Organisation: Department of Education and Training, Victoria
Job Title: Teacher
Word Limit: 500 words per point
Location: Vic
SC1 Demonstrated 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
ability to implement curriculum programs consistent with their intent.
As an experienced casual relief teacher, my knowledge of the Principles of Learning and Teaching
(PoLT) is well developed. It is imperative that I am able to identify the key learning needs of the
students I am teaching and meet these quickly so their time spent under my guidance is
productive, and contributes to students’ overall academic and social development. To this end, I
readily integrate a range of PoLT principles into my teaching practice to facilitate positive student
outcomes.
A key aspect of my teaching philosophy is knowing and understanding my students, to ensure I can
create a supportive and productive learning environment. To achieve this, I commence my time
with a new class by having students engage in an “About Me” exercise, which gives them an
opportunity to share some information about themselves, as well as the chance to voice any likes
or dislikes about school. This knowledge helps me to establish a rapport with students that is built
on a foundation of understanding and respect for the individual. Additionally, I seek to gain a
strong understanding of the academic levels of my students, in order to provide them with
appropriate learning experiences. Whilst completing one of my university teaching placements at
St Brendan’s Primary School, I utilised National Assessment Program – Literacy and Numeracy
(NAPLAN) exercises to gain insight into students’ levels across a range of key learning areas, which
enabled me to plan and implement lessons that challenged and motivated students in line with
their knowledge and capability.
As a committed educator, I am passionate about preparing my students to be active citizens in
their community as they grown into young adults. By designing teaching and learning programs
that promote independence, interdependence and self-motivation, as well as challenging students
and supporting curiosity and inquiry, I am assisting to shape well-rounded members of our society.
During a mathematics lesson with a Grade 6 class at St Brendan’s Primary School, students were
arranged into groups and set the task of estimating how many students could fit into a square of a
certain size, then calculate the actual answer. The exercise was enjoyed by all students, as it gave
them an opportunity to work together towards a common goal, and made covering the curriculum
content interesting and engaging. Additionally, students used their active enquiry skills to discuss
and formulate their initial estimates, analysing the factors affecting the number of students they
felt could fit into the square.
My integration of the PoLT into my teaching programs reaches all areas of my teaching practice.
As a Health Education Teacher at Mt Eliza North Primary School, I connect my lessons to my
students’ lives beyond the classroom environment, such as when I recently delivered lessons on
dental hygiene to Grade 3 and 4 students. These examples are just a few of the many ways in
which I utilise the PoLT to enable me to teach the curriculum in an engaging and inspiring way that
allows students to grow and develop not only academically, but also socially and emotionally.
SC2 Demonstrate an understanding of how students learn and effective classroom teaching
strategies and the capacity to work with colleagues to continually improve teaching and
learning.
The range of normal development in children is immense, and as a teacher working with students
as young as five years old, I pride myself on my capacity to deliver educational experiences that
instil a love of learning in my young pupils. Part of this capacity hinges on my ability to identify,
understand and plan lessons in accordance with how individual students learn, collaborating with
colleagues to integrate suitable activities, ensuring challenges are appropriate and cater to
students who require a modified approach. I utilise Gardner’s Multiple Intelligences consistently in
my classes to ensure that all students have their learning needs met.
As a casual relief teacher at Langwarrin Primary School, I taught a Grade 2 class. One of our
numeracy topics was addition, so I created a lesson that catered to the abilities of all students in
the class. I had a number of tools available for students who felt comfortable enough to proceed
with the questions on their own. Positioning myself on the floor, I invited those students who had
questions or needed some extra help to sit with me and we would work through the problems
together. Finally, for those students who completed the exercises quickly, I had arranged a
number of extension tasks available for them. By structuring the lesson this way, students had
control over their learning and could seek assistance where needed. I was able to connect with
and improve the learning of those students in need of additional guidance, and students who
understood the topic well had the opportunity to excel and extend themselves further.
My experience as a casual relief teacher has given me exposure to a variety of schools, including
the opportunity to work with various teaching teams to plan teaching programs according to the
learning needs of the students. For example, at Cranbourne East Primary School, I worked with a
Grade 3 class working on a literacy and design task involving designing their own theme park,
which they would then present to the class. The task included both a writing exercise and layout
design, with a number of students struggling to complete the writing aspect of the task.
Initially, I encouraged the struggling students to spend some time on their design first. Once they
had finished with the design aspect, I gathered the students who were still unsure about the
writing to discuss possible approaches they could take to write a piece about their theme park. For
those students who managed well, I encouraged them to extend their tasks to encompass
researching and comparing their theme park to the design and content of other parks across
Australia. Students were noticeably enthusiastic about this exercise and made interesting
presentations about the theme park they had created. These examples showcase my
understanding of how students learn and effective teaching strategies, as well as how working as a
casual relief teacher has given me extensive experience in working with a variety of teams to drive
positive student outcomes.
SC3 Capacity to monitor and assess student-learning data and to use this data to inform
teaching for improved student learning.
My knowledge and experience in the use of assessment tools is well developed, and includes
approaches such as assisting students to create and maintain a portfolio of their work; creating
assessment rubrics; creating daily class goals and assisting students with strategies to help them
achieve these goals; NAPLAN; running records; and pre- and post-testing.
With much of my teaching experience having been formed as a casual relief teacher, it is
imperative that I am able to implement student assessment methods efficiently to ensure that I
am able to understand and meet the learning needs of the classes I am managing. At St Brendan’s
Primary School, I taught a Grade 3 and 4 class. I was interested in gaining insight into the students’
computing knowledge, so I designed a rubric to assess their strengths and weaknesses in this
regard. Students were required to complete a step-by-step procedure on the computer, which was
then ticked off by me, with feedback given if needed. Following the completion of the rubric, I
used the information to inform my planning of future information technology (IT) lessons for the
group, armed with vital information about the skills and knowledge of each individual student in
the class.
