Classroom Teacher

Organisation:  Tuggerah Public School

Job Title: Classroom Teacher

Word Limit: 1 page per point

Location: Tuggerah

Demonstrated capacity to promote quality teaching through collaboration, innovative classroom
practice and differentiated learning programs, data analysis, assessment and feedback
Within my current role at George’s Hall Public School, I have demonstrated my ability to promote
quality teaching throughout the school, working collaboratively with other teachers to implement
innovation within the classroom in a range of areas, including literacy, numeracy and ICT. I have an
excellent understanding of the Quality Teaching Framework and the literacy and numeracy
continuums and how these inform NAPLAN data. Some examples of my ability to provide quality
teaching, data analysis, feedback and innovative practice include:
 Providing meaningful feedback. Last year while conducting a Year 4 mainstream class, I
observed a student exhibiting ADHD behaviours, as evidenced by a lack of concentration,
inability to grasp instructions and easily distracted. I communicated with the student’s parent
using ClassDojo to request a meeting. In a three-way formal meeting between the parent
myself and the student, I provided feedback on the observed behaviours and suggested that
the parent seek a second opinion regarding a potential learning barrier. As a result the
student received appropriate medication and his mathematic assessment scores, increased
from 1 to 4% up to 43 to 50%, much to the parent’s delight.
 Incorporating ClassDojo for assessment and feedback. Daily, I use the App ClassDojo as a
means to communicate with parents and/or carers. By providing real-time feedback
regarding their child’s progress, inspires students to remain engaged and motivated. Parents
are able to message me instantly with any questions or concerns, to which I can respond
immediately. As an example, I used the App to inform a parent of a challenge that their child
was having with a particular mathematic formula, which I was able to explain and rectify. As a
result, the parent understood the situation and appreciated being involved in their child’s
learning experience.
 Increasing my colleagues’ capacity through collaboration. In my most recent position with
George’s Hall Public School, I am the largest user of the ClassDojo. That being the case, I was
assigned as mentor to the entire faculty cohort. Taking a collaborative approach, my
colleagues engaged in peer observation during a class in which I was using ClassDojo. I was
able to demonstrate the many beneficial features of this App as well as provide training and
support in group and one-on-one sessions. This has resulted in an increase of teachers using
this innovative online resource as well as an improvement in communication across the
whole school community.
 Taking anecdotal notes. Recording observations made in the classroom around student
interaction and class discussions, I ensure all individual student needs are catered for. For
example during science lessons, I make use of the PrimaryConnections program to link
science with literacy. During each lesson, I observe and take notes and participate in self-
reflection after the lesson. As a result, I was able to re-program the subject for the entire
Stage, comprising eight classes, enhancing teaching practice and learning outcomes.
 Utilising NAPLAN data and pre-testing. By incorporating Stage pre-testing, as established by
the school particularly in the areas of numeracy and literacy, I gain an understanding of
students’ abilities. Additionally, I am able to rely on evidence-based statistics. As a result, I
am better informed to plan lessons that ensure every student is progressing through the
various aspects of the continuums, strengthening the students’ knowledge and enhancing
their learning experience.
By fostering student engagement at Tuggerah Public School through high quality, inclusive and
differentiated learning experiences that are shaped by a value for critical thinking and creative
problem solving, I will provide all students with the opportunity to achieve a lifelong love of learning.

