Classroom Teacher

Organisation: Wanaaring Public School

Job Title: Classroom Teacher

Location: Wanaaring

I am a fully qualified teacher and having completed my Bachelor of Education in 2010, have taught
across all year levels on a casual teaching basis during 2010 and in full time year blocks from 2011-
2015.
I strive to promote a high quality learning environment for all students and provide learning
opportunities that clearly demonstrate the significance of the content to their everyday lives, thus
ensuring all students are engaged in the learning journey and diversity is embraced.
Having previously taught in rural communities, including Woodenbong (Years 5/6), Robinvale
(Years 3/4), Mungindi (Years K/1/2) and Leeville (Years 2/3/4), across both multi-grade and multi-
stage classes, I am confident that I provide high expectations for achievement and learning
development and success through engaging learning environments.
I strongly believe that small schools encompassing multi-stage classrooms offer students
opportunities to see growth in their education journey and set goals towards their learning, as
they can see progression through the different levels of content being taught. It can also offer
opportunities for students to revise and recollect content that they have previously learnt and use
this to make connections and build on their learning. Having taught across both multi-grade and
multi-stage classrooms with a variety of Personalised Learning Plans in place, I feel confident that I
can provide high quality teaching to improve student achievements at Wanaaring Public School.

Demonstrated ability to manage the dual role of the teaching principal
My ability to manage the dual role of a teaching Principal is demonstrated through a combination
of undertaking dual roles in previous positions as well as my proven track record in collaborating
and liaising with other school’s Principals and teachers through activities such as the Casino Small
School Network meetings. At these meetings, I contribute to the sharing of resources and
knowledge, undertake collegial discussion and communicate around assessment to improve
consistency across schools. In addition, I am involved in a project across the Class and Colours
Small Schools Network, to write workable mathematic scope and sequences and units of work
encompassing inquiry questions, activities and assessments aimed at multi-grade/multi-stage
classrooms.
As a supremely organised person who has successfully developed and maintained relationships
with communities in which my schools are located, I have demonstrated my ability to reach out
and support the community, an important part of taking on a Principal position. One example of
this was working with community members in organising and producing stage productions in the
Mungindi Musical and Dramatic Society and in the Robinvale Euston Amateur Community Theatre.
In addition, I have undertaken to run an active after school program, athletics training sessions,
coaching for the Robinvale Swimming Club and participated in weekly soccer, badminton, netball
and tennis competitions within the community.
As a new Principal, I would be keen to spend some time learning and developing my skills in the
financial and administrative tasks required as well as use my previous experience in teaching
Aboriginal children and children from a broad range of cultures to facilitate community
engagement with the school and its students. I am able to operate effectively in a team,
contributing positively to team operations and working relationships. I am patient and
approachable and have well-developed interpersonal and communication skills.
Across my career, I have demonstrated leadership and collaborative management through
working on a regular basis with SLSO’s, SAM’s, counsellors and other staff members, in order to
create and implement both daily school requirements, including lesson planning, Personalised
Learning Plans, assemblies, fundraisers and behaviour management policies. In addition, I have
organised and run special events such as, Grandparents Day, NAIDOC Week programs, excursions
and performances, to maximise students learning outcomes, as well as been successful for gaining
funding for some initiatives within the school based around physical education and wellbeing.
Prior to undertaking my teaching career, I worked as part of the Adventure Based Counselling
Committee, which was a dual role between assisting with the administration of the committee and
being a youth team member and representative. Providing camps for high school children deemed
as being at risk, the committee had funds to budget and allocate, fundraising activities and the
planning and implementation of the actual camps. This kind of hands on interaction with kids has
shaped my career into teaching and has also given me some experience in the management of
people as well.
As a highly organised teacher, I can easily plan for another teacher to take my class for one day per
week whilst I focus on administrative duties and would be keen to give that teacher their own
areas of responsibility, some independence in planning to meet particular curriculum areas.

