Classroom Teacher

Job Title: Classroom Teacher

Demonstrated knowledge of initiatives in student learning, including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the ability to design curriculum programs consistent with their intent

Having nearly completed my formal training in a Bachelor of Primary Teaching and undertaken a variety of teaching placements and educational volunteer opportunities, I am well versed in the professional standards and guidelines that apply to teaching practice. In my educational roles, this capacity and knowledge has been evidenced through:

• Planning and delivering lessons that reflect the Professional Standards and the Principles of Learning and Teaching. An example of this is a series of numeracy activities I planned to teach a group of Grade 1 students about counting from one to 20, catering for multiple intelligences in teaching and learning activities. This group was identified through diagnostic assessment as needing practice with number recognition, counting with one-to-one correspondence, and place value. Incorporating assessment practice as an integral part of teaching and learning and this prior assessment allowed me to develop activities which reflected the students’ specific learning needs. As I knew that the members of this particular group learned best through fun, play-based activities, and responded very well to physical activities and tactile elements, I used a series of activities that catered for this learning style. This demonstrated my understanding of the ways in which students learn and the implications of this for my teaching practice. The activities I provided for these students included a dot-to-dot activity that was a fun yet purposeful way for students to practice number recognition skills, and a numbered hopping grid that was drawn to allow students to practice counting while hopping from square to square. The use of activities that were specifically tailored to the preferred learning style of these students allowed me to teach core curriculum content in a way that was highly engaging for the students and resulted in strong retention of the material taught.
• Establishing a supportive and productive learning environment. I use a range of strategies to ensure that the learning environments are productive for all students, including those with particular needs. In my teaching placement, I often utilised a strategy of asking a student with an Autism Spectrum Disorder to sit with me and be my ‘helper’ while I taught the class. In this way, the student was encouraged to remain a part of the class discussion, rather than withdrawing and separating himself as he had often done in the past. By ensuring that this student felt safe and supported, he was comfortable in expressing his opinions in a productive way that did not distract others from their learning.
• Ensuring that the curriculum intent of each lesson is clearly formulated and expressed. In conducting my lesson planning, I start by referring to the required curriculum outcomes for the subject and work to develop activities and teaching materials that will allow students to progress toward the outcomes. In my classroom teaching, I commence each lesson by stating the learning outcome that is being sought by the lesson. Having this clear expected outcome in mind allows me to develop a range of assessment activities that accurately measure student understanding and knowledge.
• Using curriculum goals as the focus for lesson planning. In undertaking lesson planning for my internship and placements, I use the AusVELS curriculum and its intended outcomes to guide my lesson planning. I explicitly specify the ‘Teacher Focus’ and ‘Student Focus’ for each lesson. Undertaking a process of reflection after delivery of the lesson ensures that the intended teaching and learning goals have been attained.

My classroom teaching experience to date demonstrates my capacity to incorporate professional guidelines into my teaching activities and provide an appropriate focus on curriculum outcomes. In my professional practice as a Teacher, I will continue to be guided by the Standards, the Principles of Learning and Teaching P-12, and Assessment and Reporting Advice in planning and delivering teaching and learning activities that reflect and achieve the intended curriculum outcomes.

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

My experience in teaching to date has provided me with exposure to team-teaching practices and working collaboratively with colleagues, as well as the opportunity to develop and display my classroom teaching skills. My capacity to effectively work in these contexts and continually improve my teaching practice has been demonstrated through:

• Enabling students to demonstrate their learning in a variety of ways. Through providing students with alternative methods of displaying their ideas, I cater to the multiple intelligences of individual learners. In working with Andrew through the Son-Rise program, I incorporated the use of music and drawing as means of expression as we worked towards overcoming barriers to verbal communication. During a teaching placement, I assessed Grade 5 students on their understanding of some recently taught science topics. Three methods of assessment I utilised were the construction of planet Earth from Play-Doh, the production of a poster about ‘Space’ and a mind-map demonstrating the growth of their knowledge about evolution. This range of tasks, which allowed for tactile, artistic, spatial and verbal expression, facilitated the demonstration of knowledge by students who learned in various ways.
• Utilising scaffolding strategies to support students in their zone of proximal development. In working with a ‘low’ ability Grade 1 group for numeracy lessons during a teaching placement, I developed a number of resources which students were initially unable to use without assistance. Through application of an “I Do, We Do, You Do” methodology, I was able to demonstrate to the students how to complete these activities, before guiding them in completing them as a group. With practice, repetition and support, the students were then able to complete the tasks independently and demonstrate new knowledge and skills. Application of scaffolding strategies to increase numeracy abilities saw many of these students able to move from the ‘low’ to ‘middle’ streamed group over a period of weeks.
• Participating in peer assessment and feedback processes. Over a period of four years, I have been a volunteer with the Son-Rise program, providing a support and development program for a student diagnosed with Autism Spectrum Disorder. I was one of a team of volunteers providing program services to a student named Andrew. All of my interactions with Andrew were video recorded, as is the norm for the Son-Rise program. This allowed for a process of peer review, and the team met regularly to provide feedback and comment on each other’s interactions and activities with Andrew. Through this process, I developed a strong capacity to both provide and receive constructive feedback from colleagues to facilitate improvements in my professional practice.
• Applying assessment methods to facilitate differentiation of learning activities for students of varying needs and abilities. In my current placement and volunteer activities at Wooranna Park Primary School, I am undertaking team teaching with three colleagues for a class of 68 students. In order to properly target our teaching in this environment, I have developed and administered diagnostic assessment tasks as a means of pre-testing prior to the introduction of new learning topics. Streaming of ability groups, assignment of individual learning goals and adaption of expected learning outcomes is then possible, allowing each student to be challenged and supported at an appropriate level.

