Organisation: Beaconsfield Upper Primary School
Job Title: Graduate Teacher Program
Word Limit: None
Location: Beaconsfield Upper Victoria
Demonstrated knowledge and understanding of initiatives in student learning including the AusVELS, Principles of Learning and Teaching and personalised learning, and the ability to design curriculum programs consistent with their intent
Throughout my training and practical experience, I have been provided with the opportunity to learn, understand, and implement relevant aspects of the essential learning standards, and the principles of learning and teaching. The standards provide the curriculum that forms my lesson planning, and I use the principles of learning and teaching to guide best teaching practices and strategies to present that curriculum within the classroom. In my capacity as a casual relief teacher, I work in many team situations, and adapt to the area around me working with a variety of teachers and students, in different settings and scenarios.
I have demonstrated my knowledge of the standards and principles of learning and teaching in my teaching and community work; through planning all lessons based on the relevant Victorian essential learning standards levels, and AusVELS where appropriate.
During my placement at Pakenham Hills Primary School, I prepared a sequence of literacy level two lessons for grades 1 and 2, based on comprehension and spelling, and a sequence of lessons on numeracy, based on fractions. In addition, I assisted with the instruction and practice of skills for a lesson in ICT (information and computer technology), and completed running records whilst on placement.
At St Margaret’s Primary School, I prepared a sequence of lessons in literacy for grade 5 on creative writing and paragraphing based around fractured fairytales, and a sequence of lessons in relation to revision of mathematic skills. Using an inquiry-based approach, students were encouraged to research and develop resources for their peers. Once these lessons and worksheets were prepared, I e-mailed them to the students to complete on their personal laptops, and I planned lessons around the use of ICT, and other forms of technology.
As a graduate teacher, I understand that assessment is an integral part of education, and that it provides teachers, students, parents, and the broader community with information that can assist in the educational journey of each child. Whilst on placement, I completed running records to assess students’ levels of reading and their comprehension when completing a reading task.
My demonstrated understanding of the essential learning standards, AusVELS, and the principles of learning and teaching, is consistent with Beaconsfield Upper Primary Schools focus on the school values, and allows me to contribute to the importance of literacy, numeracy, ICT, and extra-curricular activities for all students. I believe that as a graduate teacher, being flexible, reflective, and willing to take advice, are key aspects towards continuing, and being successful in my career, and developing my knowledge and skill set.
Demonstrated excellent effective classroom strategies and the capacity to work with colleagues to improve teaching and learning. To use the 5Es Instructional Model in planning, implementing and reviewing classroom programs
Within a learning environment, it is important for staff to work together to ensure that every child has every available opportunity to gain an education that will help them develop to their fullest potential. Working together can help to ensure that students receive opportunities to learn new skills. Within my numerous casual relief teacher roles, I have used my communication skills to converse with other staff members to gain an understanding of the themes the students are working on, so that I can maintain this during my tenure at the school. In addition, within my practical placements, I attended staff meetings and in-service training with the idea of picking up strategies to improve my teaching and learning, and to work with colleagues in different ways. These formal meetings and informal discussions with experienced teachers taught me a great deal about teaching philosophy, and practical strategies to use in the classroom environment whilst I was studying for my graduate qualification. Through my employment, community work, and past experiences, I have become aware of how valuable your colleagues can be.
I have used classroom strategies around classroom management, and ensuring everybody is included and supported within the classroom, giving them every opportunity to progress. I have demonstrated my ability to work with my colleagues, through communicating with them, to ensure that I have the information to do my job effectively, and provide for the children in my care. I set learning goals for the children, using my observations of their learning, their daily activities, and provide open-ended learning opportunities, so that the children can explore the environment they are in.
Using a concept very similar to the 5Es instructional model, I participate in inquiry-based planning and implementation of art lessons within the classroom. The plan was to engage students through asking for their input in terms of what they already knew about the subject, and allowing them to explore and learn before explaining what it was that we wanted to get out of the lessons. Elaboration was given, particularly to students who excelled and required some extension, and evaluation was part of the planning to ensure continuous improvement in the future.