Ability to provide programs for a wide range of learning abilities
As a part of my current role as classroom teacher I continually provide programs that address the
learning needs of all students. I do this by addressing the Quality Teaching Model when planning,
teaching and assessing, and by ensuring I gain an understanding of students’ prior knowledge to
deliver content to students in a variety of ways. My teaching is always open to different
perspectives and is relevant not only in the classroom but to the students’ world.
Throughout my career, I have taught both multi-grade and multi-stage classrooms, teaching up to
3 grade levels at a time, ensuring differentiated content at all times to cater for individual
student’s needs. Acknowledging the diverse range of abilities in any one classroom is critical
teaching practice and I have been able to cater adequately to each student’s individual needs. I
empower my teaching by developing an understanding of the resources available in the local
community, the education system and highly valuing an open dialogue between students, parents,
staff members and community. I regularly assess students’ knowledge and understanding of
content against the continuum, charting individual students’ achievement levels in PLAN to assist
in the creation of group rotations, especially in the subject areas of Maths and English.
I have been involved in the creation of Personalised Learning Plans for students needing significant
learning adjustments in accordance with the Disability Discrimination Act, including those students
with a diagnosed disability requiring specialised educational accommodations. I am confident in
teaching and supporting individualised programs within the classroom environment and the
broader school community, to ensure all students achieve excellence in all outcomes. I am also
aware of the need to be flexible and incorporate professional advice and suggestions from all
stakeholders to assist children to achieve success on an individual basis.
Across my career, I have implemented and run a variety of Literacy and Maths programs, including
Minilit, Focus on Reading 3-6, phonics based programs, TEN, Fast Maths and Thinking While
Moving In Maths and Maths N Movement programs in my teaching, in order to assist students in
achieving teacher and student identified learning goals. As a result of student involvement in these
programs, I have seen vast improvements in student engagement in lessons at all levels,
progression in reading levels and development of early arithmetic strategies and connection of
mathematical content to daily activities.
I have great interest in the L3 program where I have observed the literacy growth of students in
Kindergarten at Leeville Public and I am keen to attend L3 training. I believe L3 caters for the
individual needs of students in a whole class context, as it delivers explicit instruction in reading
and writing in the students first year of school, therefore providing all students with a solid
foundation in literacy and minimising the need for more intense literacy support in later school
years. Through the continual assessment and data analysis of in-class observations, discussions
and literacy artefacts every 5 weeks (mid and end of term), teaching practices are refined to
inform the next step in learning for each individual student.
I have implemented the TEN program into my year 2/3/4 classroom at Leeville Public School this
year and have seen vast improvements in all students’ Early Arithmetic Strategies. By structuring
small group, short, focused, frequent numeracy activities, I have been able to provide all students
with fun, hands on, student specific learning opportunities, both in class and in everyday school
and class routines.

Each student was initially assessed and placed on the continuum. Through observation,
discussions and work samples, they were reassessed with the results being recorded in PLAN
(every 5 weeks), so groupings and activity focuses reflected student movement across the
Numeracy Continuum. I have also implemented the Thinking While Moving In Maths and the
Maths N Movement programs in my teaching, as they engage students in small group short,
focused, movement lessons. Through the implementation of these programs I have seen a great
improvement in student enjoyment and engagement in lessons, as they are now requesting math
lessons above all other KLAs and are developing their problem solving abilities, as they can identify
arithmetic strategies they can use to solve problems and are making connections between maths
and their everyday lives.