With strong foundational skills in conducting self-reflection and incorporating feedback, as my teaching experience grows I will continue to refine and develop my practice through seizing opportunities to collaborate with, learn from and teach alongside my more experienced colleagues. In this way, I will continue to incorporate new strategies in to my emerging pedagogy and build high-level teaching skills that will benefit students.

Capacity to monitor and assess student-learning data and to use this data to inform teaching for improved student learning

In the lessons I have planned and delivered in my various teaching placements and my volunteer teaching work, I have incorporated a range of assessment tools and methods to observe student learning and inform my teaching and learning activities. My capacity to monitor, assess and utilise student-learning data has been demonstrated through:

• Undertaking, and reflecting on, observations of students in the classroom and of their work samples. In my teaching placements, I have concluded many lessons with an activity requiring students to demonstrate their learning from the lesson. This may take the form of a class discussion, a verbal ‘question and answer’ session or a piece of work such as a writing or drawing activity. I am able to use these activities to assess whether students have understood, and are able to communicate, the most important points of the lesson. This allows me to reflect on my own planning, communication and classroom management activities to determine where potential improvements can be made.
• Explicitly measuring the growth in each student’s knowledge as a result of teaching and learning activities. During a teaching placement, I taught a class of Grade 5 students about the subject of evolution. In our first lesson, I asked each student to create a mind-map that displayed their current knowledge about evolution. As teaching of this subject progressed, I asked the students to use a different coloured pen to add any new knowledge that they developed to their mind-map. The resulting two-colour map at the conclusion of the topic showed the expansion of the students’ knowledge through the teaching and learning activities in which they had participated.
• Incorporating a range of assessment methods into teaching and learning activities. For example, in teaching a humanities unit with the theme of ‘we come from many places’, assessment was used throughout this lesson sequence in the form of diagnostic, formative, summative assessment, peer and self-assessment. An assessment rubric was prepared and provided for the final assessment task to ensure fairness and consistency in marking. Utilising a range of assessment methods and tasks allowed students who learn and communicate in different ways to demonstrate their knowledge, catering for the multiple intelligences of the learning community.
• Observing classroom activities and responding appropriately. When providing information or explanations for students, I check for understanding before asking them to commence a task. While students are working, whether individually or in groups, I observe their behaviour to check that students are focused and engaged. I remain aware for signs that students are not clear on the task that they are supposed to be completing, are not finding the activity challenging enough, have had enough time to complete the task, or have strayed away from the task at hand. Where necessary, I respond with additional guidance or a move to the next stage of the lesson.
• Using assessment to target teaching activities. In both my volunteer teaching and my placements, I have administered diagnostic assessments to students before commencement of a program of lessons. This pre-testing has allowed me to gain an understanding of students’ existing level of knowledge, so that I know ‘where to start’ with my teaching. Pre-testing has also facilitated streaming of students into ability groups to allow differentiation of learning activities at levels appropriate for their respective abilities.
• As a reflective Teacher, I consistently use my observations of learning outcomes to inform my practice. My capacity to incorporate assessment appropriately in to my practice, and to respond to assessment data, ensures that my teaching practice evolves and develops in response to the particular needs and abilities of my students.

