Organisation: Truganina South Primary School
Job Title: Classroom Teacher
Word Limit: One page per criterion
Location: Truganina South 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 and Principles of Learning and Teaching P-12 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. I continually strive to cater for the individual needs of each student in my class, and recognise that each student brings with them an array of knowledge from their own age-appropriate experiences, which I use to develop personalised learning programs.
Within a class, I regularly roam the room so that students are aware of my presence. This fosters a sense of approachability, and students know that they can ask for my assistance when needed. At the beginning of each lesson, I set a learning intention that clearly advises students what they should know and what is expected they accomplish by the end of the lesson. This is demonstrated through my use of a whiteboard within my classroom where I clearly display the date, daily plan, group structures and activities, as well as our team, weekly and daily goals and reminders. My students are then consistently made aware of expectations, and quickly learn the process of checking the board, asking first their peers, and then myself if they require further clarification. This ensures that I foster an environment that encourages independence and interdependence. Furthermore, at the end of each lesson, I sit with each student individually, and review their class work and ask for their input in marking it. This provides students with a sense of purpose and ownership, creating the opportunity for them to be involved in decision-making within the classroom, and encouraging them to take responsibility for their own learning.
My understanding of the Assessment and Reporting Advice is demonstrated through my use of Assessment For, As and Of Learning, that assists me to facilitate a learning environment where I am aware of how each student learns best. I achieve this by asking the students open-ended questions at the commencement of a new topic in order to gauge their level of understanding. By providing examples instead of giving answers, students are prompted to come to their own conclusions. I then engage them in further discussion and hands-on activities to enable them to grasp the new knowledge at their own level. At the end of the lesson, I ask further open-ended questions and engage the students in discussion about what they have learnt. This provides me with the opportunity to assess how and what each student has learnt, and to identify those students who require further assistance, and those who may require extension.
In curriculum planning, I keep in mind to assist my students to prepare for future school and life experiences and help them to become contributing, global citizens. My teaching practice is guided by the environment in which we live, an environment that has become very technology based. I aim to design a personalised and interactive education for my students so that they can become knowledgeable and well-rounded members of society. I extend on my teaching practice by utilising technology such as interactive whiteboards and iPads. I use these mediums to provide students with the opportunity to participate in their own research activities, as well as to use effective visualisations that engage the students. This is demonstrated through my use of YouTube clips, when teaching students a language such as French. As well as hearing the sound that certain words make, students are able to link those sounds with the visual image of the word, as well as the word itself. This has proven to be effective in my teaching practice.
SC2 Demonstrated high-level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning
Throughout my teaching career, I have demonstrated my understanding of effective teaching strategies that have led to quality learning for all students. My experience extends to planning for, executing and modifying lessons that cater for a diverse range of learners. In doing this, students have been able to negotiate their learning, which in turn provides a greater level of engagement.
Demonstrating high-level classroom teaching skills, I encourage students to develop Higher-Order Thinking Skills (HOTS), by asking them to evaluative questions about the learning intentions of the lesson or the task. This was clearly manifest during teaching a class of Grade 4 students when I asked them the question: “What is the importance of learning about our Australian culture?” The students within this class had diverse cultural backgrounds and posing the question provided me with the opportunity to not only gauge their level of ability, but also to prompt them to think deeper regarding the lesson ahead. Each student responded utilising their individual knowledge, expressed their ideas and clearly saw a purpose in the learning activities. This resulted in the students developing a greater sense of belonging and reasons for extending themselves to learn.
As a casual relief teacher, I have utilised Bloom’s Taxonomy Action Verbs in order to design effective learning and ongoing assessment tasks in order to identify the differing needs of students. This facilitates my ability to follow individual learning plans for students and modify my teaching practice accordingly. I demonstrate this by ensuring that I am prepared for three levels of learning with each class that I teach, including activities for students achieving below level, at level and above level. By doing so, I am able to provide students with engaging activities whilst providing them with the assistance that they require, or extending them further. Moreover, I am familiar with, and follow Howard Gardner’s theory of Multiple Intelligences to support student learning, a new approach to the conceptualisation and assessment of human intelligences. I subscribe to its theory that states that although every student learns in different ways and despite any differences in their intelligence, they all have the capability of achievement, and I reflect this with each individual student I teach. Additionally, I demonstrate my belief in Gardner’s theory by my incorporation of various programs and assessment types into my teaching, in order to identify future learning needs and allowing it to influence my pedagogy.