Knowledge and commitment to Aboriginal programs and to seek collaboration with the local
Aboriginal community
Having now taught at four schools where Aboriginal students made up a significant percentage of
students, I have a commitment to Aboriginal programs and understand that collaboration with the
local Aboriginal community is important for understanding and engagement. During my role at St
Joseph’s School at Mungindi, I taught the local Catholic school which inherited a number of mainly
Aboriginal students who had been expelled from the local public school. St Joseph’s had a no
expulsion policy and most of these kids were in my class. During this time, I was proactive in
meeting with the local Aboriginal community in an attempt to understand the troubled children
and also consulted with the Student Learning Support Officer. In the last term of the year, I was
allocated an Aboriginal Learning officer who attended my classes and from who I learnt a great
deal. I also learnt a lot teaching this class in terms of Aboriginal programs, the range of Aboriginal
cultures across different areas of the country and the importance of understanding to teach
effectively.
To ‘bridge the gap’ in the education of Aboriginal and Torres Strait Islander students, excellence in
classroom practice must be established. I strive to achieve goals of the Aboriginal Education and
Training Policy and Aboriginal Education and Training Strategy, that Aboriginal and Torres Strait
Islander students will match or better the outcomes of the broader student population. At the
schools I have taught, I have achieved strong results with Aboriginal students, which I can bring to
Wanaaring Public School in roles as both Teacher and Principal.
There are a number of strategies I have learnt and used to both teach Aboriginal students and to
engage the community, including acquiring knowledge and understanding of the individual family
and community situations, through class open days and my commitment to out of school
community involvement. I strive to display respectfulness and understanding of a variety of family
units and living situations, incorporating cultural beliefs and practices through the presentation of
content, openness and flexibility in the content being taught, the use of culturally inclusive
resources and using appropriate methods in which content is to be delivered and assessed. Other
strategies including the development of personalised learning plans in conjunction with SLSOs,
students and parents, the development of high expectation towards student’s learning goals and
behaviour management and promoting student ownership of learning by providing a classroom
environment that develops choice, accomplishment, positive relationships, enjoyment, growth
and health and safety. I encourage and promote the involvement of Aboriginal parents, caregivers
and community members in the evaluation of educational programs, processes and practices,
through involvement in activities, meetings, phone calls and home visits.
During my work at both Mungindi and at Robinvale, I have been involved in celebrating
Reconciliation Day and NAIDOC week and incorporating local Indigenous language into daily
school activities as it is vital for all staff to promote Aboriginal culture and heritage through daily
practice. In addition, I have collaborated with Aboriginal SLSO’s to assist in student welfare,
tutoring and community issues and implemented literacy programs such as Minilit, Focus on
Reading 3-6 and phonics based theories to enrich students’ vocabulary, build recollection of sight
words, develop fluency when reading and enhance students reading comprehension.

Ability to lead and provide support to a diverse group of teaching and administrative staff and
lead innovation
I have demonstrated my ability to show leadership and work collaboratively in schools as well as
provide support to a diverse range of colleagues. Every year before classes begin, I decorate my
room to a particular theme which I can plan my lesson’s around across the year. I have found that
a range of other teachers have asked me to assist them in the decoration of their own rooms.
Whilst it may seem a small input, this kind of theme assists in the engagement of children in the
classroom and provides a safe and supportive environment for learning to happen.
During my second year of teaching, I was asked to be a mentor teacher for a first year teacher,
providing leadership and coaching, writing programs together and assisting that teacher to be
successful. Having limited experience myself, I saw this as a learning opportunity for me as well in
providing leadership and support to colleagues.
Within small schools and communities, there tends to be a diversity amongst young teachers and
teacher who have lived in the community and taught at the school for many years. With the
changing nature of teaching and the new curriculum, and accreditation and maintenance coming
into effect, the management of these relationships becomes increasingly important. My main
strategy for the management of both these groups is to get to know each individual teacher and
find out whether and what I can assist them with. I see the job of a Principal to support each staff
member with what they need to be able to maintain their knowledge and move forward with their
careers, no matter at what stage they are of their teaching career.
Over the next couple of years, teachers and administrative staff will need support due to
curriculum, accreditation and maintenance changes, but also due to changes in the Resource
Allocation Model (RAM) made possible through the Gonski agreement. With the third component
of the RAM being delivered in 2016, all schools in NSW should benefit from additional funding
through a new per capita allocation meaning flexibility for Principals; the new professional
learning allocation, supporting staff development; and allocations for rural and remote schools.
Whilst these changes will ultimately benefit students and teachers, they will need to be managed
well to make the best use of the resources available.
I would like to continue or initiate programs within the school to improve literacy and numeracy to
above NAPLAN average standards, to have the Aboriginal community engaged and involved in the
school and it’s teaching of culture and language and to support the schools teaching staff through
professional development and learning on a consistent basis.
Within the small school environment, often opportunities are made through collaboration with
other schools, including outside of the classroom activities. In my current role at Leeville Public
School, I have worked closely with a principal at a neighbouring school to complete units towards
Athletics Level C – Coaches Award and addressed the small schools networks on the changes that
we could implement in the running of the Athletics training and carnivals to achieve greater
participation from all students. These suggestions were taken on at the following Athletics Carnival
and the carnival ran more smoothly with students and parents attending the day for longer,
demonstrating the benefits of working together.

