Classroom Teacher – English/Humanities

Organisation: Glen Eria College

Job Title: Classroom Teacher – English / Humanities

Location: Caulfield East VIC

Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.

The Standards and Principles of Learning and Teaching P-12 have been a foundation of my planning and teaching implementation. They encourage me to place importance on knowing my students and their learning needs in order to plan effective lesson sequences. Through my time on university practicum’s I have written and implemented extensive lesson plans, which have catered for the individual child’s needs, yet still drawing upon the appropriate areas of curriculum and assessment. I continually strive to cater for the individual needs of each of the children in my care and recognise that each student brings with them an array of knowledge from their own experiences which I use to develop personalised learning programs.

I demonstrate my ability to include the Standards and Principles of Learning and Teaching P-12 and Assessment and Reporting Advice as well as my ability to design curriculum programs consistent with their intent through:

Facilitating a learning environment that is supportive and productive. When presenting a class I ensure that I regularly roam the room so that students are aware of my presence. This fosters a sense of approachability and students know that they can ask for my assistance when needed. At the beginning of each class I ask the students to sit together in a circle so I can set clear expectations for the lesson ahead and can identify students who are not prepared or who might require extra support. This helps to keep the students on track and assists them with maintaining awareness of expectations and taking responsibility for their behaviours.

Promoting a learning environment that instils independence, interdependence and self motivation. When designing curriculum I am to provide students with the opportunity to become engaged in developing shared norms and forming their own learning goals. I give students the opportunity to explore new environments and challenge their thinking and development through encouraging them to explain in their own way, conclusions they have come to from their learning. By allowing students to elaborate on their learning and to evaluate individually, with a peer group or through teacher assessment they establish independence, interdependence and self motivation.

Reflecting student’s needs, backgrounds, perspectives and interests in the learning program. My ability to design and deliver innovative quality differentiated teaching and learning programs has been demonstrated through providing an environment centred on student learning by utilising a wide variety of teaching and learning experiences with appropriate resources. This guarantees that the different learning styles of students are catered for which enables enhanced results. An example of this was when I created a document for research purposes that included a range of multimedia options that students could utilise to complete their projects. This empowered students to take ownership of their learning and engaged students to achieve curriculum targets which were exemplary in style of presentation and content.

Challenging and supporting students to develop deep levels of thinking and application. I use formative assessment to determine prior knowledge and understanding to quickly bypass outcomes that have already been achieved. Higher order thinking, deep knowledge and understanding along with self-regulation are developed through empowering students with minimal instruction that challenges them with open-ended questions to enhance their awareness and connection of the subject.

Utilising the Evidence Based Professional Learning Cycle to ensure that all class programs are driven by student achievement. I continuously asses student learning and use this information to review and revise my teaching practice. Through constant reflection I can ensure that I utilise best teaching practice at all times and that my student needs are always being addressed.

Connecting learning with communities and practice beyond the classroom. I encourage student learning to connect with their current and future lives, and with contemporary thinking in the broader community. I guide students in their social interactions which lead to students developing a rich view of knowledge and practice, including social and ethical issues. I also regularly discuss future plans with students such as University or TAFE to encourage them to set future goals.

Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

I understand that students learn in diverse ways and I continually collaborate with colleagues to ensure that, as a learning community, we are continually evaluating and developing our teaching practice. I demonstrate high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning through:

Providing students at Mordialloc College with the opportunity to take part in a Principles of Learning and Teaching (PoLT) Student Perception Survey as a means of identifying strengths, and areas of improvement within my teaching practice. Data analysis and feedback from the students allowed me to tailor my teaching to ensure that student learning was maximised. This also enabled the students to be heard and feel like their opinion mattered and made a positive impact when I took some of their suggestions on board.

Providing differentiated and personalised learning. I have used Bloom’s Taxonomy Teacher Planning Grid and Six Levels of Thinking to generate Learning Objectives, tasks and questions linked directly to Blooms. To further cater to different students I have used Individual Learning Plans to identify special learning needs for specific students. In daily classroom activities I draw on Gardener’s Multiple Intelligences to support student learning in an interesting and engaging manner.

Collaborating with Associate Teachers and providing input into the scripting and sequencing of curriculum. I have provided valuable advice and recommendations in regards to the direction of scope and sequence of certain activities to go with learning blocks. An example of this was when I was working at Mordialloc College and I assisted with creating a unit incorporating elements of English and History subjects by setting students the task of creating a newspaper for a medieval village. This particular activity gained positive feedback from students and led to increased student engagement which had a positive impact on the conduct of students.

Reflection on conversations with Associate Teachers after each lesson where they have provided feedback and guidance. I ensure that I take all advice on board and work on methods to improve my teaching practice. An example of this was it was pointed out that I needed to be providing students with more positive reinforcement during class. After implementing this I noticed a positive improvement in student behaviour and participation.

Contributing to resource sharing at faculty meetings to improve consistency. Collaboration has resulted in improved programs and activities that differentiate the curriculum to suit different learning styles within a whole faculty environment, as well as greater consistency when marking assessment tasks which benefits students’ outcomes and experiences.