Outstanding ability to develop and implement, whole school student welfare and wellbeing
programs to maximise learning outcomes for all students, including gifted and talented programs
My extensive knowledge of curriculum, assessment and student welfare enable me to maintain
commitment to design quality, engaging and inclusive teaching and learning programs. With a focus
on student welfare, I encourage open communication, trust, support and strong ethics to foster a
strong environment where the development of programs is a collaborative effort. This is
demonstrated through:
 Incorporating Vivo to enhance wellbeing. During my time at North Gosford Learning Centre,
I had the opportunity to participate in the implementation of Vivo as one of the 10 pilot
schools to run the program, being the only special education school in the program. A Vivo is
an experience that builds skills and character by providing opportunities and experiences for
students to embark on self-reflective learning and journeys, where they can build essential
personal and life skills. Each student was issued with a Vivo credit card and was issued Vivo
points for good behaviour and well-performed tasks. These Vivo points could then be
converted to Vivo money and used to purchase donated items from local businesses and a
local football club. As the only special education school, I personally worked alongside the
representative from the company so as to create a modified program that would
complement the student cohort. I then was able to train students and staff as well as the
principal on the programs use. This resulted in an increase in literary and computer skills
along with sustained engagement and use of this program runs successfully to this day.
 Participation in the welfare committee. In my current role at George’s Hall Public School, I
am in the process of preparing programs for delivery across all school levels, based on the
You Can Do It! Program. The program’s purpose is to optimise the social, emotional, and
academic outcomes of all young people. Currently, I am scheduled to conduct a whole school
development session designed to develop my colleagues’ capacity to make use of this
program. All students, including gifted and talented students, will benefit from this program’s
implementation as it will increase their confidence and capacity to extend and achieve their
potential. Additionally, the program focuses on building the social, emotional, and
motivational capacity of young people, enhancing their ability of academic success.
 Substantial use of Edmodo. To facilitate the safest and easiest way for educators to
connecting collaborate with students, parents and each other, I regularly use Edmodo. This
online resource provides a forum in which students can communicate with myself and each
other. As the teacher I am able to upload activities and assign homework tasks on a group
and individual basis. By the use of this innovative form of technology students’ computer
skills have increased substantially as well as a greater understanding of media and its
implications. Edmodo enhances the welfare and wellbeing of students and parents by its
interconnectedness and interdependency.
 Supporting gifted and talented students. Being thoroughly familiar with the use of New
South Wales Department of Education and Training (DET) portal, I was able to educate a
gifted and talented class of students in its use. Included in my instruction was how to send
language-appropriate emails as well as addressing issues of cyber safety and cyberbullying. As
a result, the students began to use the portal to communicate with each other as well as use
the Internet more safely.
By consistently utilising my well-developed interpersonal skills, I am confident that I will continue to
demonstrate my commitment to student welfare and engagement at Tuggerah Public School, as well
as instil a lifelong love of learning in students through engagement and collaboration with parents
and the whole school community.

Demonstrated capacity of innovative classroom practice and implementation of curriculum change
and innovative pedagogy to meet the needs of 21 st Century learning
21st Century learning involves students developing a sense of wonder, the ability to explore,
communicate and collaborate before reflecting on task processes and outcomes thus fostering an
environment of lifelong learner. Within my current role, I have demonstrated and proven my ability
to implement curriculum change and provide for the needs of 21 st Century learners, including:
 Providing an online forum for communication. In the 21 st Century there is an ever-increasing
need for connectedness. To facilitate this need, I use Edmodo where students can create
their own profile and upload pictures within this safe educational program. As an additional
benefit, I am able to close down the portal at certain times such as at midnight, so that
students get needed rest. To further enhance learning, I upload surveys to establish the
interest of my students so as to inform programming. As a result of one survey, I was able to
incorporate a music video associated with a literacy class and spelling words. The students
really enjoyed this lesson and were encouraged to exhibit good behaviour so as to have the
same style of lesson the following week. Additionally, I vet all comments and communication
and on approval post them. I am therefore able to moderate and discuss appropriate and
inappropriate online language.
 Providing students with rich visual educational experiences through the use of YouTube. I
utilise YouTube on a regular basis when introducing new concepts and topics, as well as
providing students with something visual and entertaining to break up a lesson. Recently, I
used YouTube during a science class where the learning intent was to identify the distinct
differences between day and night. I used a time-lapse video on YouTube of Sydney Harbour
to show the differences in light and shadows during the different transitions of the day. The
students were then tasked with creating a T-Chart as a visual representation of what they had
learnt. Additionally through group discussion with the class, I realised that their knowledge
had substantially increased from what they expressed prior to watching the YouTube clip.
After handing in their workbooks and examining their T-Charts, I also gained an
understanding of the different learning styles of my students.
 Regular use of the interactive whiteboard (IWB). To ensure that students’ individual needs,
backgrounds, perspectives and interests are reflected in the learning program, I often use the
IWB, using interactive games and short videos to engage visual, auditory and kinaesthetic
learners. My lessons are differentiated for the range of students in my class. I use a variety of
activities and tasks, some group orientated, some individual allowing students to work at
different levels and pace. For example, during my mathematic lessons, I often incorporate
interactive games that stimulate my students’ cognitive skills, catering to various learning
styles. As a result, my students mentally engagement has been lengthened and their
knowledge retention has increased.
 Innovative use of ClassDojo. To support the needs of 21 st Century learning and innovative
classroom practice, I use ClassDojo to keep parents well informed throughout the day. With
the parents’ permission, I take photos of their children participating in various activities and
upload those photos in real time to the App. Often, parents as well as grandparents will send
back responses and messages reflecting their enjoyment in receiving these photos. ClassDojo
enhances communication between the teacher and parents as well as within the family unit,
providing an opportunity for more meaningful communication within the home environment.
As a teacher at Tuggerah Public School, I am confident that my understanding of 21 st Century
learning and ability to implement innovative technology based programs for quality teaching and
learning, will equip students with the capacity to thrive within an ever-changing society.

