Organisation: The Department of Education and Training
Job Title: Various Graduate Teacher positions
Word Limit: 500 pp max
Location: Melbourne
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
Having completed my Master of Secondary Teaching (Chemistry and Biology) in 2015 facilitated by
University of Melbourne and Bachelor of Biomedicine (Honours) also facilitated by University of
Melbourne in 2013, I am qualified to teach in Victorian school-based curriculums. Demonstrated
through my invaluable experience as Teaching Education Support throughout my professional
development, I have acquired the sound understanding of the Principles of Learning and Teaching
P-12 in a wide range of school environments. As a classroom teacher, I am committed to
establishing the key building blocks that frame curriculum programs through the adoption of
standards such as ‘Teachers know their students’. This standard resonates with my vision of what I
will bring to every opportunity, and I practice this by spending quality time to understand each
student along with his or her passion, strengths and development areas.
Throughout my studies at University of Melbourne, I was able to develop and broad
understanding of AusVels, the Australian Curriculum, the Principles of Learning and Teaching
(PoLT), and the importance of assessing and reporting on students in a school setting. During this
time, I was able to gain a practical understanding of the Diagnostic Tools in Science curriculum.
Understanding the development of this tool in order to identify early intervention and diagnosis, I
am confident in my ability to utilise this within the classroom. In my position as Graduate Teacher,
I will promote the adoption of AusVels Science Secondary resources through inquiry questioning.
During placement at Keilor Downs Secondary College, I worked with Year 10 students based on the
Australian Curriculum in a group information lesson, which included crucial modules of PoLT and
assessment principles, including a research assignment to support their understanding of the
topic. Working with the students, I engaged in smaller group discussion over the two lessons and
encouraged group sharing of information and visual presentations to promote understanding of
the new topics to the classroom. The outcome of this program was that students had an
understanding of a new module of the curriculum, confirmed by the results of assignments
delivered. Successfully promoting the details of the history module, I engaged the students’
curiosity and understanding.
During my placement at St. Columbia College, I embraced digital technologies used for clear
learning purposes, coupled with effective pedagogy, which promotes an ability to re-shape
teaching and learning. Preforming in my role as Pre-Service Teacher, I worked in collaboration with
colleagues to provide, blended and virtual learning, game-based learning, assessment and
reporting online using technology to connect, collaborate, curate and create within the classroom
settings. Through this placement, I developed a better understanding of differentiation in learning
tools and the positive impact these have on a diverse student population.
Demonstrated understanding of how students learn and effective classroom teaching strategies
and the capacity to work with colleagues to continually improve teaching and learning
My proven understanding of students and their diverse learning styles in my responsibility as a
Teacher has encouraged the individual unique learning styles of students, as well as offered
differences to the classroom environment. For this reason, I am committed to provide students
with a safe, engaging and enjoyable learning environment in which they can learn and work
towards achieving their goals. In order to deliver on this commitment, I am well versed and
prepared to cater for a vast array of individual needs. The learning environment that I promote
fosters critical thinking, develops problem-solving strategies and facilitates the acquisition of
lifelong learning skills.
Promoting an environment that has students at the centre of the learning experience, I will offer
the opportunity to participate through active involvement that provides an authentic learning
experience. Dedicated to practices of Inquiry Based Learning, I strive to encompass the level of
autonomy in Units of Inquiry where students have choices regarding what they learn. In addition
to this, I incorporate engaging activities related to lessons that have recognised to inspire students
to communicate and share ideas amongst themselves, thus leading them to consider and practice
greater thinking. These techniques are proven to make the learning environment engaging and
challenging for the students.
During my placements at Keilor Downs Secondary College, I confirmed my belief that teachers
need to understand learning from a student’s prospective in order to best deliver on learning
outcomes. Committed to contemporary thinking, I have been successful in creating a learning
environment that involves metacognitive strategies in my classroom. Possessing the drive to
develop good teaching practice that makes learning competent, creative, collaborative, conscious
and constructive, I foster the students’ thinking power necessary to develop a deep understanding
of the subject. Passionate about providing numerous opportunities for active participation by
students, I teach three or four classrooms each week, at times to teaching up to 30 students in the
one session, I provided opportunities for all students to engage with the discussion items.
