Graduate Teacher Program

Organisation: Waverley Meadows Primary School

Job Title: Graduate Teacher Program

Location: Waverley Meadows Primary School

Demonstrated knowledge and understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice and the ability to implement curriculum programs consistent with their intent

My recent formal training in the Bachelor of Education (Prep – Year 12) program has ensured that I am well versed in the professional standards and guidelines applying to current teaching practice. In my educational roles to date, I have demonstrated my understanding of these materials and my capacity to deliver curriculum outcomes by:

• Using curriculum requirements as the basis for planning. I conduct my lesson planning with reference to the AusVELS curriculum, ensuring that the teaching and learning activities that I plan and deliver reflect the curriculum’s intended learning outcomes.
• Establishing a supportive and productive learning environment in which students feel able to participate and contribute. I ensure that students are given the opportunity to share their ideas and that the rest of the class listens respectfully when one of their peers is speaking. If a student is not willing to speak up in front of the whole class, I will ensure that I spend time with them later to hear their contributions and show that they are valued.
• Ensuring that my learning programs reflects my students’ needs, and that my assessments are based on an understanding students and how they learn. Recognising that my students have auditory, visual-spatial and kinaesthetic learning preferences, I provide varied activities that allow students to understand material and demonstrate knowledge in a way that is appropriate and appealing for them. For example, during my third year teaching placement, I created a cohort of assessment tasks for my Year 8 students on the topic of Mental Health. Designed to appeal to the multiple intelligences identified by Gardner, students could choose which of these tasks they wished to complete to accumulate the required number of points
• Promoting independence, interdependence and self-motivation in my classroom. For the Year 8 Health assessment tasks described above for example, students could choose to work on some tasks individually if they preferred, while other tasks required the cooperation of pairs or small groups in order to promote collaboration skills. Providing students with the opportunity to choose which of the range of available assessment tasks they wished to participate in allowed them a sense of ownership over the activity, encouraging self-motivation in their learning.

In my professional practice as a teacher I will continue to be guided by professional initiatives including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice in planning and delivering teaching and learning activities which reflect and achieve the intended curriculum outcomes.

Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning

My experience of teaching practice to date has provided me with the opportunity to work collaboratively with colleagues, as well as the opportunity to develop and display my classroom teaching skills. My capacity to effectively work in these contexts and continually improve my teaching practice has been demonstrated through:

• Designing learning activities around the learning styles of my classroom. For example, during my fourth year teaching placement, I was teaching my Year 3 class about angles as part of their maths subject. Through prior observation of the class and through discussion with my mentor teacher, I identified that the main learning styles of my class were visual‑spatial, bodily-kinaesthetic, interpersonal and intrapersonal. I therefore designed four learning activities that catered to these styles for the students to rotate through. These tasks included using the interactive whiteboard to identify and measure angles, conducting online research of angles and providing a written description of findings, discovering and labelling angles within the classroom, and colouring, cutting and sorting angles of different sizes.
• Scaffolding student learning within zones of proximal development. Through application of an ‘I do, we do, you do’ approach, I allow students to build their competency. In order to equip students with the skills to independently identify and measure angles in each of the learning activities described above for example, I first demonstrated each activity to the class. I then asked a student to demonstrate the activity, while the class worked together to guide them based on what they had just learned. After going through this process, the students were then ready to apply this new knowledge through independently tackling the activities with support available if it was needed.
• Utilising strategies to maintain a high level of student engagement. For example, I have used technology in my classroom as a learning tool to reinforce taught material, because I have found students highly responsive to interactive tools such as iPads and whiteboards when used in an appropriate context. Other strategies I use to ensure that my teaching environment remains engaging include providing opportunities for peer collaboration, incorporating ‘hands-on’ tasks, and using outdoor spaces as learning environments.
• Taking opportunities to learn from more experienced colleagues in order to improve my teaching practice. During my teaching placements for example, I sought feedback from my mentor teacher on my planning and delivery of lessons, as well as engaging with other colleagues at my placement schools to learn about their preferred teaching and learning strategies and activities.

As my teaching experience grows, I intend to continue to refine and develop my practice, through seizing opportunities to collaborate with, learn from and teach alongside my more experienced colleagues and through engaging in thoughtful reflection on the outcomes of my teaching activities.