Demonstrated empathy to living and contributing to a small isolated community
I have always lived in rural communities, with Mungindi being the most isolated community in
which I have worked and lived. I understand the geographical limitations that occur, through the
need for families to travel to attend specialist appointments and visit older siblings at boarding
school for special events. I have experienced the impact that the weather can have in rural
isolated communities, including drought affecting farming families and Aboriginal families in
providing for themselves and their children. I also have an understanding of the pressure of living
in isolated communities in terms of suicide and mental health issues which are not always spoken
of, but are real issues which need to be addressed. I would be keen to be involved in events which
raise awareness of these important issues within the community as well as in further developing
my understanding of the Aboriginal culture in this area.
Further, I would be keen to continue to promote and support an Aboriginal Language program for
all students at the school and see this as an important aspect of learning about ourselves and one
another.
As a member of an isolated rural community, I believe it is vital to be active and involve myself in
community groups and offer students extra-curricular activities, to support students, families and
the community, as it is a two-way street. I have successfully run a variety of extra-curricular
activities for students both at Leeville Public School and as part of the community including, Active
After School programs, athletics coaching and instruction for the Robinvale Swimming Club. I have
participated in a multitude of sports being run in the areas, and I have been involved in theatre
productions as a member of the cast and as a female mentor for students.

General Selection Criteria
High level educational leadership with the skills to lead and manage a complex public school
focused on the delivery of high quality education
As principal and teacher at Wanaaring Public School, I will strive to develop my educational
leadership and skills in order to lead and manage the complex needs of the school whilst
delivering high quality education. Over my teaching career, I have taught across all year levels in
every Key Learning Area (KLA) and have a comprehensive knowledge of each KLA’s curriculum
content, the Quality Teaching Model and the Wellbeing Framework for Schools elements
‘connect, succeed and thrive’. Above all, I believe that the welfare of students is integral to all
aspects of school life.
Having shown leadership in numerous areas, including providing a safe and supportive
environment within the classroom for students and sharing resources, knowledge of the incoming
curriculum and accreditation and maintenance requirements, working together with the aboriginal
community at a number of levels, and initiating sporting activities both within and outside of
school hours, I have the ability to fulfil the requirements of this role.
As the Principal of Wanaaring Public School, I would be keen to continue to enhance my own
knowledge and understanding of Departmental policies and procedures as well as curriculum
through profession learning and development. In addition, I would work hard to converse and
assess the students to identify their current knowledge before engaging them in open ended tasks
around personal goals at appropriate levels. This would enable me to teach students in a way that
is relevant and allow me to reflect on their learning and my teaching through assessment and
feedback.
I am keen to provide opportunities for students to take risks in their learning and promote self-
discipline and effort towards their learning. Through the use of multiple intelligence project
rubrics, students are challenged to acquire and deliver their learning in creative and engaging
ways, while gaining ownership of their learning and developing work ethics. This can be
implemented as a teacher and reinforced as a Principal. It is also important to recognise and
celebrate student achievement through class point systems, school assemblies and newsletters
and I see this as an important part of a leaders role within a school.
My leadership would include facilitating student interactions through positive behaviour
initiatives, such as the You Can Do It – Social and Emotional Learning Program, the Restorative
Practice Program and the Positive Behaviour for Learning Program as well as ensuring
communication is facilitated at all times between students, teachers, staff and parents via formal
and informal conversations and meetings, class and school newsletters and notes. Creating and
maintaining safe and challenging learning environments, will promote all students to lead
successful lives in the 21 st century.
The combination of my comprehensive understanding through teaching all primary levels, my
commitment to a student centred approach and my dedication to working with Aboriginal
communities to enhance student learning mean I will make a positive contribution to the
Wanaaring Public School.

