mentoring roles for new
teachers, student teachers, as well as colleagues who respect and value my opinion. I have
observed colleagues in the classroom environment and have provided critical assessment
through discussions, as well as relevant feedback to ensure best teaching practices.
 Nurturing my professional relationships. I recognise that in order to collaborate effectively
within a team, I must sustain the relationships that I build. I achieve this through
interacting with my colleagues on an informal level. Regular participation in the school’s
teacher social group by attending events such as end of term dinners, birthday morning
teas, and other social events, has fostered improved workplace communication and team
relationships.

Demonstrated knowledge and ability to implement positive and proactive programs that
support students’ engagement
My classroom is a vibrant and engaging space in which students participate in collaborative
learning experiences. I have extensive experience in designing engaging curriculum and
assessment activities that cater for a range of student abilities. By fostering student engagement
through positive and proactive programs, I provide all students with the opportunity to achieve a
lifelong love of learning in an environment that promotes a sense of belonging and feeling of
security that enables students to thrive academically, socially and emotionally. My knowledge and
ability to implement positive and proactive programs that support students’ engagement is
demonstrated through;
 Maintaining close partnerships with neighbouring schools, including Barker College, in
order to continually seek and provide opportunities for students to be part of the local
community. Each week students from Barker College visit Clarke Road School as part of a
leadership program. Barker College students actively engage with Clarke Road students in
classroom learning activities. The students enjoy the chance to interact with others and
this activity has greatly increased their confidence and has enhanced their social
development. Additionally, students have the opportunity to participate in sports carnivals
with Barker College. The students meet to compete in T-ball, bowling, field sports and
swimming, which encourages the love and enjoyment of sports, friendly competitions and
physical agility. These events are a fantastic opportunity for students to meet many new
people, as well as to experience and enjoy a community that extends beyond the school
gates.
 Facilitating Community Access Programs that provide opportunities for students to
practice many of the skills they will need later for travel training, community access and
work experience. I take my students on regular excursions which provide them with the
opportunity to practice the behaviours and rules that they learn in the classroom
environment. Students gain valuable experience in skills that enable them to access public
transport, public toilets, picnic facilities, shopping centres, libraries, parks and leisure
facilities.
 Coordinating the Ready, Set, Grow program in order for the school to maintain a
sustainable fruit and vegetable garden which provides a unique outdoor learning
environment that supports students’ engagement. By growing, tending, harvesting,
preparing and tasting food, students foster an in-depth appreciation of healthy food, the
natural environment and sustainable lifestyles. Students gain hands-on experience which
improves their connection between what they eat and where food comes from.
 Maintaining a sense of humour. In working with children with moderate and severe
intellectual disabilities and their families for over 35 years, I have found that the old cliché
“laughter is the best medicine” rings true. By nurturing students’ sense of humour and
recognising the joys in their every accomplishment, I engage and connect with students,
which in turn enable them to thrive academically, socially and emotionally.