Demonstrated ability to lead and implement whole school Literacy and Numeracy programs,
encompassing current practice based on continuum learning
Differentiated learning is centred on the strategy of basing learning on students’ needs, as everyone
learns in different ways and styles. As a teacher, it is my responsibility to create a learning
environment that is stimulating, engaging and that offers a range of resources to cater to a wide
range of individual needs to encourage progress and growth. As such, I provide students with explicit
lessons that enhance literacy and numeracy outcomes. My expertise can be demonstrated through:
 Developing and implementing a literacy program. As a classroom teacher at HopeTown SPP,
I taught a class of eight students ranging from Year 3 to Year 6 who were unable to attend
mainstream classes. I was one of three primary school teachers and to enhance literacy
outcomes, I developed a literacy program that was to be rolled out for all primary students.
Being that each class included students ranging from Stage 1 to Stage 3, it was essential that I
create this program with flexibility to differentiate to each individual student’s needs. I
presented the program to my colleagues and collaboratively we made modifications to suit
the different classes, managing specific needs. In fact, up until this point whenever students
sat the annual NAPLAN assessment they would run out of the classroom part way through.
However after the rollout of this program, my class of students for the very first time
completed NAPLAN!
 Utilising a data wall as a visual reference of progress. To assist students in progressing along
the various aspects of the literacy and numeracy continuums, I enjoy using a data wall. As a
teacher, I find this helps me to identify at-risk students that will benefit from differentiation
and scaffolding, average students that need only occasional intervention as well as gifted and
talented students that require extension. A benefit to the students is that they have a clear
visual reference of their and their peers’ progress, providing positive peer pressure,
encouraging them to strive for further success. As an example of the style of data walls that I
have used, I had a picture of a palm tree, representing the continuum, and monkeys,
representing the students, and as they progressed the monkeys climbed further up the palm.
My students thoroughly enjoyed moving their monkey up the tree.
 Supporting enhanced numeracy outcomes. With a passion for ICT, I have developed
numerous PrimaryConnections Smart Notebook Units. Due to the complexity of preparing
these units, I was tasked with preparing multiple lessons, addressing mathematics. Each
lesson consisted of creating three or four screens that included still images, flashing graphics,
hyperlinks to information on the Internet as well as quizzes, games and mathematics-based
activities. I created these lessons based on the desired outcomes and indicators of the
Numeracy Continuum. These lessons were then shared amongst all Year 3 and Year 4
teachers. The use of these interactive lessons has resulted in enhanced numeracy outcomes.
 Regularly utilising formative and summative literacy and numeracy assessments. In order to
monitor my students’ progress along the continuums, I have moderated assessments based
on theorists such as Hattie, Fullen and De Bono. This has resulted in consistent improvements
in assessment results as well as improving my own pedagogy. Further, high-performing
students from my class have regularly gained placements in opportunity classes, to further
academic progress.
As a dedicated teacher, within my programming I will ensure that standards featured on the literacy
and numeracy continuum are addressed and taught consistently within my classroom. I will remain
keenly aware of individual needs and continue to design, implement and support whole school
programs. I am able to plan successful, differentiated programs that stimulate my students’
academic abilities and will continue to do so at Tuggerah Public School.

Demonstrated ability and capacity to contribute to the implementation of ICT programs across the
school
Within my classroom, I provide a rich, differentiated environment to meet the needs of students, as
well as provide opportunities for interaction that facilitates 21st Century learning. Through my
knowledge of 21st Century learners and the relevance that technology has for them, I present
information to students utilising a variety of methods. By giving students these authentic learning
experiences and choices in how they learn, they can see how things relate to them and their lives,
allowing them to be truly interested and engaged in their topic. This is fulfilled by:
 Supporting the introduction of computer coding. In my current role with my Year 4 class, I
have had significant success by focusing on STEM (science, technology, engineering and
mathematics) subjects. I attended a professional development day that was conducted by an
ICT expert where I was introduced to emerging technologies. I was then provided with an
opportunity to lead extension classes to teach students aspects of technology that included
computer coding. I incorporated play-based learning techniques by using LEGO
MINDSTORMS. Initially the students built a robot and then plugged it in to a computer using a
USB cable. The student would then use computer coding to program their creation to move
around the supplied play mat. By doing so, enhanced each student’s understanding of
graphic effects, formula in Excel as well as the use of basic macro commands for sorting and
filtering data. Additionally, by taking the lead in using more complex forms of ICT within the
classroom has piqued the interest of my colleagues to incorporate MINDSTORMS.
 Assisting fellow colleagues with ClassDojo. Initially, I was the first teacher to implement
ClassDojo. Based on feedback from students and parents, I individually introduced ClassDojo
to my colleagues. Having the reputation of being the go-to person in the area of ICT, I offered
to assist less tech savvy colleagues in setting up ClassDojo. As a result of my willingness to
train the faculty, ClassDojo is now used by 90% of the teachers, which includes four classes
within every year level. The benefit of ClassDojo is its flexibility to use as least or as many
features as each teacher feels comfortable using. Additionally, in general classroom
behaviour has improved significantly because of the increased communication and
involvement of each student’s parents in their learning experience.
 Demonstrating the benefits of using Skype. Due to workplace health and safety issues
excursion activities are often limited. To support students in their exposure to authentic
experiences, I regularly utilise Skype. For example, during a science lesson the topic of life
cycles was being discussed. Using my iPhone, I called a goldfish breeder on Skype and
connected it to the interactive whiteboard as well as a webcam facing the classroom. My
students were shown real-life examples of goldfish during various stages of their life cycle
and their varying habitats. Additionally they were able to ask questions and receive
immediate answers. My students thoroughly enjoyed the lesson and other colleagues are
now following my example and implementing this form of ICT into their classrooms.
 Training staff in relation to cyberbullying. During my time at North Gossip Learning Centre, I
implemented a school wide program based on the NSW DET’s cyberbullying agenda. I
focused on educating the faculty on the issues surrounding cyberbullying and how to
effectively teach students the importance and impact of the topic. As a result of this program,
students and now using technology more responsibly and safely.
21st Century learning involves students developing a sense of wonder, the ability to explore,
communicate and collaborate before reflecting on task processes and outcomes, thus fostering an
environment of lifelong learners. As a Teacher at Wollongong West Public School, I will continue
demonstrate my passion, enthusiasm and love for learning across all Key Learning Areas and
embrace and share new technologies to enhance student learning.

