Organisation: Department of Education
Job Title: Teacher
To whom it may concern,
In response to the advertisement for the position of POSITION NAME with SCHOOL NAME I would like to submit my application. With a combination of relevant professional qualifications, graduating in 2015 with a Graduate Diploma of Education from Edith Cowan University and combined with a Bachelor of Criminology and Justice, completed in 2012, I am registered with the Teacher Registration Board of Western Australia (TRBWA) (Year’s 1 to 7). My determination, and personal attributes make me a good candidate to fill this role successfully. Additionally, my educational and work experience background and attitudes are in alignment with the ethos of SCHOOL NAME and I am in a position to contribute to the educational philosophies of SCHOOL NAME.
Through my experience during temporary teaching employment and practicums, I have had the opportunity of working as a student teacher at various primary schools. A temporary teaching position at Marangaroo Primary School, enabled me to utilise my theoretical knowledge in the practical applications of teaching. The school had a very low socioeconomic student cohort with challenging behaviours and below average education levels. My role offered a great deal of diversity in differentiated lesson planning where I catered to the diverse learning needs of students in years 2 and 3. One particular student, a young indigenous child who was prone to violent outburst without provocation with limited ability to concentrate and a short attention span leading to boredom. To resolve this, I incorporated and individual education plan (IEP) for differentiated learning in the form of hands on activities for all lesson to encourage engagement and maintain motivation levels. For mathematics I introduced colour by numbers for problem solving along with the use of an iPad and other technology for reading, allowing the student to be an active member of the class in a more interactive and fun manner. Over the four week period I was there I received positive feedback from mentors on his improved engagement and advances in learning.
I have demonstrated an ability to be alert to student needs, and have continually developed, and adapted my delivery, and style to suit this plethora. By ensuring that lessons are enjoyable, and pitched correctly, I ensure students receive effective learning opportunities, and reach their own potential. All lessons are implemented using relevant pedagogy, aimed to engage the student. As a teacher, I actively embrace and incorporate technology into my classroom practice, demonstrated at Marangaroo Primary School with a young indigenous child where iPads curbed his violent tendency allowing him to become a more interactive member of the class, to achieve the best outcome for my students. I do this through the introduction and use of such technology whenever the opportunity presents in order to assist my students in attaining academic and personal growth. With a strong focus on safety, I ensure that all forms of media are strictly monitored and adhere to age appropriate, industry recommendations. I assisted students at Our Lady of Fatima Catholic Primary had personal laptops where I conducted the majority of class lessons directly through the computers. I also incorporated interactive whiteboards and you-tubes clips when appropriate.
My practicum at Our Lady of Fatima Catholic Primary provided an opportunity to teach a Year 3 class of high achieving students. To accommodate these students allowing for extension I modified content, creating more challenging problems to maintain motivation and expand my students thought patterns, encouraging them to develop strong life skills which will benefit them throughout life. I spend a significant amount of time planning for quality teaching and learning to ensure my lessons are significant, engaging and utilise a range of teaching and learning strategies. I use the mapping backwards planning method when designing units of work. To promote healthy competition and enhance learning, I use alternative methods which achieve excellent results. An example of this was my Year 3 class at Our Lady of Fatima Catholic Primary where I was asked to forward plan for a 6 week period. I engaged the students to provide themes of which one was selected out of a hat and the entire program was based around the subject of Greece. All subjects, mathematics, English, etc. had a direct correlation to our theme. This was well received by the students and I received positive feedback from mentors.
With highly attuned interpersonal skills developed throughout my working career which has involved education children as a swimming instructor and student teacher, I have developed the ability to create fun, functional lesson plans, making adaptations to suit the individual needs of each child/student. As the Swimming Instructor/Supervisor at Altone Park, I participate in actively instructing children in water familiarisation, buoyancy and mobility leading into swimming. I also observe lessons. On one occasion I noticed a young child who was reluctant to get into the water. I removed the child from the class, after discussion with parents for some one-on-one interaction encouraging confidence through play and distraction using toys and conversation. After a period of time the child’s confidence grew to a level where I was able to return him to the group lesson for continued improvement without further incidence. Another example of my ability to adapt lesson plans was evidenced at Our Lady of Fatima Catholic Primary where I had a young girl diagnosed with ADHD. She was unable to sit still for any length of time which lead to disruptive behaviour. To resolve this problem, I engaged her into class activities as a teacher helper. She would stand with me, turning pages during group reading or writing notes on the white board. This occupied her and allowed her to actively partake in the lesson with positive results.