Regularly, I collaborate with colleagues to ensure that, as a learning community, we are continually evaluating and developing our teaching practice. Collaboration has resulted in improved programs and activities that differentiate the curriculum to suit different learning styles across the grades, as well as greater consistency when marking assessment tasks. This includes contributing to resource sharing at faculty meetings, which I demonstrated subsequent to undertaking professional development titled ‘Autism in Mainstream Schools’, as well as ‘Curriculum Across the Ages’. Upon completion of my training, I shared my newfound knowledge with my colleagues in relation to new techniques for dealing with autistic students and the development of effective age-appropriate lesson plans. Furthermore, I make a practice of team planning and teaching, particularly with other EAL (English as an Additional Language) teachers, as was exhibited when I was working collaboratively with a fellow Grade 3 teacher. Together, we combined our classes for one lesson per week, where we grouped students according to their learning abilities to undertake a variety of activities. This assisted the students with building their communication, interpersonal and social skills, as well as providing them with the opportunity to engage with others at their level.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning
Through the development of appropriate methods of assessing student learning, I acquire data from both formal and informal assessments, in order to determine student learning and development levels. Additionally, I personally gain the essential awareness of how students learn best, and under what conditions. As a casual relief teacher, I ensure that I liaise with the teacher with whom I am covering for, prior to my commencement. This enables me to clarify and determine the needs of each student so that I can appropriately cater for them within the class. By assessing if students will require assistance with their learning in class, or are experiencing behavioural issues, I am able to effectively inform my teaching to enhance student learning. Prior to commencing a teaching and learning activity, I engage the students in conversation regarding what they have recently learnt in order for them to recognise what they already know and understand. As a result, I am able to focus on key points that require further clarification.
Keeping in mind the three purposes of Assessments For, As and Of Learning, as well as the Principles of Assessment, I undertake ongoing assessment throughout the day to continually inform my teaching. Endeavouring to be attentive to each student’s prior knowledge, I am constantly alert and reflexive to the dynamics of a classroom. I am aware that the collection of student data works best when it is varied, continuous and cumulative. By conducting assessments in this way, I am able to monitor and foster development at a higher level, such as having a linked series of activities performed over time. This has proven to be far more valuable than a single isolated piece of assessment. Over a period of time, I have found that it is vitally important to observe and document a student’s learning and development journey, while they undertake various activities. This enables me to reflect a whole-person approach and provide a holistic view of learning and development.
As an example, whilst teaching a Grade 2 class, I built checklists and assessment rubrics for them to check their own work (depending on the group). I paired students with mixed ability, so they were able to check each other’s work. Additionally, I assisted students to use feedback to improve their learning. This was demonstrated in an activity were I had students present in front of the class for a ‘being part of our community’ project and provided constructive feedback to each other via a peer-evaluation rubric. The feedback assisted each presenter on ways to improve in their next presentation. After explaining to the students how to use peer and teacher feedback, I observed the benefits of this form of assessment, and learnt that it was highly effective since students often took peer feedback into serious consideration.
An additional way that I have utilised the power of assessment data to aid my teaching and student learning, is developing graphs that clearly outline student progress in key leaning areas. The graph that I utilise for reading groups allows me to document and track when students move up reading levels. This means that I can observe the speed at which they are progressing, identify students who require additional assistance and those who would benefit from extension activities. I carefully monitor student progress data toward individual goals, and make relevant adjustments if necessary. This reflects the maxim that learning is a complex process that is multi-dimensional, integrated and revealed in student performance over time. Additionally, I spend time sitting with each student at the end of class and engage them by reflecting over the content discussed in class. This method assists students to monitor their own awareness of their learning, and for me to better my understanding of their level of knowledge.
