Head Teacher Mathematics

Organisation: Thomas Reddall High School

Job Title: Head Teacher Mathematics

Location: Thomas Reddall High School, Campbelltown, NSW

SPECIFIC CRITERIA
SC 1 Demonstrated ability to use and model a wide range of strategies in lesson delivery
including the use of the full range of interactive technologies
Within my classroom, I provide a rich, differentiated environment to meet the needs of students,
as well as provide opportunities for interaction that facilitates 21 st Century learning. Through my
knowledge of 21 st 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, they can see how things relate to them and their lives, allowing them to be truly
interested and engaged in their topic. As relieving Head Teacher Mathematics, I understand the
importance of inspiring the faculty to be proactive in improving their pedagogy in order to achieve
desired syllabus outcomes in conjunction with quality assessment strategies. I fulfil this by:
 Leading the faculty in the development of differentiated and practical assessment
models. Currently, I am a part of the teaching and learning program evaluations group.
Staff had expressed concern that the assessment tasks they were utilising were not
accurately reflecting students’ abilities so, in response, I researched and developed new
assessment strategies. As required by BOSTES, a selection of pen and paper and hands-on
tests were retained and it was imperative that the methods I developed fully engage
students in order to foster on-task behaviour. In order to collect accurate data, I trialled
the use of open-book assessment tasks and, as a result, there was a 30% improvement in
marks for the Year 9 mathematics class. When the other staff utilised the same method,
overall the teachers felt a greater connection with the students as well as noting that the
students enjoyed this new strategy, taking increased ownership of their learning outcomes.
 Incorporating Bloom’s Taxonomy into my pedagogy. This method assists me to classify
the learning of my students. By targeting their cognitive and motor skills as well as
understanding their view of themselves, I am able to not only build on their strengths but
also help them to confront, address and overcome their weaknesses. I have noticed that
when the students participate in this style of learning they are very much engaged, since
they enjoy the freedom of choice and ability to influence their own education.
 Successfully incorporating the use of the SMART Board to enhance lessons. I endeavour
to get to know my students well, in order to cater to their learning needs. To support my
teaching, I prepare in advance engaging lessons that cater for visual, auditory and
kinaesthetic learners, taking a holistic approach to the subject of mathematics. The use of
ICT during mathematics classes has the effect of increased and sustained engagement
amongst the students.
 Setting up the Class app from the Department of Education and Training website. By
utilising this online application, I am able to post tasks and learning intentions that
students can review out of school hours. Further, students are able to post questions that I
can provide answers to at any time. This method increases student engagement and
reinforces learning when the students are not physically in class.
As Head Teacher Mathematics at Thomas Reddall High School, I will lead the Faculty in the
development of innovative practice for quality teaching and learning that engages 21 st Century
learners. This helps students develop a sense of wonder, the ability to explore, communicate and
collaborate before reflecting on task processes and outcomes, thus fostering an environment of
lifelong learning. Further, I will demonstrate my passion, enthusiasm and love for learning across
all key learning areas, ensuring that all staff are provided with ample professional development
opportunities as well as access to technologies that support positive student outcomes.

