Job Title: Teacher
Location: Victoria
In response to your advertisement for POSITION, I would like to offer my application. After reading the description for this opportunity I am sure that I have the passion, teaching skills and curriculum delivery focus required.
I believe that my ability to engage with and motivate students, coupled with my commitment to adapting my teaching style to students’ needs gives me a desirable blend of skills that would greatly benefit this position. I am keen to utilise my abilities where I will be further challenged.
The professional attributes I can bring to your company include
Demonstrated ability in recognising students’ strengths and areas for development and implementing appropriate strategies
Significant capability in understanding and delivering curriculum in a manner suitable to students’ capabilities and needs
Ongoing commitment to continuous improvement and personal professional development
Creative and innovative approach when planning, implementing and evaluating a program
Proven strengths in contributing in a team environment as well as working autonomously
Highly adept at linking new concepts to children’s individual context and experience
Ability to engage with, inspire, challenge and motivate students
Excellent interpersonal and communication skills
I am confident in my own ability and enjoy working with like-minded people. I know that I have the skills and aptitude to succeed. I would be grateful to gain the opportunity to outline the benefits I could bring to this position in a formal interview setting. Thank you for your time and effort in considering my application..
PROFESSIONAL PROFILE
I am a dedicated and passionate teacher who enjoys making a difference in children’s lives by providing them with the opportunity and support to become the best version of themselves. My warm, confident and engaging demeanour enables me to connect with students at both a class and individual level, whilst encouraging their attainment of learning objectives and interest in learning.
My vibrant personality combined with my commitment to continuous improvement makes me a valuable asset in a team environment. Furthermore, my strong interpersonal skills allow me to develop meaningful and constructive relationships with my students, their families and my professional peers.
CAREER OUTLOOK
Having had the opportunity to meet, support, educate and engage with many students in a relief teaching capacity, I am now looking forward to the opportunity to manage my own classroom. I am excited about the prospect of being able to plan and contribute to the long-term learning outcomes of students. I am willing to undertake any necessary development to assist me with these goals.
KEY SKILLS
Excellent interpersonal and communication skills with the ability to develop strong relationships with students, parents and peers from a range of cultures and backgrounds
Demonstrated ability in recognising students’ strengths and areas for development and implementing appropriate strategies
Significant capability in understanding and delivering curriculum in a manner suitable to students’ capabilities and needs
Ongoing commitment to continuous improvement and personal professional development
Creative and innovative approach when planning, implementing and evaluating a program
Proven strengths in contributing in a team environment as well as working autonomously
Highly adept at linking new concepts to children’s individual context and experience
Ability to engage with, inspire, challenge and motivate students
QUALIFICATIONS AND TRAINING
Bachelor of Early Childhood 2010 – 2012
Monash University
Diploma of Children’s Services 2008 – 2009
Chisholm TAFE
PLACEMENTS
Monash University Child Care Centre
Dandenong West Kindergarten
Rowellyn Park Primary School
High Flyers Child Care Centre
Spring Parks Primary School
Best Chance Kindergarten
Wallarano Primary School
PROFESSIONAL DEVELOPMENT
Reading Grammar and Spelling Resources to Assist you in the implementation of the Australian Curriculum
Empowering Primary Students to be in Control of Their Own Learning Through the Inquiry Based Learning
Occupational Therapy Approach to Handwriting Problems in the Classroom (Pencil Grips Plus)
Practical Ways to Improve Student Engagement
Personalised Learning – Play Based Learning
CV and Cover Letter Writing
Curriculum in Victoria 2013
Assessment on the Go
WORK HISTORY
ANZUK Jan 2013 – Current
Emergency Relief Teacher
As an Emergency Relief Teacher, I have had the opportunity to work as a Class Teacher in all grades. In this role, I have honed my skills in being able to quickly understand curriculum requirements and adapting teaching activities based on the needs of the students to achieve planned learning outcomes.
RESPONSIBILITIES
Follow set activities left by the class teacher and adapt as required to ensure optimum learning is achieved by all students
Identify children requiring extra assistance and implementing appropriate strategies
Creating spontaneous activities to maintain student engagement and learning
Participate in excursion planning and implementation
Interact and engage with children, staff and parents
Implement behaviour guidance strategies
ACHIEVEMENTS
I have been able to develop meaningful relationships with students, assisting them in their attainment of key knowledge within the short time constraints available in the context of emergency relief teaching
Mayespark Primary School (London) Jan 2014 – Aug 2014
Year 1 Class Teacher
In this role, I was responsible for the education, support and well-being of 30 pupils. A key principle in teaching in this offshore school was to make every moment count and not waste any time that could be spent learning. My strength in engaging students in innovative and creative ways ensured that I was able to uphold this principle in my teaching practice.
RESPONSIBILITIES
Researched, planned and modified lessons, to cater to the range of student abilities and interests
Built and maintained meaningful and constructive relationships with students, staff and families
Identified children that required extra assistance and implemented appropriate strategies
Set realistic and challenging academic standards of student performance
Planned and implemented behaviour guidance strategies
Monitored and reported on pupils’ progress and learning
Planned excursions
ACHIEVEMENTS
I identified a child in my room who was significantly below a Year 1 standard. Through the application of different teaching strategies, encouraging the student and working alongside parents I had lifted her performance to a Year 1 standard by the end of the year
I was responsible for addressing and resolving a significant class truancy issue. Due to my intervention, my class was the recipient of the Attendance Award for having 100% attendance
Introduced new and exciting resources that made a significant difference to student learning outcomes
High Flyers Child Care Centre Feb 2008 – Jan 2014
Assistant / Room Leader
My passion and skills in the delivery of childcare services saw me quickly promoted from an Assistant to a Room Leader. In this role, I enjoyed being responsible for the care, well-being and development of very young children.
RESPONSIBILITIES
General cleaning, including mopping of floors, vacuuming, cleaning of toilets, tables and chairs
Interacted with children, extending their knowledge, passions and interests
Liaised with parents and guardians, introducing new families to the centre
Cared for all children, responding to their well-being requirements
Acted in accordance of the children’s services act and regulations
Handled money when parents were paying fees
Planned activities based on children’s interests
Implemented behaviour guidance strategies
Contributed to team environment
ACHIEVEMENTS
I recognised that a child was blind and advised the parents to seek further tests, which resulted in the child having surgery to save his eye sight. I adapted a plan according to meet his changed needs
Developed strong relationships and rapport with parents, with their trusted of my judgement demonstrated when they asked me for tips and opinions on decisions relating to their child
