Art Teacher

Organisation: Hampton Park Primary School

Job Title: Art Teacher

Word Limit: Maximum of Two pages for each selection criteria

Location: Hampton Park 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

The Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice are the 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 university practicum’s I have written and implemented effective lesson plans which have catered for each individual student’s needs, while drawing upon the appropriate areas of curriculum and assessment. I continually strive to cater for the individual needs of each student and recognise that they each bring with them an array of knowledge from their own experiences, which I utilise to develop personalised learning programs. My demonstrated understanding and capacity to implement curriculum programs consistent with the intent of the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice is evidenced through:

Facilitating a learning environment that is supportive and productive by scheduling activities that are age-appropriate and that meet the needs of a variety of student learning abilities and levels. This was demonstrated on a recent Relief Teaching placement of a Grade 1 class Karingal Heights Primary School where students were displaying high-levels of behavioural issues. During my placement, I introduced an activity related to colour association with the students’ feelings and moods. The students identified that when they felt angry they imagined the colour red, and when they were happy they saw yellow. After engaging the students in discussion, they were asked to paint how they were feeling, using the associated colours. This activity was an innovative method of discussing feelings and how to manage those feelings. The students were engaged actively in the activity, and it was evident that some of their moods had drastically improved once they had completed their paintings.

Promoting a learning environment that instils independence, interdependence and self‑motivation. When designing curriculum programs I aim to provide students with the opportunity to become engaged in developing shared norms and forming their own learning goals. I provide students the opportunity to explore new environments and challenge their thinking through the use of technology and books to extend their learning experiences. This was demonstrated in my practicum placement with Grade 3 students at Lynbrook Primary School where we discussed the topic of Aboriginal art, watched a YouTube video of Aboriginal artists, then students researched how to do it, and created their own art work. I asked open ended questions to encourage students to explain in their own way, conclusions they had come to from their learning experience. By allowing students to elaborate on their learning in their own meaningful way, 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 environments that are 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 demonstrated during my Relief Teaching placement at Karingal Heights Primary School where I made stress balls with the students to assist them with managing their stress and anxiety. This was a fun activity for the students and empowered them to take ownership of their behaviours, as well as engaged them to achieve behavioural targets which improved their overall behaviour subsequent to this activity.

Challenging and supporting students to develop deep levels of thinking and application. I am a firm believer that learning needs to take place not only in the classroom. High-order thinking, deep knowledge and understanding, along with self-regulation can be developed through engaging students in activities with minimal instruction. Whilst undertaking my practicum placement with Lynbrook Primary School I was involved in an excursion with Grade 2 students to a farm in order to demonstrate to them various sustainability aspects. The students were able to experience first-hand knowledge and were challenged with open-ended questions to enhance their awareness and connection of the subject. Students were then asked to complete their own sustainability project as an assessment, with many students demonstrating deep levels of thinking by designing their own machinery to control animals and protect crops.

Utilising effective assessment practices ‘For learning’, ‘As learning’ and ‘Of learning’, to inform my teaching and learning practice. I use assessment strategies that are fair and flexible and provide an appropriate level of challenge while engaging students in meaningful ways. Through developing individual learning goals, and providing a variety of stimulus materials in a range of mediums, I am able to meet the needs of a class of students that are from diverse linguistic, cultural, religious and socioeconomic backgrounds. When teaching Grade 1 English as Second Language students at Lynbrook Primary School who had low spelling abilities, I engaged them in fun activities to improve their skills. This included displaying words on the Interactive Whiteboard and having the students trace over them, then practicing to write the word themselves. I was able to assess the students’ ability through this task and provide additional assistance to those who needed it. Additionally, by undertaking practical activities, overall student learning improved.
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. Learning is not only about what students learn, but most importantly how and where they learn. Real-world learning brings the benefits of formal and informal education together and improves a student’s understanding, skills, values, personal and social development, as well as assists in developing their capacity and motivation to learn. While volunteering as a Teacher’s Assistant at St Francis Xavier, I assisted with taking the Preparatory students to see a play based on the books that they were reading. The students were able to gain a valuable insight of an additional interpretation of the stories and were asked to perform their own play as an assessment piece. This activity enabled students to participate in meaningful learning through acquiring knowledge and skills through a real-life, practical and hands-on activity.