SC 2 Ability to manage a faculty with a wide range of experience to ensure delivery of an
engaging and differentiated mathematics curriculum that addresses the full range of student
ability
As relieving Head Teacher Mathematics at Thomas Reddall High School, I have thoroughly
demonstrated my ability and capacity to establish, lead and manage a mathematics faculty that
not only provides, but also values, quality educational outcomes for students. I am committed to
leading and supporting the faculty in professional development to enhance their knowledge and
skills. To support the implementation of the Australian Curriculum, I am dedicated to creating a
dynamic learning environment that focuses on literacy and numeracy, incorporating ICT. I achieve
this by:
 Leading the program of professional development for staff. During faculty meeting time, I
use this opportunity to explicitly teach staff how to construct quality programs. Currently
at Thomas Reddall High School, the faculty members range from beginning teachers up to
experienced and very experienced teachers and I helped create unit plans that targeted
various key learning areas. Included in these plans were specific learning intents, desired
outcomes, cross-curriculum content links and strategies to support these. Staff were then
able to develop assessment tasks and marking criteria for the specific units they would be
teaching, drawing on previous professional development sessions. Collaboratively, staff
were able to develop their skills and incorporate a specifically developed mapping tool
from the NSW Quality Teaching Framework (QTF). This has resulted in an increased
understanding of the QTF in ensuring that each lesson plan appropriately addresses
Intellectual Quality, Quality Learning Environments and Significance.
 Implementing peer coaching. By incorporating this interactive process between two or
more teaching professionals, I have been able to share successful teaching practices
through collaboration and reflection. Additionally, peer coaching acts as a problem-solving
technique in regards to academic achievement and behaviour management. Another
benefit of peer coaching is that it reduces isolation amongst the teachers and creates a
more cohesive faculty. By promoting and engaging in this method, I have noticed an
increase in confidence, as well as strength in classroom practice, in myself and others. As a
result of my interpersonal skills and ability to foster and maintain mutually respectful
relationships across the whole school community, I am trusted and well-respected and
many of my colleagues now seek my advice on professional issues.
 Successfully leading the faculty in the development of their Professional Learning Plans. I
had the opportunity to attend the Growth Coaching Course. After this, I was able to utilise
my newly-learned skill to lead the team in developing achievable goals to assist students
reach their mathematic learning potential. By leading these learning sessions, I always
support my fellow colleagues in a positive and respectful manner. As a result of my
methods of communication, I am able to assist my faculty members to honestly reflect and
evaluate their own teaching programs. Since taking on the role of relieving Head Teacher
Mathematics, the staff have demonstrated considerable progress and confidence in their
teaching roles.
As Head Teacher Mathematics, I will consistently ensure that the faculty adheres to school policies
and works to support the School Plan. As a proactive leader, I will cultivate staff progress and
engage in collegial discussions and sessions that promote professional development. I will
constantly reflect upon my own leadership qualities and strive to be the best educational
professional I can while developing engaging and differentiated curriculum programs.

SC 3 Capacity to engage as an active member of a progressive and dedicated executive team
to negotiate and implement a range of whole school initiatives in accordance with the School
Plan and the Schools Excellence Framework
My knowledge of curriculum, assessment and student welfare enables me to gain commitment,
enlist support and provide the infrastructure for working teams to design quality, engaging and
inclusive teaching and learning programs. I utilise the School Plan and the Excellence Framework
as an essential component of the process in order to provide for effective evaluation and review of
practices. 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:
 Leading by example through my own professional development. Within the areas of
leadership and coaching, I have further developed skills that are required to support
mathematics staff in their own professional development and effective collaboration to
develop achievable goals. This has resulted in staff becoming empowered to take
ownership of aspects of their professional development, thus allowing them to maximise
their capabilities. Through reflecting on their own practices and reviewing established and
measurable goals, staff are able to build on their strengths and develop identified areas of
need in an environment which encourages innovation and educational risk taking.
 Initiating and leading the Numeracy Committee. I did this in accordance with the Thomas
Reddall 2015–2017 School Plan. As a significant contributor within this committee, I have
empowered staff members from each faculty domain to enhance and develop their own
numeracy skills. My initiative in this area has led to renewed confidence in the cross-
curriculum integration of numeracy across all key learning areas. The purpose and vision of
the Numeracy Committee is to achieve and sustain improved outcomes for all the students
as well as an enhanced understanding of how to successfully integrate numeracy into their
teaching.
 Developing a comprehensive whole school understanding, as relieving Head Teacher
Mathematics, relating to the individual needs of students and fellow teachers within the
area of curriculum implementation. I have supported the success of the faculty by helping
to identify the standards required to maintain best practice methods. To achieve this, I
arranged for each staff member to have a personal copy of the Quality Teaching
Framework to refer to. By constantly referencing this teaching model, the teaching abilities
of myself and my colleagues has significantly improved.
 Leading the faculty in the effective use of available resources. As relieving Head Teacher
Mathematics, this is extremely important to me since this ensures that quality curriculum
and development is maintained. By educating fellow colleagues in new applications of
current resources, they now have a renewed commitment to enhance student outcomes
across the Numeracy Continuum. As evidence of my capacity to be a progressive and
influential leader, there has been a 50% increase in Year 7 students achieving a Band 8 in
comparison to the previous year.
I will ensure that faculty processes align with the targets of the Thomas Reddall 2015–2017 School
Plan in terms of promoting responsible and engaged learners and developing professional and
innovative teaching processes. In doing so, I will collaboratively build upon and lead current
processes within the school for enhancing staff performance through the provision of quality
professional development programs and targeted resources that support professional development
and build leadership capacity relevant to the school and individual staff requirements.