My further experience in planning strategies is through the design and implementation of programs for Cub Scouts on a weekly basis. I base these programs around a theme, or specific skill development, much like a classroom setting. At Pakenham Hills Primary School, I used the ‘Think, Pair, Share’ strategy, to encourage students to communicate with each other in the classroom setting. At St Margaret’s Primary School, I provided students with a variety of opportunities to work within a team environment on a variety of tasks, and inquiry based learning tasks to encourage them to think and research in a way they can find answers.
Demonstrated highly developed skills in catering for the different learning styles and abilities of students
Providing an environment where students are able to learn effectively is important for their learning journey. Students need to be in a supportive and open environment, in order for their learning to be positive and effective. I feel that an environment where students can explore their learning further, and alter things to help their own understanding, is integral to developing their understanding and investigation of their learning journey. Students all learn in their own individual way, there may be slight similarities, but no two students are the same in the way that they learn, or the way that they write.
Beaconsfield Upper Primary School values and encourages responsibility, and I believe that for students to learn effectively, they need to take responsibility for their own learning in order for it to be as effective as possible. I understand the provision of activities that can be kinesthetic or hands-on, provides all students with a different way of learning that may suit them. An inclusive classroom that provides for all students’ individual abilities, and encourages them to be engaged and responsible is important. This works hand in hand with the school value of persistence, encouraging students to face tasks with willingness and determination.
A simple example of how I cater to different learning styles including visual, verbal, and kinesthetic learners is one occasion where I was teaching a preparatory class who were learning the alphabet. Initially, I talked to the class about the different ways the letters are formed, followed by writing them up on the board, and finally, asking them to write the letters down. This simple but effective approach uses each type of learning, and therefore engages all students in the task.
In the younger grades, using strategies associated with play-based, or student led learning is a good strategy for appealing to different kinds of learning. Students can make the decision about what they do, and therefore, can do it their way. This important start in their school life sets up their attitudes and confidence for their ongoing learning, and develops their social skills at the same time.
As a graduate teacher, I know that I can improve on, and develop different and more effective ways of undertaking assessments, and I look forward to furthering my knowledge in this area.
Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning
My teaching training and practical experience, has provided me with the opportunity to develop my knowledge about assessments within the classroom, and their ability to improve teaching and learning experiences for children. The assessment of students and their abilities is fundamental to my planning for children’s future learning within the classroom.
At Pakenham Hills Primary School, I used running records to determine the children’s reading and comprehension levels in relation to the benchmark book program, and assessed the children’s understanding of numeracy through practical and written activities within the classroom. To assist with the writing of reports, I observed children in their group work and the playground, I determined their level of social interaction and social behaviors with other children, to enable me to plan around enhancing this if required for some children.
Providing opportunities for the class to de-brief and summarise what they had learnt at the end of each individual lesson, allowed me to understand what they gained from the lesson and which areas I might need to reiterate at a later stage. By using these strategies to monitor individual students’ ability to complete set tasks, it gave me an insight into where the learning journey will go next. In addition, to establish where student learning and understanding was in relation to the beginning of the year, I prepared work sheets to monitor their learning in a numeracy unit.
During my placement at St Margaret’s Primary School, I provided students with the opportunity to present their unit of inquiry work in a variety of ways, including a poster, short film, diorama, or pamphlet, providing a differing set of data on which to base their level of knowledge and understanding. During these work placements, I collected work samples that have provided me with concrete examples, and allowed me to gauge the students understanding of a particular concept or topic. I feel that implementation of a range of assessment styles and tasks is important to gauge where all students are with their learning, as they may not all succeed in certain types of formal assessment, such as an examination.
The use of data from student’s assessment can assist in the future planning of lessons, and assisted me in conducting further lessons with my class while on placements. The use of questioning and reflecting at the end of a lesson, allows students to describe in their own words their understanding of what has been learnt, this can also occur in class discussions, which are important for students as they have the opportunity to hear the views of other students in the class.