Contributing to extracurricular activities outside of the classroom, including the facilitation of a Homework Club at Mordialloc College. This involved working with other teachers in a relaxed environment to provide guidance and support to students.

Engaging in professional development workshops and general staff meetings and using such occasions to interact on an informal level with my colleagues to build and maintain positive working relationships.

Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

I integrate a variety of assessment strategies and tools in order to improve teaching and learning practices. When designing and implementing assessment, I keep in mind the three purposes of assessment: assessment FOR, AS and OF learning, as well as the Principles for assessment. My ability in using innovative assessment strategies to monitor and assess student learning data and to use this data to inform teaching for improved student learning has been demonstrated through:

Continually reflecting upon and evaluating teaching practice to optimise student learning. This enables me to base assessment on clear statements of purpose and goals for the course, the standards which students are expected to achieve and the criteria against which success is measured. I have assisted with creating assessment criteria that is understandable and explicit so that students know what is expected of them from each assessment they encounter.
Discussing with parents and carers about what they would like for their child to achieve. By maintaining clear lines of communication with parents and carers I am able to foster positive relationships. Parents and carers are then more likely to provide feedback and input in regards to the needs and care of students which results in positive outcomes.
Utilising the benefits of a “Google classroom” where I could interact with students online at Mordialloc College. This was an effective platform where I could upload work tasks that students could access anywhere. I used it to provide reminders on assessment deadlines and homework tasks and it was an effective tool which 21st Century learners could easily identify with.
Using a broad range of interesting, relevant and authentic formative and summative assessment incorporating Information Technology where possible, including e-Books, interactive white boards as well as website presentations and posters to provide multiple measures of student achievement.
Consulting with leading teachers, Educational Support (ES) staff and allied health staff to assist with my understanding of how to support the learning and development of children with additional needs. This ensures that I can give all students an equal opportunity with assessment tasks.

Monitoring student progress data towards their individual goals and making relevant adjustments if necessary. This reflects the fact that learning is a complex process that is multi-dimensional, integrated and revealed in student performance over time.

Being competent at observing and documenting children’s learning and development while they undertake activities. This enables me to reflect a whole-child approach, providing a holistic view of learning and development.

Frequently updating my records of student assessment data. I collect and annotate quality student work samples in assessment folders, with attached initial assessment data, EAL continuum and rubrics.

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.

Throughout previous employment and my university studies I have developed a high level of broad-based communication skills, both written and verbal. Studying for four years at university gave me the opportunity to develop rich skills in written communication to a specialised audience. One of my written assignments involved an action and research project where I investigated and wrote up my conclusions on how secondary teachers could increase their motivation and encouragement. My assignment included strategies that teachers could use to develop their skills and create opportunities for increased learning outcomes.

My high level written skills are also evident in the written feedback that I have provided to students at Mordialloc College in their English Basics Workbooks. In order to benefit student learning, I ensure that the feedback I provide is:

Meaningful – I target the student’s individual needs, link it to specific assessment criteria and deliver it to the student in time to benefit subsequent work.
Constructive – I highlight the strengths and weaknesses of a given piece of work and set it out in a way where the student can improve the work.
Timely – I give feedback while the assessed work is still fresh in a student’s mind, before the student moves on to subsequent tasks.

Through written reviews and discussions with associate teachers during my practicum placements I have demonstrated my ability to effectively and professionally communicate with staff, parents/carers and students. I believe that having a positive attitude towards children’s learning and being open to discuss new ideas with both colleagues and parents is essential to providing an environment in which student learning is encouraged and allowed to thrive. As a teacher my role is to engage my students in the learning process 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. Further demonstrations of my interpersonal and communications skills as well as my ability to develop constructive relationships with students, parents and other staff include:

· Promoting Restorative Justice Practices in Schools. This involves working with students who may have had a breakdown in relationship with a teacher and engaging them in reaching a common understanding of what has happened and determine collectively how to best deal with the aftermath of what has happened. I have had positive outcomes utilising these practices and find that it strengthens student-teacher relationships.

· Experience with facilitating a student-led conference arrangement at Mordialloc College. This was a unique way in which to conduct the parent-teacher interviews where students had the opportunity to lead the discussions in regards to the learning, achievements and areas that needed to be improved upon. As a teacher I supported the students as they showcased their knowledge through project work and self-assessment trackers. I also provided feedback and led discussions with parents at the end of the sessions.

· Constantly liaising with other teachers to gain skills and confidence with my classroom teaching. I ask to observe them in their classroom teaching and have had the opportunity to ask questions and receive feedback on my own practices. I have also made myself available to assist other teachers in their classes if the need arises.

Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

Demonstrating my strong commitment to the teaching profession, I have actively contributed to many different types of school activities throughout my placement and casual relief teaching work. I have been involved in excursions, sport, classroom activities and yard duties. I am a reflective teacher who evaluates my practice constantly and is always looking at ways to improve student learning, classroom management, my effectiveness as a teacher and I investigate innovative programs that are constantly developed.