Ability to lead and manage rigorous and inclusive whole school teaching and learning programs
I have extensive skills, experience and enthusiasm to undertake whole school teaching and
learning programs. As a result of reflecting on my own teaching and student learning, through
assessments and communication with students, parents and staff members, I have been able to
identify areas of the curriculum where further development is required in order to cater for the
needs of individuals and groups to achieve improved learning outcomes. Through the
identification of student needs and commitment to up to date professional development, I have
been able to successfully incorporate class and whole school teaching and learning programs.
Across my career, I have been the initiator of and have assisted with the implementation of a
number of whole school teaching and learning programs. These programs have included the Best
Start Targeted Early Numeracy (TEN) Intervention Program, implemented at Leeville Public School;
the ‘Thinking While Moving In Maths’ and the ‘Maths N Movement’ programs at Leeville Public
School, where students participate in continuum informed levelled math games and hands on
sport and movement opportunities. This has resulted in a higher level of student engagement
towards learning mathematical skills and approaching problem solving activities.
During my tenure at St Joseph’s School in Mungindi, I was trained in and implemented the mini-lit
program and at Leeville, I have been trained in and implemented the Focus on Reading program.
Both of these programs have enabled both me and my colleagues to place students on the
continuum and differentiate literacy programing to ensure all students’ specific individual needs
are met. In my time at Leeville, I have also been trained in and implemented AUSTSWIM, Active
After School Coaching, School Sport – Athletics Level C Coaches Award and the Live Life Well
Program. This has assisted my role as sports coordinator to develop whole school PDHPE scope
and sequences, incorporating Premiers’ Sporting Challenge opportunities and coordinating and
delivering school sports programs that promote quality nutrition and physical activity education
and experiences to all students.
For the last 2 years I have coordinated the art, costuming and choir aspects of all performances at
Leeville Pubic School and have assisted in the music, dance and drama elements also. The high
calibre of the performances were evident, as, in 2014 the school placed 1 st and in 2015 the school
placed 3 rd in the Casino Beef Week window display, performance and dress-up categories. All
students contributed to a combination of drama, dance, choir, music and art pursuits, in order to
create theme based theatrical experiences to entertain and showcase their abilities in front of
judges, parents, other schools and community members. The resulting performances increased
school spirit and pride and their enthusiasm towards the Performing Arts.
In previous years, I have jointly led students in basic guitar, recorder and percussion lessons in
order to support drama performances, as well as had students compete in choir performances in
the Eisteddfod. I have also choreographed class and stage group dances for school assemblies and
end of year concerts.