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 written and verbal communication skills are highly developed and I have a proven capacity in building and sustaining constructive relationships with students, parents and staff. I am an influential, confident and persuasive communicator, who can easily adjust my presentation and delivery based on knowledge of the audience, as well as subtle non-verbal cues. I tailor the key messages to suit the knowledge base and learning styles of my students and use a range of appropriate mediums to deliver and reinforce critical information. As a classroom teacher, I engage my students in the learning process and build their interest and commitment to learning. This is achieved through building a strong rapport with them and recognising them as individuals. I take the time to show an interest in each student’s likes and dislikes, and engage them in discussion regarding what they did on the weekend or asking about aspects of their family life. By gaining a thorough insight into their backgrounds, I am able to effectively respect students’ cultural differences and engage them in activities that I am certain will appeal. Furthermore, I am committed to ensuring that student wellbeing is maintained through nurturing them not only academically, but also socially, physically and mentally. I ensure students’ wellbeing and safety within the learning environment by implementing consistent system, curriculum and legislative requirements, as well as providing them with prompt assistance if identified.
Throughout my career, I have consistently established and maintained respectful and collaborative relationships with parents and carers regarding their children’s learning and wellbeing. Discussing with parents and carers about what they would like their child to achieve and maintaining clear lines of communication enable me to foster positive relationships. Parents and carers are then more likely to provide valuable feedback and input in regards to the needs and care of students, which result in consistent positive outcomes. I initiate formal communication with parents and carers through the use of written correspondence and verbal communication. This demonstrates the respect that I have for parent input and how I value collaboration regarding student learning and wellbeing. I take the time on a daily basis to talk with parents and carers either on arrival or pick‑up in order to discuss learning accomplishments, and I schedule meetings if necessary to address specific concerns. In my previous long-term roles in Canada and Albania, I communicated regularly with parents and carers via email and letters in order to share progress and discuss issues and tactics as to how to best address the issues, as well as to initiate meetings. This required a high-level of written communication skills.
To enhance my practice, and that of others, I contribute to collegial discussions and apply constructive feedback from colleagues in order to improve my professional knowledge and practice. Attributing to my success in my career is my collaborative and cooperative work with colleagues to create a positive and supportive working environment. This in turn allows for the sharing of vital information, the facilitation of each other’s ideas, the sharing of personal working styles and the embracing of diversity. This practice has been fundamental for my personal growth as a teacher as it encourages constant personal reflection. Personal reflection promotes the reviewing of experiences and events from different perspectives, which in turn encourages critical thinking about current practices. Within staff meetings, I share relevant information and take notes when others are speaking to ensure that I have a reference to information and resources. Furthermore, I actively share documentation and learning stories with colleagues to enhance my teaching practice.
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
Throughout my career, I have demonstrated my strong commitment to the teaching profession by actively contributing to, and being involved in, a variety of school activities. This has included facilitating drama and performance activities with other Grade 3 teachers whilst celebrating Canada Day at Bombolino Montessori Academy. The students performing in the activity enjoyed it immensely and the event was considered a great success. Furthermore, I took this opportunity to foster relationships with students on an informal level, which strengthened our bond within the classroom. Additionally, I have organised whole-class excursions to places such as the Royal Ontario Museum (ROM) where students learnt and discovered many new and exciting things to discuss on returning to the classroom. Excursions were always exciting events and all the students looked forward to these regular occasions.
Whilst teaching at a school in Toronto, I volunteered my time in the organisation and facilitation of a gardening group for a Kindergarten class. Students who participated learnt how to care and tend for a garden, how to grow flowers and vegetables, and watch the process as the plants emerged from seeds to grow, flourish and produce. The gardening group spent two hours together each week and this was both an informative and enjoyable activity for the students. To further extend on the learning activity, I created lesson plans based on the aspects of the garden and focused activities within the class on the plant and growing cycle. This was an opportunity to expand the students’ knowledge in activities that they all could relate to.