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

To meet the needs of 21^st Century learners, I demonstrate my high-level classroom teaching skills through my focus on the provision of a differentiated and personalised learning experience. Through this practice, I strive to include content that is interesting and that each student can relate to. This can be demonstrated in a recent Relief Teaching placement with Preparatory students at Springvale Rise Primary School when I was extending on their learning of letters, in particular the letter C. During my lesson, I played YouTube videos focused on the letter, with various sounds and pictures of objects starting with the letter C. Throughout the morning I had an assortment of workstations set-up so that the students could extend on their learning through hands-on activities. This included:

A writing station where students copied the letter C and practiced writing words starting with C
A matching station where students filled segments of a caterpillar with words starting with C
A reading station where students participated in guided reading with C’s for connection
A play dough station where students could manipulate the dough into C shapes
A craft station where students made clowns

This student-centred approach to learning ensures that students will remember the content more effectively, will feel a sense of accomplishment when each task is completed, and will be able to transfer their experiences easily to other learning situations. Without a hands-on approach, students must rely on memory and abstract thought, two methods which restrict learning in most students. By actually doing and experiencing an activity, students develop critical thinking skills and this self-discovery is a skill that remains with students throughout their lifetimes. While hands‑on activities such as this require more preparation time, the benefits are well evidenced, and it makes both teaching and learning enjoyable.

Due to my thorough understanding that students learn in diverse ways, throughout my practicum placements I collaborated with colleagues to ensure that both individually and as part of a learning community, I was continually evaluating and developing my teaching practice to ensure high-level classroom teaching. During my ten week placement at Lynbrook Primary School, I worked with 7 other Grade 1 teachers and contributed to resource sharing at faculty meetings in order to improve consistency. Collaboration resulted in improved programming and activities that differentiated the curriculum to suit varied learning styles within a whole faculty environment. Additionally, I sought feedback from associate teachers and mentors in regards to my lesson planning and teaching techniques. I ensured that I took all advice on board, and worked on methods to improve my teaching practice. This was demonstrated when I was provided with advice from my Mentor Teacher in regards to behaviour management for the Grade 1 class that I was teaching. This was something that I was struggling with upon commencement of my placement, and I was unsure as to how to deal with some of the issues that I was facing regarding the students. The Mentor Teacher suggested that I use a reward chart with ticks and crosses so that the students could monitor their own behaviour, as well as recognising positive behaviour with rewards, and providing the students with choices to make their own decisions on what was appropriate or not. This method proved to be effective, with most students demonstrating responsibility for their behaviour and eagerness to strive hard to earn a reward. Within the week I noticed a significant improvement in the behaviour of the whole class.

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

Throughout my practicum placements, I integrated a variety of assessment strategies and tools in order to improve teaching and learning practices. I understand that assessment requires a variety of measures and a single assessment tool is not an accurate reflection in regards to student achievement and how it can be improved. Therefore, my assessment practices reflect assessment ‘For learning’, assessment ‘Of learning’ and assessment ‘As learning’. Effective formal and informal assessments are essential to a comprehensive education, as they allow student learning to be continually improved. The use of both formative and summative forms of assessment are crucial in monitoring students’ progress and ensuring different learning styles are catered for within assessment. These practices also allow for an informed teaching practice and continual growth of teaching skills. The ability to design and implement a range of assessment modes is an important teaching skill and I believe that assessment can be used effectively to help each student improve, grow and succeed in his or her academic life.

The variety of assessment methods that I have implemented has varied in accordance with the information that I have required as a standard practice I keep a running record of all student achievements. This involves an individual folder for each student where their completed worksheets are kept. I use this information to reflect on student progress, and to identify patterns for growth, as well as to identify at risk students. Additionally, I utilise this data to inform discussions with other grade level teachers in order to set clearly defined rubrics. These discussions are also an effective means of determining where each student sits academically across the whole grade. My effective use of running records was demonstrated when I was teaching a Grade 1 class at Lynbrook Primary School. The Grade 1 students within the school were achieving across five different ability levels, and two of the students in my class were achieving at the highest-level. From undertaking analysis of the running records that I was keeping for the students, as well as conducting regular observations during class, I could clearly see that the work that I was setting them was below their ability level. The students were able to complete three digit mathematical equations, where their peers were still on one digit. Recognising the students’ outstanding natural intellectual abilities, I arranged for them to participate in a Grade 2 mathematics class one day per week. By providing a supportive and challenging learning environment for the students in response to their unique strengths and interests, I facilitated their experience of a sense of wellbeing and engagement. As a result, both students’ confidence and competence significantly increased, and providing a differentiated curriculum ensured that they were constantly stimulated and challenged.