High level communication and interpersonal skills with the capacity to build positive
relationships and engage all levels of the school and educational community
I possess excellent communication and interpersonal skills which enable me to communicate and
build positive relationships across students, parents, colleagues, other schools and the community.
One example of my skills was jointly led parent information sessions and workshops on the 5 key
elements of the You Can Do It Program (resilience, getting along, organisation, persistence and
confidence) at Leeville Public School. Parents are a vital part of their child’s education and through
their support and understanding of the social emotional program, school-home communication
became clearer. Student successes and goals were meaningfully communicated through
newsletters, formal assessment of student identified goals and class and school recognition
awards, cementing the relationship with parents and teachers.
Building rapport with students is something that comes naturally to me, however I still work hard
to get to know students individually at any opportunity. I find an easy relationship can be
maintained through sporting and arts activities where students tend to be relaxed, and this then
carries through to the classroom setting. One strategy I use is to decorate my classroom in a
particular theme for the year. Students, who are mostly very pleased with the environment this
creates, are asked to respect the decorations, otherwise they will disappear. By doing this,
students can see that I have made an effort on their behalf and will then respect that with their
behaviour. I make it clear to my class, and other students in the school that they can ask me
anything they like and find that if they feel comfortable approaching you, they start to share and
build a relationship.
My communication with colleagues can range from professional conversations and meetings
through to social interactions with both colleagues and parents. In a small community, teachers
are part of the community and therefore we see parents and colleagues at most social events.
Professionally, I am committed to sharing resources with colleagues, particularly in areas I
specialise such as math, creative units, and integration sport and art with maths learning, and
enjoy learning new skills and gaining resources from others. As a Principal, I would be encouraging
and supporting teachers to provide relaxed and supported learning environments for all students.
As a committed member of the COLOURS and CLASS small schools network, I have worked
cooperatively with a variety of other schools in learning communities to promote public education
by participating in the Casino Beef Week parade and the Casino Beef Week display and
performance and dress-up categories. I have also fostered positive relationships amongst staff
across a variety of schools by partaking in the organisation and running of NRL sporting days, Cross
Country, Athletics Carnivals and Swimming Carnivals as well as Casino district creative arts
performances, creative arts days, travelling theatre performances, comedy shows and weekly
interest group activities.
In previous years I have managed First Eucharist programs involving students from St Mary’s
Robinvale, Robinvale Central School and Euston Public School, as well as working with staff,
students and parents in the schools in the productions of Aladdin Jr and Grease Jr the musicals in
the Robinvale Euston Amateur Community Theatre.

Ability to lead and manage the development and performance of staff to improve teaching and
learning
As principal at Wanaaring Public School, I will participate and contribute to professional and
community networks and forums to broaden knowledge and improve practice. I will identify and
plan professional learning needs for myself and colleagues based on advice from co-workers and
use the Australian Professional Standards for teachers to support the involvement of staff in
external learning opportunities. I will initiate and engage in professional discussions with
colleagues in a range of forums, to evaluate practice directed at improving professional knowledge
and practice, and the educational outcomes of students. I will further develop an understanding of
the implications of and comply with relevant legislative, administrative, organisational and
professional requirements, policies and processes.
Given that NSW is implementing the accreditation and maintenance requirements across the
board, it will be important to ensure all teachers have the opportunity to keep their knowledge
current. All permanent staff not already working to these requirements will need to have their
maintenance accreditation up to date in the next few years and as Principal it would be my role to
ensure this is happening. Professional development sessions could be run as a staff where we all
take part in sessions together which will also ensure a cohesive understanding across teachers.
I have strong experience in working to a new curriculum, having worked in Victoria at the time it
was implemented there, and again in NSW when implemented here. Whilst in Victoria, I
implemented the new English, Maths and Science curriculums, and in NSW, the English and Maths
curriculum. This gives me an excellent understanding of what is required at a school level to
implement curriculum and other changes and means the whole process will be smoother under
my leadership.
In addition to curriculum changes, I have been involved through the Small Schools Network in
writing our own small school maths scope and sequence, which is much more relevant in a small
school environment. The new maths syllabus only lists the curriculum outcomes which are
separate for each year level. Given we are teaching multiple year levels at the one time, the
process is very different and needed a specific scope and sequence to be developed. Through this,
teaching and learning in the maths area are improved and students are able to reap the benefits
of a program designed for them.
As Principal at Wanaaring Public School, I would be keen to undertake some professional
development around leadership area.

