Classroom Teacher

Organisation: Department of Education and Early Childhood Development

Job Title: Classroom Teacher

Word Limit: 500 words max

Location: St Kilda Primary School

SC1: 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.

To provide the highest quality of education, I draw support from frameworks such as the AusVELS, the Principles of Learning and Teaching (PoLT), and the Assessment and Reporting Advice. All units and lesson plans aligned closely with relevant curriculum requirements and guidelines, as outlined by the current AusVELS F-10 continuum, which also allows me to assess my students’ learning against the common achievement standards. The curriculum provides a strong foundation for me to design and implement engaging lessons that cater for the diverse needs of my students. Students need a safe, positive, and challenging environment in which to thrive, and the PoLT has helped me to create a classroom environment that caters to the needs while fostering a strong leading community. Rigorous student assessment and reporting is a vital component of my professional practice, and this has assisted me in the establishment of best practice methods for assessing student learning and reporting to parents and carers. To inform future teaching and to provide feedback to students and parents, I adopt a strong focus on using assessment.

AusVELS in Action: Mathematics – Statistics and Probability Level 5. In this lesson, students conduct a chance experiment to find out which number is the hardest to roll on the dice. The lesson begins with a game of greedy pig to engage students and provide them an opportunity to revise appropriate terminology. Students then work in mixed ability groups as determined by pre-assessments, to tally the results of attainment from rolling a die 50 times. This group structure not only provides support for students requiring assistance, but provides consolidation for students who already use accurate vocabulary to explain their understanding. Students then discuss and tabulate their results. While some students extend their learning by using the computer, I work with a support group on the floor. Throughout the lesson, I assess students learning against the AusVELS using rubrics and observations.

My classroom is an inclusive, safe, and productive place to be, and my students are engaged, happy, and therefore learning.

• A copy of our class rules, developed collaboratively, are displayed in our classroom along with a copy of our signed contract and the school values, which we reference off and as a reminder to take pride in ourselves and to take care of others
• Students are supported and challenged through differentiated lessons that each child can succeed
• A bright sporty rug, colourful cushions and pet fish welcome students and visitors into the room
• There is a bookshelf teeming with texts of all genres and level
• Students’ work and anchored charts decorate the walls
• My classroom is a welcoming, productive learning Hub

The Assessment and Reporting Advice states that the primary aim of assessment is to improve student learning, and I demonstrated this by

• Leading assessment and moderation meetings with my colleagues to ensure consistency for our students and parents of our level
• Using pre-and post-tests and reflective assessment is to measure performance and inform my planning
• Communicating regularly with parents regarding their child’s learning

SC2: Demonstrated high-level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

My high-level teaching skills re based on an understanding that students learn best when topics are explored that suit their learning styles, abilities and interests, and when the content is relevant to their lives. With an appreciation that each student learns differently, I provide a wide range of activities and lesson structures so that all of my students have the opportunity to learn and develop. Differentiated lessons are crucial to catering to the diverse range of learners in promoting a high level of engagement, as well as ensuring that each student experiences success. Using mnemonics, song, dance and games to engage students and teach content, my ability to consistently engage my students in exciting and challenging learning experiences has been regularly commented upon by parents and my peers.

Each year, I aim to make the Year 5 camp recount fun, engaging, and a purposeful learning activity. Using elements of figurative language learned in class, alliteration, similes, metaphor, and onomatopoeia, students compose a recount of four of their favourite experiences from camp. Each student is encouraged to bring their experiences to life by using photographs, and artistic elements. The students find this task exciting and are highly motivated to succeed and are extremely proud of their finished product, which is then displayed in our classroom. The addition of these elements adds a level of fun to the task of the recount. The work produced is of an exceptional standard, leading to the notion that when a task is made relevant, purposeful and engaging, quality learning will occur.

A team can produce more than the individual. With a warm and friendly nature, I enjoy collaborating with others. My learning team plans together weekly and we divide tasks fairly and equally, sharing ideas, lesson plans, and resources. Effective collaboration leads to group learning, which is why I welcome any opportunity to improve my teaching skills by working with others. Colleagues provide suggestions, bounce ideas off one another, and offer a unique perspective, all of which assist my growth as a teacher, and improve learning outcomes are my students.

Together with my colleagues, I developed and implemented a new structure for teaching Year 5 mathematics based on a model I explored in discussions with the Year 6 teachers. All Year 5 students sit topic pre-tests. The students are then divided into groups based on the results they have achieved, regardless of their class allocation. The students enjoyed the opportunity of working with different teachers and students, and their learning outcomes are improved because they receive instruction at their level. The success of this new method of teaching mathematics has relied upon my strong teamwork skills of clear communication, seeking feedback and cooperation. The collegiate, collaborative approach I helped foster amongst my team has led to a very rewarding experience where our shared ideas have benefited the learning experiences of our students.

SC3: Demonstrated ability to monitor and assess student-learning data and to use this data to inform teaching for improved student learning.

Formative assessment for learning adopts a dominant role in the planning of lessons and units of work, as advocated in the principles of assessment. Analysis of formative and summative assessments of learning is a crucial aid in identifying and addressing gaps or advancements student knowledge, as well as in catering to individual needs. Assessments in themselves, such as reflections and goals as learning, provide students with important opportunities to identify and examined their progress and future learning needs. In addition to maintaining written assessment records, I also photographs and video students doing work in class and their resulting work. This provides an invaluable example of evidence for assessing progress over time. These digital artefacts provide me with immediate visual snapshots of a students’ growth and provide a starting point for students to share their learning with others, in particular their families. To measure students learning and inform my teaching, I use a range of assessment tools including written texts, oral presentation, rubrics and observations.