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

Demonstrating my strong commitment to the teaching profession, I have actively contributed to a broad range of school activities throughout my practicum placements and casual Relief Teaching work. I have been involved in excursions, classroom activities, school discos and yard duties, as well as casual functions with colleagues. While undertaking my placement at Lynbrook Primary School I had the opportunity to assist with planning and then joining students and Teachers on an all-day excursion to a local farm. My responsibilities involved contacting the farm to discuss the details of our day and relaying any important information back to the Teacher in charge. Additionally I ensured that all medication and allergy lists were up-to-date and in order, and that all required medication was on hand for the day. Whilst at the farm I took responsibility for:

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

This excursion provided me with the opportunity to build relationships with the students in a casual environment, and provided them with the chance to get to know me on a more informal level. Additional activities that I have actively contributed to include:

Assisting with the school’s sustainability garden whilst volunteering as a Teacher’s Assistant at St Francis Xavier. This involved demonstrating students how to care for the garden, as well as educating them in regards to the plant life cycle
Arranging catering and volunteering to cook for various staff meetings whilst undertaking my practicum placement at Karingal Heights Primary School
Organising refreshments and supervising students at a school disco during my practicum placement at Lynbrook Primary School
Assisting with the catering arrangements and set-up for Lynbrook Primary School’s 10 year anniversary

I am committed to actively and frequently value-adding to my professional learning in order to improve my teaching pedagogy and student learning. I have participated in regular professional development sessions both in and outside of the school. I adapt and trial ideas and strategies from these sessions in my classes, and evaluate the effectiveness of my lessons and learning activities. Hailing from a career as a Graphic Designer prior to become a Teacher, I have an avid interest in art and undertook many art-focused electives during my university studies. These included Photography, Drawing, Art and Creativity, and Introduction to Drawing. Additionally, I hold a Certificate IV in Design. I firmly believe that students gain essential building blocks of development through the participation in art, which stimulate them into pursuing further activities within the school and at home. Learning to create and appreciate visual aesthetics is an important factor for the development of 21^st Century learners. As a Classroom Teacher, I strive to incorporate art into as much of my programming as possible in order to encourage student’s natural tendency to discover possibilities and limitations through exploring different mediums of art where they can express and communicate their experiences, observations, ideas and feelings about themselves and their world. To further enhance my skills and knowledge in this area, I am enrolled to complete a 10 week Art Class with Katherine Bates in the coming weeks.

SC6 Demonstrated capacity to use learning goals and success criteria to plan and implement a vibrant visual arts program catering for students in Foundation to Grade 6

Throughout my practicum placements and Relief Teaching work, I have demonstrated my ability to use learning goals and success criteria to inform my teaching practice, and I am confident that I can transfer these skills In order to plan and implement a vibrant visual arts program that caters for students in Foundation to Grade 6. Meaningful educational experiences include collaboration and inclusion of the arts. Visual arts are made up of more than crayons, markers, and paint; it weaves together materials, processes, traditions, cultures, and values that have endured throughout the ages. All students deserve equitable access to a vibrant and innovative visual arts program that inspires endless opportunities.

When planning and implementing programming, I first plan my intention. I do this by referring to the AusVELS curriculum to ensure that my intention aligns with the prescribed content and common achievement standards that are discussed for the appropriate level structure. I then plan an activity that reflects my learning goal using age-appropriate language. This includes utilising the WALT (we are learning to) and WILF (what I’m looking for) language to communicate the learning intention and success criteria. This encourages students to be more involved with their learning, and assists them to clearly understand what they are learning and the purpose of learning. At the commencement of each lesson, I introduce the WALT and WILF by writing them on the whiteboard and engaging the students in a short discussion. Subsequent to determining the learning outcomes for the students, I am then able to monitor progress throughout the task and make sound judgements on their achievement both within myself, and by further engaging the student in discussion. This enables me to individualise or personalise the curriculum as needed, and provides me with a clear understanding of where each student is in their learning, and what their next learning goals will be. A clear example of this was demonstrated during one of my Relief Teaching placements recently with a preparatory class. My learning intention for the day was to encourage the students to become aware of their individual identity. Upon commencement of the lesson I set the WALT – explore identity, and discussed with the students that in order to do this the WILF would be to make a three dimensional model of themselves using Magiclay. Throughout the lesson the students set about creating their own individualised miniature figures of themselves and by the end of the lesson they were able to successfully illustrate their background to reflect their identity. This activity enabled the students to explore the content and contexts relating to identify, as well as the creative, aesthetic and kinaesthetic perspectives of the topic.

The abovementioned example clearly demonstrates my capacity to use learning goals and success criteria to plan and implement a vibrant visual arts program, and I am eager to utilise my skills in the provision of arts learning, where high-quality thinking dispositions can be modelled, valued and supported in order to assist the bridging of thinking from the concrete to abstract dimensions.

: Organisation: Hampton Park Primary School Job Title: Art Teacher Word Limit: Maximum of Two pages for each selection criteria Location: Hampton Park Primary School