Organisation: West Wall Public School
Job Title: Classroom Teacher
Word Limit: Up to a maximum of 500 words per criterion
Location: West Wall Public School
Approval to teach K-6, with an emphasis on K-2
I am approved to teach K-6 and have eligibility as a teacher for both full-time and casual from the
Department of Education. My Registration number is 1207395. The date of registration is the 1 st of
December 2009. The approved teaching subjects are Infants (K-2), Primary.
Since 2011 I have been teaching in various schools in New South Wales, developing practical
teaching techniques based on a thorough understanding of the Australian Curriculum. During the
planning and assessment stage of programming, I utilise all New South Wales Kindergarten to Year
6 syllabus documents aiming to address projected outcomes and ensure learning experiences have
suitable content and include regular planned assessment.
I carefully incorporate strategies addressing the multi-level needs of my pupils, such as:
Guided discovery
Demonstration
Differentiation
Questioning
Discussion
Modelling
This has resulted in improved learning outcomes for all students as demonstrated in the National
Assessment Program – Literacy and Numeracy (NAPLAN) results achieved by my students. As a
casual teacher and Stage 1 and 2 teacher, I have taught Kindergarten through to Year 6 at a range
of schools.
In 2011, I was a science relief from face-to-face (RFF) teacher from kindergarten to Year 6 and
taught the science curriculum to these 14 classes across the school. In 2014, I gained accreditation
with BOSTES (Board of Studies Teaching and Educational Standards) at proficient level,
demonstrating my ability to meet the Australian standards for teaching in primary schools. This
year I began Stage 1 (Years 1 and 2) ‘L3 (Language, Learning and Literacy) training’ which I
regularly attend. I am currently teaching full-time on a Stage 1 class (Year 2).
In developing my lessons, I often use learning sequences based on various educational theories,
including, but not limited to:
Bloom’s Taxonomy of Educational Objections in the Cognitive Domain
Gardner’s Multiple Intelligences
Ryan’s Thinking Keys
Thinking Strategies
I plan and cater for different learning styles to provide all students with depth of development and
learning.
These strategies and the results for which I have been responsible demonstrate my approval to
teach K-6 as well as my understanding of the Australia Curriculum and my ability to implement
these standards in practice.
Knowledge and experience in evidence based pedagogy
Throughout my teaching career, I have 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’
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 models 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.
As a teacher, my main objective is to motivate students to reach their potential. In order to
accomplish this, I devise programs according to syllabus requirements that expand on previous
knowledge and encourage students to explore new and interesting possibilities in an environment
that stimulates and aids the achievement of excellent learning outcomes. I strive to instil a love of
learning by making lessons exciting and interesting.
I attend data days on a 5-week basis at my current school. On these days, I update and evaluate
my student literacy and numeracy data with my colleagues and the school instructional leader.
The data results are determined by analysing student work samples such as:
Formal and informal student assessments
Student work samples from books
Guided reading record sheets
Annotations during lessons
Running records
From here, I use my data and knowledge of the syllabus to drive my teaching focus for the next 5
weeks according to student needs. Additionally, I regularly attend L3 training days to collaborate
with staff (from our school and other schools) about where students are at and what we can do to
support them and see progress in their outcomes. The instructional leader often visits the
classroom during literacy lessons and we compare student observations planning our teaching
accordingly.
As the aforementioned demonstrates, I have knowledge and experience in teaching evidence-
based pedagogy and I continually engage in reflection and adjust my teaching accordingly, in order
to provide best practice in my method and practice of teaching.
Demonstrated ability to develop and deliver high-quality differentiated teaching and learning
programs in literacy and numeracy
Throughout my career, I have delivered high-quality differentiated teaching and learning programs
to students. To address additional learning needs I often develop learning sequences utilising
educational theories including:
Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain
Gardner’s Multiple Intelligences
Ryan’s Thinking Keys
Thinking Strategies
When introducing a new area in Literacy or Numeracy, I explicitly teach the content to students
followed by guided and independent activities to consolidate student understanding. I also use
warm-ups on a regular basis to move concepts into students’ long-term memory.
Currently, I am teaching a cross-stage class and have created a differentiated program to
effectively meet the needs of my students. I have maintained Planning Literacy and Numeracy
(PLAN) data by using the literacy and numeracy continuum to plot student progress. This
information is then used to guide my teaching focus. From this, I identify where differentiation will
occur in the program. I have developed Individualised Educational Plans (IEPs) for students to
identify their learning goals and support them in the classroom with the assistance of School
Learning and Support Officers (SLSOs).
I have written many IEPs for students who need support with their learning in literacy and/or
numeracy. The goals on these plans are discussed with the parents and the school’s Learning and
Support Teacher (LAST), to ensure that goals are achievable and suitable for the student. To meet
the needs of 21st 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.
In order to further understand the mathematics continuum, I am currently attending Targeting
Early Numeracy (TEN) training, as I am keen to develop new skills to support students at all levels
in mathematics. In addition, I am undergoing L3 training. This training provides me with skills and
strategies to support students of varied abilities in Reading, Writing and Comprehension.