Demonstrated highly developed interpersonal and communication skills and the ability to build constructive relationships with colleagues, students and the community
My work, personal, and academic record demonstrates my capacity to use high-level written and verbal communication skills. I have demonstrated this through my commitment to my University degree, by completing written essays, lesson, and unit plans. It is important within a workplace to communicate effectively with all people in the setting. I feel that I demonstrate these skills when I am working through conversation and interaction with the families and children that I work with on a day-to-day basis.
My communication with students is open and based on respect, including my respect for them and in turn, their respect for me. I believe in treating people the way you would like to be treated, and for me, this means being respectful of all people, including the children in my class. As a casual relief teacher, I have encountered some challenging situations where children are misbehaving due to their normal teacher being away. I always communicate with the students to reiterate our class rules, and often ask them what their teacher would do in these situations. The students see this as fair handling of the situation, and often allows the restoration of calm to the classroom.
In talking to parents about how their child’s day has been, and listening to any concerns that they may have about their child, I communicate with them to alleviate their fears at times, and at other times, to see if we can work on issues as a team. In this regard, listening skills come to the fore, and I am able to exercise patience in this situation, to ensure the parents are heard, and acknowledged.
I have further developed my formal oral communication skills through teaching, but also through presenting at University, and to students at school assembly as required. On one occasion, my role was to pass information to students about an exchange program during school assembly. These oral communication skills are also important when forming constructive relationships with parents and colleagues.
During my Cub Scout leadership, I am required to develop relationships with the cub scouts and their parents, in order to ensure an effective working environment, and will often go out of my way to tell parents what a great job their child has done on the current project.
The above skills demonstrate the development of my interpersonal skills, and collaborative work with colleagues, families, and children in my daily duties, volunteer work with Cub Scouts, and my daily communication with people in my University studies.
I believe that communication with families of the children with in my care is extremely important in order to provide an environment that is effective for the child’s learning journey. I believe the involvement of parents within the classroom is important, and encouraging parents to participate in the learning program would allow students time to share their learning journey with their parent in the school environment.
Demonstrated commitment and capacity to actively contribute to a broad range of school activities, including the Human Powered Vehicle Program and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity
My commitment to learning beyond the classroom enhances my ability to assist students, making their learning journey a more active, and positive one. All children learn in varied ways, and catering to their diverse needs can assist them all on their own individual learning journeys. Students should receive the opportunity to learn and experience different learning styles, and decide which style works best for them.
Through my commitment to Scouts Australia in the Cub Scout section, I provide children between the ages of 7 and 11 with experiences in Scouting, both in and outdoors, undertaking activities such as camping, learning new skills, gaining independence, developing confidence, and learning skills in leadership. This helps contribute to the development of the youth within the Scouting movement, and as a leader, I feel it is important for the cubs to experience a variety of different learning experiences that cannot only help them at Cub Scouts but can also help them with their schooling.
The commitment that I make to active learning beyond the classroom is linked to an ongoing commitment that I have made to attend professional development seminars that interest me, will benefit my teaching in the future, and my personal reflection on lessons that I have conducted on my practicum.
In my practicums, I reflected on my lessons through discussion with my mentor teacher, and together we made notes about the positives of a lesson, and any changes that were required. Demonstrating my commitment to my own professional learning, I have attended various professional development sessions between 2010 and now, along with a variety of in-service professional development experiences during my placements. In addition, I have attended a professional development session on sexual development, so that I can teach this subject to students.
My demonstrated commitment to ongoing professional development, supplements my active engagement beyond the classroom, and compliments different skills that I can provide to children within and outside of a classroom, assisting them on their own learning journey. Contributing to school activities would provide me with many opportunities to develop effective working relationships within the school environment, and I would be more than happy to contribute to the human powered vehicle program and any other programs running.