Teaching the classroom, I foster an environment that allows all students to participate and present
to the whole class. The success of these lessons was that, I had catered to all abilities and interests
of the students, generating a supportive and inclusive environment that receives entire class
commitment to these sessions.
With the Teachers responsibility to be one of creating an engaging environment and to present
information to their class in different forms, I will ensure to cater to whole class involvement in
line with this vision. Within my teaching career, I have drawn on the Whole-Part-Whole teaching
approach, where I utilise visual aids such as PowerPoint, along with books and posters to cater for
the visual learners in the class. This has been demonstrated through incorporating tactile
experiences in my Private Tutoring where possible to accommodate the kinaesthetic learners,
such as using a jigsaw to demonstrate adding and subtracting fractions.
Demonstrated capacity to monitor and assess student-learning data and to use this data to
inform teaching for improved student learning
As a qualified P-12 Teacher, I am enthusiastic in the opportunity to work within a school
environment that boasts curriculum differentiation. With a proven ability to embrace diversity
within student populations, I initiate all delivery designs by first gathering critical student learning
data in order to provide an inclusive learning atmosphere.
As a student teacher at St. Columbia College, I am faced with a variety of ability levels and
understandings across the secondary campus. In a classroom with students of such diverse
learning needs, it was necessary for me to design lessons that not only catered to the students
that were achieving at mid-level, but also those that were excelling and those who were not
achieving. Acknowledging that each student learns in a different way and at a different pace, I
provided the class with material that was interesting and challenging to develop confidence and
the desire for life-long learning. Demonstrating as a qualified educator, I delivered programs to
these students, commencing with pre assessment to map the current abilities of the class. After
reviewing the results of assessments, I then divided the classroom into groups according to
learning levels. The outcome of this methodology was that, I created an interactive and inclusive
environment to all students that promoted engagement and results achieved by the class. To cater
for the needs of a culturally diverse group of students, I prepared a vast array of teaching methods
and structures such as, group projects, student portfolios and class participation.
Supported by my experience as a placement Teacher, at St Columbia College, I have incorporated
into my teaching style the principles of providing students with tasks that have a balance between
being challenging and yet still being achievable. As a classroom teacher, I have enhanced my skills
through opportunities to observe and absorb many teaching styles and strategies, which I carry
with me into the classroom. Teaching requires an ongoing willingness to learn and I am very eager
to learn not only from my colleagues but also from lecturers, friends, family, and
students. Understanding that students learn in diverse ways, I acknowledge that is the
responsibility of an effective teacher to be adaptive and show initiative in encompassing these
learning styles within a classroom. Firm in the belief that all students have the capacity and desire
to learn, I am committed to impart the tools and means to excel.
During my teaching placements whilst studying at University of Melbourne, I have used a variety
of assessments tools to make sounds valuations on the capabilities of students’ ability to achieve
and perform key teaching criteria and points. Drawing on the direction of Teacher Rubric, I utilised
this methodology to assess and inspire students to improve in Chemistry and Biology through oral
presentations, as well as group assignments for that were marked against a rubric.
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
My extensive experience has heightened my awareness of the need to develop and nurture
quality relationships with all members of the school community to best meet the needs of all
students. Possessing and exhibiting sensitivity and understanding of the dynamics of a school
community, I effectively ensure that processes of collaboration and consultation are embedded.
Through the provision of highly visible, collaborative and inclusive communication, I have
demonstrated my capacity to build upon positive partnerships across the school community,
which has resulted in high levels of student learning outcomes.
Due to my high level of verbal communication skills, I have developed a record of achievement
throughout my career for public speaking ability and performing effectively as a business owner.
As a Graduate Teacher, I am confident that I will further demonstrate my capacity to provide
highly visible, collaborative and inclusive leadership through building relationships based upon
open communication, trust and respect, which will ensure successful outcomes for students, staff
and the whole school community.