Demonstrated ability to facilitate and support whole school sport programs
Sports and physical education are essential to providing a well-rounded education. The presence of a
well-developed sports program can provide a means of engagement for students who may
otherwise struggle to connect with school. Sport and other physical activities have the ability to
mirror life and can instil a range of core values, such as discipline, cooperation, social skills and
building good character. These programs can reinforce knowledge in other areas of the curriculum,
as well as developing and maintaining a sense of school pride, and an improved feeling of student
wellbeing. My ability to coach and lead sports programs is demonstrated through:
 Organising a whole school motor skills ability day. At HopeTown SSP, it was impractical to
run a sports carnival due to the lack of interest and resilience of the students. As an
alternative, two of my colleagues and I formed a group to arrange a motor skills ability day.
We organised activities that incorporated motor skills on a non-competitive basis. Activities
centred are ound skills such as throwing, leaping and kicking, attempting to beat their own
best school. Since the students enjoyed the day so much, their enthusiasm and participation
in future sports activities increased. Further, within the classroom the students were more
willing to participate in group games, with less anxiety and stress since they were more
confident in their own abilities.
 Arranging Aboriginal activities. During my time at HopeTown SSP, I had the opportunity to
be a part of the Primary Committee and design and implement an Aboriginal culture and
sports program. As one of the 15 members of the committee, representing 10 different
schools, I was able to contribute my knowledge of Aboriginal heritage based on what I had
learnt at a professional development session. A cultural sports day was arranged that
incorporated activities such as a didgeridoo workshop, a dance workshop, traditional
Aboriginal, painting and crafts activities as well as traditional storytelling. As a result,
Aboriginal and non-Aboriginal students thoroughly enjoyed the day as well as enhancing
community interconnectedness.
 Conducting dance classes. Prior to my teaching career, I was a professional dancer at a
national level for rock and roll and swing. With a particular passion for dance, I have
implemented a Year 3-6 dance program. I teach students swing, the Charleston and rock ‘n
roll, which they thoroughly enjoy. Additionally, I organised a dance performance for the
Kilanna Festival, including cutting the music, the choreography, and designing the costumes
and having them made. My students were the only group to receive an encore as well as
were photographed for the local newspaper. Even though this required many hours of work
outside of school hours, I was thoroughly rewarded for involvement in this experience.
 Increasing girls’ enthusiasm to play sports. During a whole term relief position replacing the
sports coordinator, I was to conduct the sports program. Discovering that the female
students not wanting to participate, I implemented a creative football program whereby
participation in sports would be incentivized by receiving rewards such as wristbands. As a
result of my innovation and persistence, enthusiasm and participation of my female students
in sport increase considerably, to the point where they requested to continue learning
football skills since they enjoyed it so much.
The strong relationships derived from my extracurricular involvement have provided a means for
students and my colleagues to interact with me in a less formal environment, thus paving the way for
collaboration and positive student learning outcomes in the classroom. As a Teacher at Tuggerah
Public School, I will demonstrate my commitment to consistently contributing to whole school
programs and initiatives, and I am eager to continue to learn and refine my teaching practice in
support of school excellence in teaching and learning.