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

Through my previous work and volunteer experience, as well as through my teaching placements, I have had the opportunity to develop strong written and verbal communication skills. These experiences have also allowed me to display effective interpersonal and relationship-building abilities with a diverse range of people. My capacities in these regards have been demonstrated through:

• Understanding students’ interests and incorporating these into teaching and learning activities. By getting to know about my students’ lives, hobbies and interests, I build strong working relationships with them. My interest in them as individuals makes my students feel valued and important. Another benefit of this approach is that I can incorporate these areas to create more engaging lessons. For example, some of the students in one of my placement classrooms were interested in dinosaurs. I developed a lesson activity in which students created ‘fossils’ of a gummi bear lolly using a piece of bread. This activity demonstrated to students how dinosaur fossils enabled scientists to reconstruct what dinosaurs looked like. Because the lesson was relevant to their interests, the students were enthusiastic and engaged while learning.
• Working intensively with a student to build rapport and assist in the development of interpersonal skills. As a volunteer support worker in the Son-Rise program, the primary focus of my initial years of work with my student, Andrew, was the development of social and communication abilities. In order to work effectively with this student with an Autism Spectrum Disorder, it was first necessary to build a rapport and establish a relationship of trust. Methods I used to do this included being guided by Andrew’s cues and displaying an interest in the activities or topics that interested him. Through role modelling appropriate social interactions and celebrating desired behaviours, I worked with Andrew over the years to develop his own interpersonal and verbal communication skills.
• Communicating effectively in a classroom. In my verbal communications within the learning environment, I always ensure that I have gained, and am retaining, the students’ focus before speaking. Using explicit direction where appropriate to guide students, I check for understanding and encourage students to ask questions. My language is clear, concise and unambiguous, and I explain concepts in multiple ways. Where appropriate, I use multiple mediums of providing information, such as verbal and written communication, demonstrations, and technology such as websites and YouTube videos. Using these multiple means of communication ensures that the whole class understands the information I have provided and what is expected.
• Successfully undertaking teaching in a team-teaching environment. The classroom in which I am completing my placement and volunteer activities has three Teachers for a cohort of 64 students. I have effectively undertaken lesson planning, classroom teaching and assessment moderation in collaboration with these Teachers and have built strong and productive professional relationships through this experience. Throughout my study, I have seized opportunities to ask questions of my Mentor Teachers about their pedagogies and experiences, in order to gain knowledge to apply to my own practice.
• Working in a professional relationship requiring extensive parent interaction. The Son-Rise program is a parent-led program and the mother of Andrew, the student I worked with, was the coordinator of his support team. My volunteer role included regular meetings with Andrew’s mother to discuss progress and plan future priorities. This experience provides a strong foundation for my future parent-Teacher interactions as a classroom Teacher.

Effective interpersonal skills have allowed me to build strong relationships with parents, students and teaching colleagues. The application of well-developed communication skills will ensure that I continue to work effectively with others in my teaching career.

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

In my teaching and volunteer activities to date, I have engaged in self-evaluation and sought feedback from others in order to strengthen my own teaching practice. Having conducted and participated in a range of school activities, I have demonstrated my capacity to contribute to the school community and my commitment to continued learning through activities, including:

• Undertaking personal reflections on my teaching activities in an effort to strengthen my practice. As part of my practical teaching placements, I have undertaken reflections as a central part of my lesson planning activities. This self-analysis and reflection allows me to consider the success of my teaching and learning activities and to build upon my knowledge and repertoire of strategies to improve my future practice. Having had all of my work with the Son-Rise program videotaped, I am experienced in the process of improving my own performance through self-evaluation and peer feedback.
• Committing time to volunteering in the educational field. I have spent a total of over four years volunteering for the Son-Rise program, working with a child with Autism Spectrum Disorder. Currently, I am undertaking a one-day-per-week volunteer placement at Wooranna Park Primary School, on top of my required ten-week placement. This willingness to contribute my own time to the provision of support to others and the development of my teaching skills demonstrates a commitment to professional practice.
• Engaging in a wide range of school activities. During my teaching placements, I have enthusiastically attended excursions and school camps. As a graduate Teacher I will be continuing to utilise opportunities such as this to extend students’ knowledge and experiences. With personal skills and interests including technology and music, I am able to contribute my abilities to develop and implement specialist programs and activities for students.
• Utilising my personal knowledge to share learning activities in the school environment. Being of Malaysian heritage, I possess knowledge of Chinese and Malay customs and language. In one of my placement schools, I ran a session for students to learn about Chinese New Year and make paper lanterns. Through sharing my own cultural knowledge, I encourage students to value and share their own cultures and experiences.
• Seeking and utilising peer feedback. As a part of my work with the Son-Rise program, I participated in peer assessment and feedback activities. In my teaching practice as a student Teacher, I seek feedback from my Mentor Teachers and experienced Teachers wherever possible. Through this feedback, I hope to better assess and improve my teaching practice.

As a committed and enthusiastic teaching graduate, I will be delighted to take any opportunity offered to me to undertake professional development or gain experience to assist me in the development of my teaching practice. Likewise, I am enthusiastic about the opportunity to contribute to school activities and priorities.