As a casual relief teacher, I find it productive to commence the day by observing students to
gather information about each individual student’s classroom behaviours and learning style.
Throughout my time with a class, I keep detailed records to pass on to the classroom teacher on
their return so they are aware of student progress and any identified areas for concern. While
teaching a Grade 3 class at Overport Primary School, the day’s plan contained a spelling test and
running records for literacy. I recorded the outcome of both assessments manually for their
teacher’s records, and created a detailed report of the day’s lessons and outcomes for the teacher
upon her return. By providing a detailed account of the day, the classroom teacher could continue
with her teaching program upon her return without a day of learning and developing having been
wasted for her class.
During my studies, whilst completing teaching placements, I often implemented daily and longer-
term goals for my students. I met with each student one-on-one to discuss and set goals in line
with their academic level and what they wished to strive for as individuals. This approach helped
students to stay on track by allowing them to see their achievements and keep in mind those that
they had yet to reach. Many of my students who I used this approach of goal setting with,
achieved superior outcomes under my guidance. My work as a casual relief teacher has given me
the opportunity to develop and refine significant skills in student assessment and monitoring, and
using this information to improve student outcomes by planning and implementing improved
teaching and learning programs in line with students’ learning needs.
SC4 Demonstrated high-level written and verbal communication skills including a capacity to
develop constructive relationships with students, parents and other staff.
My communication skills are well developed and highly adaptable, and I build strong professional
relationships with key stakeholders including students, parents and colleagues. My exceptional
interpersonal abilities are underpinned by active listening, which enables me to adapt my own
communication style to suit those I am in a discussion with, driving useful exchanges of
information and contributing to positive student outcomes.
In my current position as a School Nurse and Health Educator with Mt Eliza North Primary School, I
communicate regularly with approximately 650 students, their parents and the teaching team in
regards to a range of student health and wellbeing topics. Additionally, I liaise regularly with the
leadership team to maintain the supplies of the first aid room and implement any additional
requirements. I have built strong rapport throughout the school community during my time at Mt
Eliza North Primary School, which is evidenced in students’ excitement at my attending their
classroom to deliver health education lessons, and my positive dealings with teachers and parents.
Another key aspect of this role involves high-level written communication in the form of letters to
parents, written communication for distribution to the wider school community and using the
internal database, Computerised Administrative System Environment in Schools (CASES21), to
create and maintain comprehensive and relevant documentation.
As a casual relief teacher, I have had the opportunity to teach a range of grades within the primary
school system. During a period of employment at Mornington Primary School, I spent several days
teaching a Preparatory class while their teacher was unwell. I maintained strong lines of
communication with these young students’ parents throughout my time teaching their class, as
well as communicating regularly with the Preparatory teaching team to plan suitable lessons and
gain insight into specific student needs and issues.
During one lesson, I noticed one of my young students was very upset. I asked her what was
wrong and how I could help. She explained that she had heard a scary story from another student
in the class that had scared and upset her. I spoke with the other student and found that she was
also upset by the story, as were a number of other students in the class. Taking immediate action,
I gathered the class on the floor and discussed the concept of “stories” with them, explaining how
often stories are not true. We talked about how it is fun to read stories in class and at home with
mum and dad. After a long discussion, students understood that stories are made up and they
were no longer upset.
My high-level written and verbal communication skills and my capacity to develop constructive
relationships with students, their parents and colleagues have been demonstrated throughout not
only my teaching career but also in my employment as a Registered Nurse, where exceptional
communication is the key to providing the best patient care.
SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school
activities and a capacity to reflect on, evaluate and improve professional knowledge and
practice.
As a committed school community member, I am passionate about being involved in all aspects of
school life. While my work as a casual relief teacher provides few opportunities to become
involved in lengthier school community activities, such as the planning and delivery of school
fundraising efforts, I am committed to making a valuable contribution to such events wherever
possible. Additionally, wherever opportunities for me to contribute to the broad range of school
activities has arisen when I have been employed casually at a school, I readily volunteer to assist
wherever needed.
One of the aspects of being a teacher that I love most is the chance to continually improve my
professional knowledge, and how my commitment to professional development directly relates to
improved student outcomes in the classroom. As a School Nurse and Health Educator with Mt
Eliza North Primary School, I have exposure to students across all grades. The teaching team are
given opportunities to participate in curriculum days, which focus on professional development
and planning as a team. During one of these events, we were allocated to research teams in order
to investigate and present on a particular topic. I was part of the multi-age team, which was
formed by teachers who taught Preparatory through to Grade 2. Our topic was running records,
consequently we spent several hours researching, discussing and analysing this method of
assessment and creating a poster to display our findings. I found this opportunity to work closely
alongside my colleagues and develop our knowledge as a team very motivating and interesting,
and I look forward to pursuing ongoing professional learning throughout my teaching career.
My passion for professional development is also evidenced in my organisation of training for
myself and others on the teaching team at Mt Eliza North Primary School. A key aspect of my role
at the school is to ensure that staff remain appropriately trained across health-related areas. I
constantly look for opportunities to develop the skill sets of our team in regards to health.
Recently, I organised for staff to attend an Anaphylaxis training session, obtaining the correct
internal approval and scheduling the course with the course provider. The training was a success
and all staff were pleased to have gained knowledge that would be useful to them in their work,
should a severe allergic reaction ever arise.
These examples demonstrate my capacity to reflect upon, evaluate and improve professional
knowledge and practice, as well as my commitment to being an active school community member
who readily contributes to a wide range of school activities.