By immersing myself in the broad range of activities that a school has to offer, I am not just adding to my professional development and knowledge, I am also modelling and encouraging students to make the most of the diverse environments that they are part of. As a teacher, I am passionate about continually engaging myself in all activities possible within the school context. Doing so aids my ability to grow and reflect on who I am as a teacher, how I can best facilitate student learning, and how to develop my capacity to assist the greater community. My involvement in wider-school activities has included collaborating with teachers from other schools and their students. Observing that these activities develop social skills and independence for students, I wholeheartedly encourage students to participate in these activities and reap the rewards. Participating in a variety of activities assists team building and leadership skills and helps students to learn to interact and overcome any personal challenges.
As a reflective teacher who evaluates my practice constantly, I am constantly looking for ways to improve student learning, classroom management and my effectiveness as a teacher. I investigate innovative programs that are constantly being developed, and actively and frequently value-add to my professional learning in order to improve my teaching pedagogy and student learning. Through the participation of ongoing professional development, I am able to update my range of resources, such as educational games and technology, and integrate them into my teaching practice. Furthermore, I take on board feedback from my colleagues in areas such as curriculum planning, assessment, transitions and pathways, as well as wellbeing and behaviour management strategies. This was demonstrated in a recent placement as a casual relief teacher where I approached another preparatory class teacher regarding advice as to handle an autistic student. The teacher provided me with a number of effective strategies, including providing the student with extra time to settle in the morning and transition to new activities, as well as providing him with the option to make his own choices. This advice assisted me greatly and I have been able to utilise it effectively during placements that I have since undertaken.
SC 6 Discuss your capacity to work within a 21st Century Learning Community and create flexible teaching options, to better cater for the individual needs of all students whilst promoting a shared responsibility for all students within the Community
Within my classroom, I work to provide a rich, differentiated environment to meet the needs of all students, as well as provide opportunities for interaction that facilitates 21st Century learning. My teaching practice is based on the philosophy that learning must equip students for success in the 21st global economy, that all students can learn, and that schools and teachers must personalise learning to ensure high-quality outcomes for all. I provide an environment centred on student learning by utilising a wide variety of teaching and learning experiences with appropriate resources. This guarantee that the different learning styles of students are catered for and enhanced results are facilitated.
My knowledge of teaching and learning styles is reflected in my ability to incorporate differentiated planning and programming into my lessons in order to consider students’ varying abilities, learning styles, interests and needs. I use teaching, learning and assessment strategies that are fair and flexible, provide an appropriate level of challenge, and appropriately engage 21st Century learners in meaningful ways. I demonstrate this through the establishing of systematic learning experiences, promoting Higher-Order Thinking and problem-solving skills that result in lifelong learners with advanced student learning outcomes and correct learning habits. This has involved utilising real life demonstrations and experiences so students have a hands-on understanding of what they are learning. This was evidenced on an occasion where I was required to teach students on the topic of graphs. Upon commencement of the lesson, I utilised a variety of visual aids representing graphs, as well as class discussion, in order to assess the students’ ability and level of understanding. Taking into consideration the variety of learning styles within the class, I next introduced a tactile activity where the students were required to create their own graphs according to each other’s eye colour. The students used counters to group the different coloured eyes within the class and then used this data to colour in the relevant squares within the graph. The activity provided the students with the opportunity to demonstrate their comprehension skills and ability to visualise how their graphs would look, as well as their counting abilities in gathering the data for the graphs.
Through my knowledge of the characteristics of 21st Century learners, I understand the relevance that technology has for them. 21st Century learning involves students developing a sense of wonder, the ability to explore, communicate and collaborate beforehand, and reflecting on task processes and outcomes, thus fostering an environment of lifelong learners. I challenge each student to reach their full academic potential through effective classroom teaching and incorporating technology such as iPads, interactive whiteboards and laptop computers as a supplementary resource that makes selected content relevant and meaningful. This not also assists students with lower abilities, but also fosters the development of internalised motivation and sound habits of responsibility. My success in this area has been demonstrated consistently throughout my career, including my use of the interactive whiteboard in my teaching activities. I not only utilise the technology for my teaching practice, I also encourage the students to use it to assist with presentations, as well as developing their viewing, reading and writing skills. Furthermore, I assist students to take ownership of their learning through fostering the use of iPads and mini laptops within the classroom. Students are able to undertake enquiry-based projects utilising the technology, thus promoting independence as a learner and gaining valuable research skills.