I contribute my success in general classroom management to the genuine, positive attitude I have
toward my students. I thoroughly enjoy interacting with them, watching them grow, learn and
develop. As I watch a student make connections, utilise learning strategies and continue to
progress, I achieve a great deal of professional satisfaction. Students perceive this interest and it
empowers them to reach their potential.
As evidenced in my current teaching practice I have thoroughly demonstrated my ability to develop
and deliver high-quality differentiated teaching and learning programs in literacy and numeracy by
my methods of teaching.
Skills and/or experience and willingness to contribute to whole school programs including
drama, music/choir and public speaking/debating
As teaching and working with young children is my life’s vocation, I do not just teach but become
intensely involved with the whole school environment and whole school programs as can be
demonstrated by my involvement in Drama and Music. Principles from the student-centred
approach to learning are employed in my practice to ensure that students will:
Be able to transfer their experiences easily to other learning situations
Feel a sense of accomplishment when each task is completed
Remember the content more effectively
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 lives. While handson activities such
as this require more preparation time, the benefits are well-evidenced, and it makes both teaching
and learning enjoyable. Activities such as drama and music in which the student actively
participate provides this hands-on approach.
As one of my loves is drama, I teach drama regularly in the classroom from activities in a lesson, to
using drama games as lesson breaks. Where possible, I have the activities reflect on one of the 5
You Can Do It (YCDI) areas being:
Confidence
Organisation
Resilience
Getting Along
Persistence
I have had the students act out ‘social stories’ to the class with common scenarios they may be
faced with such as “How to ask someone to play a game with you”. This is received with great
enthusiasm and participation, and is a great way to involve the children in learning through drama.
In music, another of my passions, I frequently participate and lead infant choir lessons and at
times lead the infant choir for their afternoon singing session (Coal Point Primary). In addition, my
class participates in regular singing activities as part of class warm-ups and lesson breaks. I have a
background in music with the ability to play the piano and have an active background
incorporating music into the classroom.
Public speaking and debating is another area I have initiated, whereby students can learn. I have
had students in my classes participate in whole school public speaking competitions. In class, I
went through the rubric standards and criteria with students. The students were then presented
to the class and were given feedback. From this, I selected a finalist from the class who then went
onto the stage final at assembly and whose presentation was well received. With extensive prior
experience in judging finals, I was assigned a particular stage to judge. During the School Musical
in 2014, I assisted in designing and creating props for the school musical.
I am thoroughly committed to, and have experience in, using drama, music, choir, public speaking
and debating as valuable opportunities to facilitate positive student outcomes.
Excellent classroom management and high-level organisation and communication skills
Experience has taught me that remaining calm, patient and friendly is the most effective way to
manage behaviour in my classroom. I have an engaging tone of voice that ensures I maintain the
attention of my class. I do not yell, but use my normal voice and speak only when students are
ready. I always prepare interesting and visually stimulating daily lessons with additional extension
activities should they be required. This is one of my most effective strategies for maintaining the
engagement of students in my classroom.
Throughout my teaching career I have always utilised my consistent behaviour management skills
and communication skills in classrooms with K-6 students. The students with whom I have been
associated have always responded well to my consistent and fair support of the school and
classroom rules. I have developed a ‘smiley chart card system’ for one student to monitor
classroom behaviour. The student receives a smile or frown face with a comment for the morning,
middle and afternoon session each day. This information is discussed with the student at the end
of each day and then emailed to the students’ parents on Friday afternoon, as this has been found
to be the best form of communication with the parents.
I like to maintain an organised classroom to ensure students, causal teachers and other staff can
navigate easily and use the school-supplied term planner to keep lessons organised, clearly
defining lesson activities for the week. I have a folder for casual teachers outlining my timetables,
classroom routines (such as literacy groups, scripture, and RFF). Additionally, I transcribe the
whole school staff meeting minutes on a weekly basis, electronically recording attendance, WHS
incidents and the weekly agenda.
In 2013:
I co-organised the Premiers Spelling Bee with my supervisor. Later on in 2014 I successfully
organised and ran the Premiers Spelling Bee, including organising notes, communication
with students and their families, presenting the competition and attending the regional
finals to support the students
I attended a training course to become the Anti-Racism Contact Officer (ARCO) for West
Wall Public School. Since then I have been involved in conflict resolution and educating
students about anti-racism. When there is a racism issue, I communicate and educate the
students involved to prevent a similar issue from occurring in the future
In 2014:
I organised a free Oztag training clinic (Oztag is a non-tackling game and the rules are
designed to encourage the skills of passing, catching, tagging, and kicking) to be held each
week for a month, for students in Stage 2 and 3 to participate in
I am continually reflecting on my classroom management procedures and regularly communicate
with colleagues in regards to programming and stage activities such as excursions. In my role, I
communicate with fellow teachers, executives, support staff, admin staff, parents, visitors to the
school (such as scripture teachers), and the school counsellor, thus demonstrating my high-level
organisational and communication skills.