Ability to plan systems and manage resources effectively and equitably to enhance teaching and
learning
As an active member of staff, I have regularly contributed to the planning of whole school events,
in order to provide engaging learning opportunities for students while enhancing parent and
community involvement in the school. I have contributed to the organisation and running of
school fetes, ANZAC Day and Remembrance Day assemblies, Easter celebrations, Mother’s Day,
Father’s Day, Grandparents Day, Pancake Day, NAIDOC week, Casino Beef Week performances and
event days, Casino Small School Art Festivals, Christmas pageants and a variety of sporting and
creative art days and excursions with other small schools. These days have provided students
opportunities to present learning to parents and the community, show and develop leadership
skills and fundraise for charity or school excursions. All of these events have required my ability to
manage resources, including money, people, students and equipment. These events enhance
teaching and learning through engaging students and the community, bringing families into the
school, and identifying with a range of cultures, including our Aboriginal students and families.
Since my commencement at Leeville Public School, I have applied for and been successful at
receiving two government grants for sporting equipment, adding to the resources the school has
for children. Recently, I planned and implemented an excursion at Leeville, which ran for three
days and two nights. I have significant experience in the planning of camps and excursions, due to
my previous work with Interaction Experiential Learning and Adventure Based Counselling
organisations. The organisation of excursions requires me to plan what we need, the trip and
timing, gathering of all resources, shopping with the children for food and the actually implement
and run the trip. I am an organised and effective planner and have been successful in each activity
I have planned.
Throughout my role as sports co-ordinator at Leeville Public School, I have been responsible for
the management of all sports equipment and sessions. I have applied for and received a variety of
Premier’s Sporting Challenge grants for Leeville Public School and the CLASS Casino small schools
network, in order to enhance the schools sport resources. Through faculty meetings, I have had
the opportunity to lead discussions on how these grants should be spend to benefit the students. I
have also purchased maths resources to enhance student learning across all strands, by providing
tangible hands on resources.

Capacity to lead staff in implementing the Department's Aboriginal education policies and to
ensure quality outcomes for Aboriginal people
Through my teaching experiences I have further developed an empathy and understanding of
individual students’ cultural and socio-economic backgrounds and the factors that may affect their
learning styles. I have created programs to cater for not only Aboriginal students, but also students
from varying socio-economic and cultural backgrounds, including Vietnamese, Tongan, Italian,
African, Zimbabwean and Filipino. I recognise, support and celebrate cultural understanding
towards all students and community groups.
In the communities I have worked within, the relationship between the parents and community
with the school and its teachers is one of utmost importance. As the school is a place community
gathers, I see the community and parents as one of the greatest assets we have and have utilised
and imbedded this most valuable resource in all we do. I find this relationship a natural step in my
role as a classroom teacher.
In my experience of teaching in schools with Aboriginal students, I have developed opportunities
and structures for substantive communication and community involvement through curriculum
themed classrooms and school displays. These displays have encouraged student participation and
ownership of their learning and class pride. This results in higher parental involvement in students’
education, as students are discussing their learning at home, bringing in things from home to
enhance classroom displays and encouraging their parents to come in to the classroom to look at
the display and engage in the school community. These strategies foster a respectful, stable,
organised and enjoyable classroom, thus ensuring all students feel encouraged to participate in
lessons, enhancing all students’ outcomes and raising their confidence and self-worth.
One strategy I have been involved in was in organising for members of the local Aboriginal
community to be guest speakers at assemblies and run art, craft, music, sport and storytelling
sessions, during NAIDOC week celebrations. Again, this provides an opportunity for Aboriginal
students to share their culture and learn and develop relationships in the process.
As mentioned earlier in this criteria, I have now taught at four schools where Aboriginal students
made up a significant percentage of students and have a commitment to Aboriginal programs and
understand that collaboration with the local Aboriginal community is important for understanding
and engagement. The goals of the Aboriginal Education and Training Policy and Aboriginal
Education and Training Strategy are that Aboriginal and Torres Strait Islander students will match
or better the outcomes of the broader student population, and I am committed to make this
happen.