SC 4 Demonstrated ability to support diverse cultural groups including Aboriginal students
and a strong ability to deliver quality programs that supports student and community success
Currently, as relieving Head Teacher Mathematics at Thomas Reddall High School, I have a strong
understanding of, and sensitivity to, the needs of Aboriginal and at-risk students, as well as
students from various cultural backgrounds. I am committed to achieving high outcomes for
Aboriginal students and students whose first language is not English in partnership with the school
and wider community. Understanding that all cultural issues need to be approached with support,
knowledge and dignity, I demonstrate this through:
 Applying and modelling the principles of the Department of Education’s Anti-Racism
policy. This policy protects the rights of Aboriginal students as well as other cultural
groups. As a responsible teacher I am bound by this policy to the benefit of all and have
been instrumental in the planning of a multicultural day and interacting with local
Aboriginal leaders within the community. I celebrate Australia’s diversity by acknowledging
members from all cultures and encouraging appreciation for these differences amongst
their fellow students. My attitude and cultural sensitivity has fostered an increased sense
of belonging among my Indigenous students, resulting in a cohesive and inclusive class
environment.
 Significant contributions as Year Advisor, member of the Welfare Committee and
Coordinator of the Student Representative Council. In support of student success, I have
liaised with Senior Executives, staff and the wider school community to initiate quality
programs. I mentor students from various cultural groups and ability levels, in a respectful
manner, focusing on enhancing academic achievement. As a Student Advisor, I have closely
observed and counselled a number of students on various learning and behavioural issues,
resulting in positive outcomes as well as maintaining open lines of communication.
 Creating programs that are achievable and challenging. In the preparation of various
programs, I ensure that they cater to specific individual needs such as Aboriginal students,
Gifted and Talented Students, English as an Additional Language or Dialect (EALD) students
as well as students on Life Skills programs. In order to ensure that student learning needs
are satisfied, I regularly consult with the Learning and Support Teacher (LAST) Coordinator.
Additionally I have utilised the expertise of the Mathematics Tutor, a whole school
resource, to ensure that at-risk students remain engaged with the curriculum.
 Celebrating student achievement. This is demonstrated through my organisation of and
involvement with Pacific Islanders, supporting their love of sports, particularly in rugby
league and volleyball. One of the Year 12 male students I coached was selected at state
level to become a part of the West Tigers train-on squad, which competes nationally. As a
person, he has improved on a social level and has become much more confident in his
approach to life. I have really enjoyed seeing this student’s progress.
 Managing and utilising various tutoring programs and the Mathematics Tutor. In support
of closing the gap in educational outcomes for Aboriginal students, I am personally
involved with the Norta Norta program that helps to identify at-risk students. By working
extensively with the LAST teachers, tutor and fellow staff, I organise personalised tuition
for low-ability Aboriginal students to increase academic outcomes.
As Head Teacher Mathematics, I will utilise my knowledge and experience to work collaboratively
with members of the local Aboriginal community in order to maintain school attendance and
implement programs that sustain and improve performance. I am committed to closing the
achievement gap for all students and I strive to maintain and uphold standards that reflect my
learning about nurturing and valuing of the cultural identify of Aboriginal, non-English speaking
and at-risk students in order to assist them to be successful and lifelong learners.