While working at Mordialloc College, I had the opportunity to support the school’s athletic team as part of their interschool sports program where they competed with other Victorian State Schools in a range of track and field events at Duncan McKinnon Reserve. This involved assisting the team to get ready with warm ups, ensuring they knew the events they were competing in, marshalling and score keeping. Supporting the students of Mordialloc College in each of their events and celebrating their achievements throughout the day contributed to my pride for the College already shared amongst its students and teachers.

I also had the opportunity to join students and teachers on an all day excursion to Sovereign Hill in Ballarat to participate in Industrial Revolution education through their The Industrial Revolution on Show program. My responsibilities included:

Ensuring students behaved appropriately at all times while on excursion
Ensuring students were accounted for at all times
Assisting students with their research projects

This excursion gave me the chance to build relationships with the students in a casual environment and gave them the chance to get to know me on a more informal level.

I actively and frequently value-add to my professional learning in order to improve my teaching pedagogy and student learning in the following examples:

Reflecting on and evaluating my lessons and continually reviewing my units of planning to make sure that I sufficiently and promptly address areas of learning that need to be improved. For example, in one instance after my Associate Teacher has observed my class and we discussed one of the areas for me to improve in – providing more positive reinforcement with students – I used that strategy to improve my relationships with students and increase their motivation.

Seeking feedback and support from team members and leading teachers in areas such as curriculum planning, assessment, transitions and pathways, wellbeing and student management.
Taking onboard verbal and written feedback from a range of people, including classroom teachers, education support staff, welfare and transition officers, students and parents, in order to improve my own and my students’ learning.
Continually update my repertoire of resources and educational knowledge, such as educational games and technologies, pedagogical and student management strategies, which I integrate into my planning and teaching.
Participation in a variety of professional development sessions, in and outside of the school. I adapt and trial ideas and strategies from these PDs in my classes and evaluate the effectiveness of my lessons and learning activities.

Demonstrate an understanding of the College ethos and an ability to undertake duties as described in the position statement.

I am committed to Glen Eira College’s values of respect, excellence and tolerance and also to my own to professional growth so I can create an educational environment in which students successfully achieve their personal and educational goals. My teaching practice is guided by current initiatives and I aim to design a high quality and personalised education for my students to become productive, knowledgeable and well-rounded citizens in this globalised society. I firmly believe – and practice – the idea that learning is a lifelong process. Therefore it is important to encourage students from early on to have high expectations of themselves and to take responsibility for their own learning. As an educator it is my job and pleasure to help students understand how they learn best and to provide opportunities for students to explore topics that reflect their strengths in accordance to the curriculum and I will encourage students to:

Direct their own learning through questioning and exploring
Work together, acting responsibly and creatively
Seize opportunities to learn and participate
Communicate and be respectful
Be enthusiastic and motivated

When planning for individual learning styles and an effective, responsive teaching within a learning classroom, teachers need to be able to employ numerous strategies to successfully cater for all diversities. As a teacher in your school I will ensure that I provide challenging co- and extra-curricular programs, together with opportunities for personal development and leadership training cater for a variety of individual needs and enable students to develop social and intellectual strengths. I am committed to providing an engaging curriculum through a pedagogical approach characterised by lessons that include starter activities, clear learning aims, differentiated learning tasks, review of lesson content and evaluation of the learning that has occurred. As a teacher I can provide assurance that I will:

Differentiate teaching and learning to support and challenge the full range of abilities
Be accountable for improving student outcomes
Structure lessons according to SABRE
Be innovative and reflective
Be enthusiastic

As a teacher in your school I will strive to further develop my skills and understandings of catering for diversities in learning styles. I will be comfortable to seek advice from my fellow colleagues about their experiences with this in their classrooms and would encourage their feedback about my practices and strategies, with no hesitations to trail new approaches that may be suggested and discussed. With my fellow staff members I commit to:

Working collaboratively to improve student learning
Maintaining consistence when applying policies
Learning from one another
The sharing of resources
Supporting one another

As a teacher in your school I will endeavour to apply my experiences with assessment and learning and ensure a variety of ongoing assessment practices are implemented within my classroom. I will maintain comprehensive documentation of formal and informal assessment items and will utilise this data to inform implemented curriculum and my teaching practices, while keeping in mid the key learning areas and values of the student learning outcomes in accordance to the AUSVELS. With the support from my experienced colleagues, I believe I will be able to develop and refine comprehensive assessment method to effectively assess for quality learning.

I see your school staff and wider community as a dynamic, exciting and stimulating environment to be a part of, which I would connect productively with all its members. If employed at your school, I will continue to extend and utilise my communication skills to develop effective working relationships. Keeping in line with the school’s mission, I will encourage parent participation in college life to ensure the maintenance of the partnership between parents’ students and teachers which contributes to ongoing student success. By ensuring that I maintain regular contact with the home regarding student progress I will assist with encouraging families to participate in the life of the college. As a teacher I will encourage parents and carers to:

Be involved and contribute to the broader educational program
Maintain open lines of communication with the school
Support their children in achieving their learning goals
Play an active role in the child’s learning
Promote the school values

: Organisation: Glen Eria College Job Title: Classroom Teacher – English / Humanities Location: Caulfield East VIC