Data from, ‘On Demand’ is utilised to assist in literacy planning. The online assessment, provided by the Department of Education and Training (DET), is a useful tool for assessing students reading comprehension. The adaptive nature of this test allows students the opportunity to demonstrate their knowledge, and provides me accurate, individualised results. At the start of Term 1, I used this formative data to create my reading groups. An analysis of the results highlighted that some students struggled with questions around inference. These students formed a learning group, whose learning focused on interpreting inferred information. Students with difficulty responding to literal questions formed a group that focused on identifying explicit information. Later in the year, the students resat the ‘On Demand’ test and these summative results demonstrated great improvements in the areas in which we focused, and provided direction for future learning. By using learning data this way, I ensure my students receive instruction at their level, which in turn helped them learn better.

Student learning data is relied on in our ‘Steps’ program at Year 5 in order to teach the four mathematics operations. Students complete an assessment for learning pre-test and begin work at their level for that unit. Once they have mastered their focus skill, students move on to the next level. The students find this process exciting and rewarding as they strive to improve their level before their assessment of learning post-test.

As a part of their learning, my students are required to complete goals reflections in relation to their learning around key topics and concepts. These assessments played a crucial role in my students’ education, as they articulate their learning and identify areas for future development.

SC4: 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 exceptional communication skills, and my ability to establish and maintain powerful connections with students, their families, and colleagues, are essential to my success as a teacher. My ability to establish constructive relationships with students, families and colleagues is evidence of my high-level interpersonal skills. Proactive in my professional relationships, I strive to be friendly, welcoming and a helpful person who is approachable, supportive, and listens to others’ needs. Every interaction is begun with a smile, and I adopt a positive, can-do attitude that is an asset to the wider school community.

As an accomplished communicator, my outstanding academic results are a testament to my strong communication skills. My background in languages and linguistics has helped me develop a concise writing style that allows me to communicate effectively with parents and colleagues. As coordinator of excursions, incursions and the Year 5 camp, my team entrust to me the responsibility to draft concise, professional documents for publication to the school community. Amongst my team, I am recognised as the authority for any linguistic queries, and I am proud of having earned the nickname, “The Wordsmith”.

As an engaging and caring teacher, I easily form friendly and respectful relationships with my students, which extend beyond the classroom. Students and their families have invited me to attend various events outside of class such as dance concerts, sports matches and karate examinations. Attending these events helps to cement my positive relationships with the students and their families, which translates back into positive behaviour and increased learning in the classroom. These qualities are extended to my relationships with colleagues, and I am a friendly, helpful person who is trustworthy and reliable. A true team player who gets along with everyone, I pride myself on being flexible and cooperative.

By keeping in regular contact, and responding to feedback, I have developed many glowing and special relationships with the families of my students. At the beginning of the school year, I establish open, honest, and caring relationships with the parents of my students, and have received feedback that they are truly grateful for my caring nature and dedication to the wellbeing of my students. As a result each year, I received requests from parents wanting their child be placed in my class the following year. As the coordinator of Year 5 camp, I have established trusting relationships with parents and handle information about students’ medical conditions with confidence and sensitivity.

SC5: 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.

 

One of the greatest assets of any school is its sense of community, and I am committed to contributing to a wide range of school activities to provide the students with our rich and fulfilling educational experience. Prowled to be a key member of the vibrant community at our school, I embrace any issues with passion and vigour. School activities in which I have been involved in, include

• Acting as the ‘The voice’ coach and as a coach for sports
• Writing and editing various reports for the school
• Involved in the peer observation program
• Developed and started the school choir
• Coordinating the Year 5 – 6 camps
• Student of the week coordinator
• Participated in working bees
• The green team

Providing leadership to my year level teaching team has been a highlight for me. This role has included

• Coordination of The National Assessment Program – Literacy and Numeracy (NAPLAN) and The International Competitions and Assessments for Schools (ICAS) testing
• Successful organisation of two three-day camps to Sovereign Hill for more than 70 students
• Support for my colleagues with teaching and behaviour management strategies
• Organising various incursions and excursions for the school
• Leadership in planning meetings and their documentation
• Coordinate and manage the purchase of school supplies
• Participated in the design of the Year 6 jumper

Colleagues remark that I consistently go above and beyond for my students at the school and wanting to achieve the best outcomes for them to enhance their learning experiences.

To be a good teacher I understand the importance of being a life-long learner. It is important to keep abreast with regards to innovations, changes and developments in education, and I endeavour to do this as a part of my professional development. Committed to ongoing professional learning, I seek to develop my expertise through reading, reflection, and discussion, as well is attending professional development sessions.

Following attendance at a fascinating workshop, ‘Beginning with the End in Mind’, that aimed to help teachers improve their assessment practices by using the evaluation tools such as rubrics; I brought this learning back to my team. After consultation and collaboration, we decided to incorporate rubrics into our science units to assess the students’ journals. The students were eager to be involved so explicitly in the assessment process and we were impressed by the significant improvements to the quality of their work. For future tasks, I intend to provide my students with two rubrics, to enable them to additionally complete self-assessment. It is always exciting to incorporate new ideas into the classroom and develop my skills, expertise, and capacity as an educator and a life-long learner.