As a student teacher at Our Lady of Fatima Catholic Primary, and Marangaroo Primary School, I demonstrated daily open engagement with my students and colleagues taking the time to build rapport through open ended questions, active listening, empathy and assertiveness. On a daily basis I showed interest in what the children did, noticing small differences and engaging in conversation using verbal and non-verbal cues such as smiling. I involved the children in lesson planning allowing them to guide the nature and style of delivery. The students enjoyed the outdoors, so I incorporate this with regularity. An example was a mathematics lesson based around a scavenger hunt. The lesson was on ‘place value’. I placed 20 cones in the school oval and under each was a problem which needed to be solved. The class teamed up into pairs for the lesson and to add dimension the first 5 teams to finish selected an outdoor physical play activity. The lesson was well received with enthusiasm encouraging group work and healthy competition.
I foster an environment which focuses on positive teaching relationships. Students realise they can trust that I will provide a respectful environment assisting them to engage and motivating them to learn whilst been treated with dignity. The safety which I instil in my classrooms allows students to learn in comfort, knowing that the classroom is a safe place for them to learn and discover without judgement, only positive reinforcement.
As the student teacher at Our Lady of Fatima Catholic Primary, I was given full responsibility for all standardised testing. I conducted the tests, including one minute maths and comprehension, marked the test, made anecdotal notes on the students and created my own rubrics to mark off as a summative form of assessment. Feedback to students was providing on an ongoing basis, with a focus on positivity, building confidence and independence. I also received positive feedback from mentors on my approach and initiative.
My communication skills have been developed over years of working with colleagues and cross-departmental cooperation which is evidenced through my ability to reflectively listen and communicate both verbally and non-verbally with students, colleagues and parents in a manner that inspires confidence and ensures confidentiality. An example of this was at Our Lady of Fatima Catholic Primary. A young girl with selective mutism at the school. She would only speak with 2 people within the entire school. Within a very short time after starting, I was engaging with her in open conversation to the amazement of staff and allied health professionals. I worked in collaboration with the student’s psychologist, the school principal, deputy principal and other stakeholders sharing information and strategies on how to continue with this breakthrough for the student’s ongoing wellbeing and benefit.
I have extended experience outside of the education system, however still within the plethora of a learning environment centred primarily around educating children in safe behaviour in and around water. Additionally, I have a proven ability to build positive relationships with students, family members, colleagues and other multi-disciplinary team members and further evidence of my capacity to work in a team environment is validated in my participation within the school and local community organising and participating in after school activities for students at Marangaroo Primary School to provide other avenues of extended educational opportunities such as Mathletics. As a student teacher and during my practicums, I took the opportunity to immerse myself fully by attending all meetings, and professional development opportunities on offer. This included the opportunity to attend a seminar held by Diana Riggs a leading literacy specialist in Australia. I have also sought advice from school leaders requesting in class observations and receiving constructive feedback which I took on board for future improvement in my teaching abilities.
I will use my previous experience, proven communication, and interpersonal skills to work within my faculty, developing high quality programs using the Quality Teaching Framework to ensure improved student learning outcomes. I will use these skills to contribute to, and promote whole school programs, enthusiastically participating in co-curricular activities. With a passion and interest in education, I will contribute positively to the educational outcomes of the school. I am well suited to a school who encourages teachers to use initiative and innovative techniques to maximize learning potential of students and where I am able to extend and develop professionally.
My greatest strengths include inspiring and motivating students, by engaging their eager minds through a variety of enjoyable activities and cooperative learning projects. In addition, I tailor lesson plans to meet the diverse interests and intellectual abilities of my students. Furthermore, I strongly believe in parent – teacher relationships and encourage parental participation in the education of their children through reinforcement of educational values at home, boosting students’ self-confidence and self-esteem. I look forward with great anticipation to discussing with you the many ways I can make a significant contribution to NAME OF SCHOOL and your educational programs. Thank you in advance for your time and consideration.