Throughout my practicum placements, I demonstrated a capacity to work with colleagues in team
teaching. Personally, I put great emphasis on sharing ideas, collaborating with staff, and providing
information and resources to help develop and create a college wide approach to continually
improve teaching and learning. When planning for individual learning styles and effective,
responsive teaching within a learning environment, I endeavour to employ numerous strategies to
successfully cater for all diversities. As a graduate teacher, I would strive to further develop my
skills and understanding of catering for diversities in learning styles. In a commitment to personal
continuous improvement, I am comfortable to seek advice from my fellow colleagues regarding
their experiences with this in their classrooms, and would encourage their feedback about my
practices and strategies, with no hesitations to trial new approaches that may be suggested and
discussed. In addition, I have received positive acknowledgement of my natural ability to in the
future excel in leadership opportunities within the school community.
As proven in my position as Private Tutor, I have provided various means of open communication
with students, parents and colleagues. Demonstrated in the contribution I provided to both the
planning and hosting of tutoring programs for both one on one and group sessions, the programs
were based on creative lesson planning. Through the development of activities in order for
students to gain deeper understanding of chemistry, biology and math, I delivered on desired
outcomes. In addition to this, I was often effective in the communication with parents about
expectations and itinerary of student focused tutoring programs. The outcome of my ability to
interact with parents and students in an informative and approachable manner has seen the
school community look to me for education, guidance and instruction, cementing myself as an
approachable and inclusive member of staff during teacher placements and tutoring programs.
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
Committed to consistently increasing my knowledge and striving to ensure the use of ongoing
professional learning to improve my teaching skills and teaching capacities, I view learning as a
continuous process and I am committed to investigating recent developments in teaching areas so
that I can remain up-to-date with my teaching practice. I feel it is imperative to constantly reflect
and look for areas to improve both student learning and teaching practices. Therefore, I believe
teaching is a profession in which we are constantly learning, evolving and improving, and seeking
ways to improve practice. In order to adapt constructive reflections, I clarify the purpose and
learning outcomes for my lessons and assess outcomes. By performing these reflections, I am able
to remain focused and develop strategies to deal with and respond to difficult and challenging
classroom situations.
Throughout my teaching placements, I have proven experience in contributing to whole school
programs, including sporting events and student engagement promotion. Throughout my career, I
have organised, facilitated and contributed to a variety of programs that have provided students
with opportunities to participate and become engaged within the classroom. During my placement
at Keilor Downs Secondary College, I was influential in school based sports competition. Possessing
a drive to contribute, I assisted in the organisation of the event. In addition to this, I have also
contributed to house groups, teacher-parent meetings and supervision of Year 12 SAC exams.
Within the position as Graduate Teacher, I am committed to the continuation of building a
supportive and collaborative spirit the achievements of whole school music, gifted and talented
programs for the students.
Developing as a teacher over the last three years has been enhanced by my ability to reflect on my
own teaching and taking on board the feedback that is generously given by University of
Melbourne staff, supervisors at school placement, and peers. As a dedicated teacher, I believe that
education should provide many opportunities for all students as learners to gain knowledge to the
best of their ability, effort and interest, regardless of race, ethnicity, culture, gender or social
economic status. Teachers play a key role in students’ education and hence as a teacher, I am
passionate to provide an overall education, focused on how to best prepare each student to
become prominent and positive members of society.
Within my role as Graduate Teacher, I will embrace The Principles of Learning and Teaching
designed to assist teachers to create effective, constructive and reflective learning. As a new
teacher, I am aware that to successfully reach students, I must be constantly adapting and
changing my approach to teaching. I have consistently demonstrated exemplary performance
according to the required standards. When designing learning experiences, I identify desired
results, determine acceptable evidence then plan meaningful learning experiences. Whilst I have
limited opportunity in curriculum development to date, I am aware of the need for ongoing
development, implementation and review of curriculum programs.
