Graduate Teacher Program

Organisation:  Carranballac P-9 College

Job Title: Graduate Teacher Program

Word Limit: Maximum of one page per criterion

Location: Point Cook, Victoria

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 experiences, which I use to develop personalised learning programs. This has been demonstrated
by:
 Challenging and supporting students to develop deep levels of thinking and application. At the end of
each lesson, I sit with each student individually, 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 apply deep levels of thinking, whilst becoming involved in decision-making within the
classroom, and taking responsibility for their own learning. Additionally, with the whole class I ask openended questions and engage students in discussion about what they have learnt. This provides students
with the opportunity to consolidate their learning, whilst providing 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.
 Connecting learning with communities and practice beyond the classroom. In curriculum planning, 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 so students can participate in their own research
activities, as well as using 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.
 Ensuring that the learning environment promotes independence, interdependence and selfmotivation. At the beginning of each lesson, I set a learning intention that clearly advises students what
they should know and what is expected to be accomplished 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.
 Utilising assessment as an integral part of teaching and learning. Using Assessment For, As and Of
Learning assists me to facilitate a learning environment where I am aware of how each student learns
and how they best learn. 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 hand-on activities to enable them to grasp the new knowledge at their own
level.
 Fostering a supportive and productive learning environment. 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. Moreover, roaming provides me the opportunity to
check students’ progress and answer specific questions, as well as provide them with explicit
individualised instruction and guidance. This is particularly helpful when wanting to extend activities for
students of a higher ability, or further support students who seem to be struggling.
As a Teacher at Carranballac P–9 College, I will continue to base my teaching on the Standards, the
Principles of Learning and Teaching P-12, and Assessment and Reporting Advice in order to ensure that all
students are provided with the best opportunity to achieve success and experience positive learning
outcomes.
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 so, students have been able to
negotiate their learning, which in turn provides a greater level of engagement. This has been demonstrated
by:
 Encouraging students to develop Higher-Order Thinking Skills (HOTS) by asking them to evaluate
questions related to the learning intention of the lesson or task. This was clearly demonstrated when
teaching a class of Grade 4 students and 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.
 Collaborating with colleagues to facilitate continual evaluation and development of 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.
 Utilising Bloom’s Taxonomy Action Verbs to design effective learning and ongoing assessment tasks
that identify and meet 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.
 Leveraging the benefits of team planning and teaching, particularly with other EAL (English as an
Additional Language) teachers, as demonstrated 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.
 Following Howard Gardner’s theory of Multiple Intelligences to support student learning. I subscribe to
its theory that states 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.
As a Teacher at Carranballac P–9 College, I will continue to demonstrate my knowledge of teaching and
learning styles through incorporating differentiated planning and programming into my lessons in order to
cater to students’ varying abilities, learning styles, interests and needs to facilitate consistent positive
learning outcomes. Furthermore, I will demonstrate my commitment to working with colleagues to
continually improve teaching and learning.

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 essential awareness of how students learn best, and under what conditions.
My capacity to do so has been demonstrated through:
 Building checklists and rubrics to encourage students to assess their own work. For example, whilst
teaching a Grade 2 class, 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 where I had students present in front of the class for a ‘being part of our community’
project, and provide 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 consideration.
 Conducting pre-assessment prior to commending a new teaching and learning activity to allow for
differentiation. Prior to commencing a teaching and learning activity, I engage the students in
conversation regarding what they have recently learnt in order to assess what they already know and
understand. The data that I gather from the pre-assessment allows me to determine grouping of
students and to identify whether some students require teaching of prerequisite skills, or need
additional degrees of challenge. During my relief teaching placements, pre-assessments have been a
powerful tool for me to maximise the limited time with students, and has been a valuable resource to
assist me to construct differentiated learning tasks that consider all learners.
 Keeping track of student achievement through the development of graphs that clearly outline student
progress in key learning 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