Capacity to work closely with families and other stakeholders in supporting student outcomes
I have an energetic and positive outlook which often inspires others. I am sensitive, patient and
have well-developed communication and interpersonal skills that assist with building and
maintaining relationships in order to engage families and other stakeholders in supporting student
outcomes. The significant role of families and other stakeholders in education has been recognised
in promoting achievement across all curriculum areas and promotes a shared responsibility for
student learning. I support my capacity to work closely with families and other stakeholders
through;
 Fostering open and constant communication with families and all stakeholders. I utilise a
communications book, regular emails and phone calls, as well as face-to-face meetings to
ensure that families are kept up-to-date with each student’s progress and to discuss any
issues either at home or at school. Additionally, I ensure that I make positive phone calls in
order to advise on students’ achievements, which are also meticulously recorded via
photographic evidence in their portfolios. This evidence serves a purpose not only for
meeting assessment criteria, but also provides meaningful evidence to families which was
clearly demonstrated when I provided a family with photos of their son putting his feet in
the swimming pool for the first time. The photographic portfolios enable famines to
participate in the celebration of the student’s unique abilities, achievements, and progress,
displayed through authentic samples.
 Encouraging parent involvement in the design and review process of Personalised
Learning and Support Plans. Parents’ involvement is critical in effective educational
planning for students and I expect all parents to attend planning meetings for their child,
including the development of Personalised Learning and Support Plans. When developing
the plans, I encourage open communication and ask that parents provide at least three
goals that they wish their child to achieve, which I then integrate into the plans. This allows
the plans to incorporate prioritised learning areas that are highly relevant for each student.
 Involving allied health professionals, and using screening and diagnostic test data to
increase the quality of Personalised Learning and Support Plans. Engaging stakeholders
such as Speech Pathologists, Physiotherapists, Case Workers, Interpreters and other allied
health professionals ensures that students receive holistic care that promotes a safe,
supportive and caring learning environment that ensures the very best for each student’s
well-being, health and happiness. When students require complex healthcare
management, I work collaboratively with allied healthcare teams such as Dieticians,
Psychologists, Paediatricians and Occupational Therapists to ensure that appropriate plans
are in place.
 Welcoming parents and families and encouraging them to attend special events and
assemblies. I provide parents and families with many opportunities to witness their child’s
success, including attending Positive Behaviour Engaging Learners (PBEL) assemblies where
the students are awarded with a trophy or medal for achieving the highest amount of
flyers in one of the areas of the four PBEL rules – Be Safe, Be a Friend, Be a Learner and Be
Caring. Additionally, I encourage parent participation and support during swimming and
sports carnivals, as well as the school’s annual Harmony Day.

Capacity to incorporate 21st Century learning and technology into daily classroom learning
programs
My capacity to incorporate 21 st Century learning and technology into daily classroom learning
programs is reflected through my ability to differentiate the curriculum. Through differentiation, I
can focus on the essential skills in each content area, be responsive to individual differences, and
provide students with multiple avenues to learning. This results in a classroom where specialised
instruction is the norm for all students and one where all students have access to appropriate
modifications and challenges, thus instilling a lifelong love of learning. My capacity is
demonstrated through;
 Fostering critical thinking. Critical thinking is integral to activities that require students to
think broadly and deeply using skills, behaviours and dispositions such as reason, logic,
resourcefulness, imagination and innovation in all learning areas at school and in their lives
beyond school. I encourage critical thinking through activities that integrate these
behaviours and dispositions, such as utilising the Interactive Whiteboard to solve maths
equations and matching cards into pairs. While simple, these activities provide students
with the motivation, confidence and skills to use critical thinking purposefully.
 Encouraging creativity. Creative thinking engages students in learning to generate and
apply new ideas in specific contexts, seeing existing situations in a new way, identifying
alternative explanations, and seeing or making new links that generate a positive outcome.
I have achieved this by incorporating art into history lessons, as demonstrated when I used
the works of Sidney Nolan to teach about Ned Kelly. Sidney Nolan’s Ned Kelly works are
unquestionably the best known and most substantial interpretations of the story of this
famous outlaw and I encouraged my students to paint their own interpretation of Ned
Kelly. By utilising visual media to promote key messages, students are more likely to
develop memorable connections which results in increased learning outcomes.
 Promoting student collaboration. I encourage students to participate in their own learning
goals and to work with me to reach those goals. This was demonstrated through my
dealings with an artistically gifted student. I encouraged him to study the works of Vincent
van Gogh, in particular the Sunflowers paintings, and to create his own work based on the
paintings. The work that the student produced was remarkable, and as a result it was
displayed during a Positive Behaviour Engaging Learners assembly.
 Providing cross-cultural awareness. In my teaching I incorporate the cultural contexts,
values and practices of local Aboriginal communities. This has been demonstrated through
the inclusion of excursions to areas with Aboriginal heritage, and exposing students to
Aboriginal history and art, as well as inviting Aboriginal Elders to the school for discussions.
Additionally, my classes have participated in numerous multicultural days, including a
Chinese day where we dressed in traditional clothes, drank tea and ate Chinese food.
 Integrating technology. I utilise numerous up-to-date technologies within the classroom to
provide varied, engaging and effective lessons, including the Interactive Whiteboard,
Boardmaker visuals, YouTube, and various iPad applications such as Calm Talk and
Prologuo2go . The use of technology fosters new forms of learning and creative expression
for students, and allows them to take greater control of their learning.