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

In my classroom, I use the information I gain from assessments to guide and inform my teaching practice, responding to the student needs that are evidenced through analysis of assessment results. My capacity to monitor, assess and utilise student learning data has been demonstrated through:

• Utilising a broad range of assessment tasks to provide students with a range of opportunities to demonstrate their knowledge and understanding. An example of this was shown through providing my Year 8 Health class with a choice of assessment activities through which they could demonstrate their knowledge of the topic of mental health. These assessment tasks each carried a certain number of ‘points’, and each student could select which tasks to complete to accrue 100 points. By providing diverse assessment options, reflecting the multi-dimensional learning process, I ensured that each student was provided with a good opportunity to demonstrate their true understanding of the topic, rather than their ability to respond to one particular style of assessment.
• Conducting personal reflections following the delivery of teaching activities, and refining practice based on the results of these reflections. After delivering a lesson, I reflect on what worked well, what didn’t, what was particularly well received by the students and what resulted in strong engagement. By remaining observant and aware of how students are responding to my planned learning activities, I am able to continually improve my teaching practice.
• Using assessment to enable me to provide differentiated learning activities for students of varying abilities. For the maths activities described above for example, I grouped students according to ability level as determined by diagnostic testing prior to beginning the learning unit. Over the course of four lessons, each group rotated through each of the four activities I had provided. To take account of the varying levels of ability, I modified the level of difficulty and degree of support provided for an activity depending on the ability level of the group tackling the activity in that lesson.
• Utilising assessment outcomes to guide my teaching. For example, diagnostic testing prior to teaching my Year 3 placement class about formal and informal letter writing allowed me to commence my teaching on that topic at a level that was suitable for the pre-existing level of knowledge.
• Providing direct, immediate and relevant feedback. Following explicit instruction to my Year 3 class on the method of writing an informal letter, each student then wrote their own letter to a friend while I observed their work and provided immediate feedback and further instruction to individual students as I moved around the classroom. Following this, some students volunteered to read their letters out to the class, allowing peer assessment of their application of the taught material.

My ability to respond to assessment data ensures that my teaching practice is able to evolve and develop in response to the particular needs and abilities of my students. Making assessment an integral component of my lesson planning and providing opportunities for students to learn from assessment activities leads to positive educational outcomes for my students.

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

As a clear and effective communicator, I tailor my communication style and content appropriately to my audience. Utilising well-developed communication and interpersonal skills, I have developed successful and constructive relationships in my teaching practice, as demonstrated through:

• Communicating effectively in a classroom environment. Through providing clear class rules and expectations to my students, I ensure that all class members understand what is asked to them. Having completed teaching placements with classrooms of students from early Primary through to Secondary level, I have demonstrated my capacity to communicate these expectations to students in a way that is appropriate for their age and level of understanding.
• Utilising clear communication in a challenging teaching environment. In teaching and coaching sports and physical activities, I have needed to demonstrate clear and concise verbal communication to explain often-complex techniques, rules or drills to students in outdoor environments where distractions are common. I ensure that I engage my students’ attention and use age-appropriate language to provide relevant and easily understandable instructions, supplementing verbal direction with physical demonstrations where necessary.
• Seeking the advice and knowledge of experienced teachers. For example in my relief teaching work, I have built relationships with, and been able to call on the knowledge of, the school’s Physical Education teachers to assist me in my lesson planning and delivery.
• Displaying strong written communication skills through developing comprehensive lesson plans with strong links to curriculum learning outcomes.
• Communicating with parents regarding their child’s learning and progress. For example, as Tennis Coach and Team Manager at Camberwell Grammar School, I developed positive relationships with the parents of my student players. I would talk with them after coaching sessions and at weekend game about their student’s progress and the skills and techniques that were currently being worked on in my coaching sessions. During one of my teaching placements, I also had the opportunity to attend, and contribute to, parent-teacher interviews with my mentor teacher. In these interviews I provided parents with information about student progress in the topics that I had taught.

My experience to date has demonstrated my capacity to tailor my communications to my audience in a range of environments. Through maintaining effective communication with students, their parents and my peers I will continue to develop constructive relationships to aid the delivery of my teaching activities.

Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice

Committed to ongoing development of my own teaching practice, I strive to incorporate new knowledge gained from professional development in to my classroom. In my educational experience to date, I have enthusiastically contributed to and participated in a wide range of activities, including:

• Participating in school camps. As part of my AFL Traineeship completed through Camberwell Grammar School, I assisted in the planning and organisation of a junior school camp and the supervision of camp activities.
• Undertaking school excursions. During my teaching placements, I have had the opportunity to participate in excursions, such as supervision of students on a trip to local parklands.
• Contributing to whole-school activities. During my fourth year teaching placement for example, I assisted with the school-wide participation in the ‘Jump Rope for Heart’ initiative. My role included setting up activities, supervising activity stations and teaching techniques to the students.
• Making use of school resources for learning activities. In my second year teaching placement for example, I made use of the school’s kitchen garden to teach my students about the life cycle of a plant, and how to plant and care for seeds in order to grow food. This then led in to lessons about the health benefits of fruits and vegetables, followed by cooking lessons showing students how to prepare healthy meals with the foods grown in the school garden.
• Undertaking formal professional development activities. For example, while at University I was able to attend a professional development day for Health teachers, where I was able to learn from presentations provided by experienced Health teachers, and health industry professionals, as well as share resources with colleagues.
• Undertaking ongoing reflection on my teaching activities. Through reflecting on my lessons, what worked well, what could be improved and what I would do differently the next time I taught that topic, I aim to continuously improve and refine my teaching.

My participation in school activities to date is indicative of my willingness to become involved in and contribute my time and abilities to a range of school activities. As a committed and enthusiastic teaching graduate will be glad to take any opportunities offered to me to undertake professional development or gain experience to assist me in the development of my teaching practice.

Demonstrated ability to teach Health and Physical Education from P-6

 Possessing a passion for sport, physical fitness and health, I am qualified to teach Health and Physical Education at Primary level and have accrued significant experience in teaching and coaching sports activities. Prior to undertaking my teaching degree, I completed an AFL Traineeship at Camberwell Grammar Junior School. As part of this traineeship I assisted the Physical Education (P.E.) teacher in teaching P.E. for a full year, including directly teaching some classes with the teacher present for legal supervision requirements only.  My ability to teach Health and Physical Education from p-6 is demonstrated through:

• Proven experience in teaching a wide variety of sports. As part of my traineeship I successfully taught students in the sports of Australian Rules Football, Tennis, Soccer, Basketball, Street and Field Hockey, Volleyball, Swimming, Badminton, and Table Tennis. Ain addition, I assisted with organising and running the ‘Huff n Puff’ program which students participated in various ball game activities, dancing, and a cross-country run.
• Providing coaching to students in individual and team sports. I have successfully coached my own Year 7 Tennis team, as well as being an Assistant coach for a Year 7A/2nds Australian Rules football teams. Achievements include successfully teaching students how to improve their groundstrokes in Tennis (e.g. a forehand and backhand) assisting assisting students develop their strategies/tactics in a game of football.
• Experience in planning and delivering sports events. For example, I have assisted a mentor teacher to organise and run an Athletics Carnival, a Cross Country event, and a Swimming Carnival as well as assisting the teaching of the relevant skills and techniques for each of these events. For instance, I was assisting teach long jump to a grade 5 student for Athletics at Camberwell Grammar School, and I noticed one student who seemed to be jumping with a lack of effort. I gave him advice on ways to improve his jump, enabling him to better understand the technique and purpose of the long jump. As a result, his jumps began to display more effort, as well as with a better looking technique.
• Providing students with education on the benefits of physical activity. For example, before conducting Australian Rules football clinic lessons at a Primary School with Year 3 classes, my fellow coaches and I discussed the health benefits of participating in general physical activity, such as improved cardiovascular fitness, healthy body weight, increased fitness, improved flexibility and balance, stronger muscles and bones, and opportunities to develop social skills and make friends. The clinic had a high participation and engagement rate, and after the conclusion one of the class teachers of the grade 3 classes mentioned to us that she was very surprised and glad to see that two of her students were actively participating in our football clinic as they rarely showed an interest in any P.E classes at the School. It appeared that the discussion about the health benefits of being active had motivated these students to participate in the activity on offer.

My passion and commitment to physical education, sports and health ensures that I instil a love for these pursuits in my students, making me an effective teacher in the subject areas of Health and Physical Education.