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. My skills have been evidenced through:
 Consistently establishing and maintaining respectful and collaborative relationships with parents and
carers. Discussing with parents and carers what they would like their child to achieve, and maintaining
clear lines of communication, enables 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,
resulting 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 concerns.
 Contributing to collegial discussion to enhance my practice and applying constructive feedback to
improve my professional knowledge. Contributing 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.
 Engaging students in the learning process whilst building their interest and commitment to learning.
This is achieved through building a strong rapport with students 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.
 Ensuring that student wellbeing is maintained. As a Teacher, I nurture students not only academically,
but also socially, physically and mentally. I look out for 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 required. Additionally, at the commencement of a
lesson, students are provided with explicit behavioural expectations and I ensure to reinforce and praise
positive behaviour as much as possible.
 Enthusiastically sharing resources. Within staff meetings, I am eager to share relevant information and
take notes when others are presenting information to ensure that I have a reference to useful
resources. Furthermore, I actively contribute documentation and learning stories with colleagues to
enhance my teaching practice. Subsequent to attending professional development opportunities, I
discuss new ideas that all teachers can implement into their teaching practice.
 Utilising technology to maintain open lines of communication. 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, discuss issues and tactics as to how best address the issues, as well as to initiate
meetings. This required a high level of written communication skills.
My diverse teaching experience has highlighted to me that maintaining a positive attitude and
communication regarding student learning, and remaining open to discuss new ideas with both colleagues
and parents, is essential to providing an environment in which student learning is encouraged and allowed
to thrive. I am committed to open and constructive communication and will continue to utilise my high-level
skills in this area as a Teacher at Carranballac P–9 College.
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 involvement in
excursions, sporting events, classroom and extracurricular activities. As a Teacher, I am reflective and
evaluate my practice constantly in order to identify ways of improving student learning outcomes,
classroom management, and my effectiveness as a teacher. This has been demonstrated through:
 Volunteering outside of the classroom. 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 and flourish. 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 could all relate to.
 Taking on feedback from colleagues in areas such as curriculum planning, assessment, transitions and
pathways, as well as wellbeing and behaviour management strategies. This was demonstrated in a
placement as a casual relief teacher where I approached another preparatory class teacher regarding
advice as to how 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 proved to assist
me and I have been able to utilise it effectively during placements that I have since undertaken.
 Sourcing and attending professional development programs. As a reflective teacher who evaluates
their own practice constantly, I am always looking for ways to improve student learning, classroom
management and my effectiveness as a teacher. I investigate innovative programs that are being
regularly 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.
 Immersing myself in whole school cultural celebrations. 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.
 Organising whole-class excursions. Educational trips provide students with the chance to build closer
bonds with their classmates, experience new environments and enjoy a day away from the classroom.
During my time with Bombolino Montessori Academy, I had the opportunity to organise whole-class
excursions to places such as the Royal Ontario Museum (ROM) where students learnt and discovered
many new and exciting things to discuss back in the classroom.
 Collaborating with Teachers and students from other schools. 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.
My participation in a broad range of school activities has provided a means for students to interact with me
in a less traditional environment, thus paving the way for positive student learning outcomes within the
classroom. As a Teacher at Carranballac P–9 College, I am committed to consistently contributing to whole
school activities and I am eager to continue to learn and refine my teaching practice as my career
progresses.

SC6 Capacity to work collaboratively within teams to implement Carranballac P-9 College’s Strategic Plan
In order for schools to move forward, I recognise the importance of strategic planning and working
collaboratively to implement initiatives that support the direction in which a school wishes to head. With a
strategic plan, all stakeholders are working toward the same vision, trying to reach the same goals, and
building commitment to the organisation. As such, I am committed to upholding all service standards set
within a strategic plan, whilst demonstrating my capacity to work collaboratively within teams to
implement it. This can be verified through:
 Fostering student engagement by providing learning activities that are inclusive of all styles of
learners. I keep in mind that student engagement is a major focal point in most schools’ strategic plans
and is intended to foster a learning environment in which students feel connected and engaged in their
learning. To achieve this, I provide visual, auditory and hand-on learning activities. For example, if
teaching a mathematics concept, I will first demonstrate the concept on the interactive whiteboard,
then engage students in a hands-on activity using counters and/or shapes, have them work on a
worksheet, then assist them to consolidate their knowledge through discussion. By using this approach, I
can be certain that all learning styles are catered to and students are provided with opportunities to
participate in activities that appeal to them and that they enjoy.
 Maintaining my capacity as an effective Teacher by implementing up-to-date teaching strategies. By
attending professional development training on a regular basis, I can work with my strengths to create
higher capability and understanding. For example, recently I attended the Victorian Curriculum F–10
Workshop facilitated by InThync Professional Training. The workshop assisted me to grasp a thorough
understanding of the intentions, structure, content and standards of the Australian Curriculum and
Victorian Essential Learning Standards (AusVELS), which will assist me in leading the learning within my
classrooms. Additionally, I have now developed high-level understanding of the learning areas and
capabilities that require explicit teaching. I am eager to put my new skills and knowledge into practice,
confident that I will make a positive contribution to any classroom.
 Respecting the cultural background of the students that I work with. A large number of schools that I
have contributed to have consisted of a student cohort comprising mostly of students from non-English
speaking backgrounds. To ensure that they feel comfortable and respected, I will first provide an
introduction of myself and my background to show that I am just like them. This allows me to then
introduce an ‘ice-breaker’ activity where all students introduce themselves and provide some
information about their culture. Not only does this assist with students’ language and speaking skills, but
it encourages them to be proud of and supportive of each other’s cultural backgrounds.
 Supporting whole school welfare and behaviour management plans. In each of the schools that I have
worked, I have ensured to take on board the plans and strategies for welfare and behaviour
management by familiarising myself with the school’s Welfare and Engagement Policy. This facilitates
the continuation of consistently high standards of behaviour so that learning and teaching can be
effective. By following the plans, shared expectations for student behaviour remain clear to everyone,
thereby assisting both students and myself to create and maintain a safe and orderly learning and
teaching environment.
 Ensuring that my curriculum delivery and pedagogical practices are consistent with current strategies.
During my time as a Casual Relief Teacher, I have worked with a diverse range of students at each
school, including students diagnosed with a physical or learning disability. In these instances, it is
imperative that I consider whole school strategies in working with the students, as well as notes left by
the students’ regular teacher. Doing so maintains consistency with student routine and ensures that
students are adequately supported, therefore resulting in continued student engagement.
As a Teacher at Carranballac P–9 College, I will demonstrate my commitment to the school by familiarising
myself with the Strategic Plan so that I have the knowledge and guidance to support its implementation
within the school. Moreover, I will work collaboratively with my colleagues on the key improvement
strategies required for the school to achieve its goals and targets.