GENERAL CRITERIA
SC 1 Successful teaching experience with capacity to initiate improvement in teaching,
learning and classroom practice
As an experienced classroom teacher, I have been exposed to a diverse range of students with
various learning styles and academic capabilities. Throughout my educational career as a
classroom teacher and currently as relieving Head Teacher Mathematics, I have amply
demonstrated my capacity and ability to support and enhance positive student outcomes. I
achieve this by maximising the potential of my students as well as that of the faculty. My expertise
is utilised to inspire colleagues and lead collaborative teams that empower students, staff and the
community. This has been demonstrated through:
 Delivering a whole school professional development session. The topic of my
presentation was the MoneySmart Program, a financial literacy program targeting the
learning of Years 7–10, aiming to teach students how to successfully deal with financial
matters. In conducting this session, I endeavoured to equip my fellow colleagues with the
necessary skills and resources to improve their teaching practice. Since this was a national
program that was federally funded in the form of a grant, I was involved in extensive
training as the program’s facilitator. The application of this program has resulted in the
students being extended in this strand of numeracy, as well as increased engagement.
 Fostering a dynamic classroom environment that is respectful as well as intellectually
engaging. By creating an atmosphere of mutual respect whilst focusing on scholastic
achievement, I have been able to gain the trust and esteem of my students. As a result of
my teaching style, truancy is rare, thus enhancing student achievement on a social,
emotional and academic level. By creating engaging and interactive lessons, my students
remain on task while exhibiting positive behaviour. The success of my approach has been
manifest with my Year 10 class, where some of my students passed an academic
assessment task for the very first time in their educational career. This represented a 45%
increase in their results in comparison to the first two assessment tasks conducted.
 Developing and restructuring the Year 7 Scope and Sequence to comply with the new
Australian Curriculum. To achieve this, I led the faculty in collaboratively developing and
rewriting programs so that they are engaging and challenging, as well as compliant with
the Quality Teaching Framework. This included examining the subjects and the order in
which they were taught. Recognising their lack of cohesion, I assisted in adjusting the
sequence so that they were in logical teaching order, ensuring achievable academic goals.
My success in this task was underpinned by the application of my in-depth knowledge of
the current curriculum and how that impacts student learning.
 Mentoring beginning teachers and practicum students and assisting them within my
classroom environment to undertake quality lesson preparation, engaging delivery,
successful behaviour management, data collection, and beneficial self-reflection tasks, as
well as accurate report writing. As a result of my mentoring, I have assisted practicum
students to complete their accreditation requirements for the NSW Institute of Teachers.
As Head Teacher Mathematics at Thomas Reddall High School, I will lead the faculty in the
development of innovative practice for quality teaching and learning that engages 21st Century
learners. I will ensure staff receive adequate professional development and have access to a range
of new and changing perspectives. In terms of promoting responsible and engaged learners and
developing professional and innovative teaching processes, I will ensure that faculty processes
align with the targets of the Thomas Reddall High School 2015–2017 School Plan.
SC 2 Knowledge of curriculum, assessment and student welfare with the ability to lead and
design quality, inclusive teaching and learning programs

Possessing extensive knowledge of the curriculum and syllabus for mathematics, including
Extension 1 and 2, I maintain a professional approach in my teaching methods. I am dedicated to
ensuring that each student is challenged and empowered to fulfil their academic potential, while
being supportive of their wellbeing. Understanding and appreciating the various learning styles of
students, I prepare age-appropriate units of work for my students and have led faculty
programming to meet the needs of the new Australian curriculum. In order to achieve this, I have:
 Initiated a pilot program for male students called Boys to Men. The students invited to
participate in this program were selected because they had exhibited potential but lacked
the necessary skills to be successful. My aim in developing this program was to enhance
the emotional resilience and social development of the male students within the school.
The students who have participated in this program now have an enhanced sense of
belonging as well as goals and aspirations that they are empowered to achieve. Overall,
their behaviour has improved to the point where warnings regarding their behaviour have
significantly diminished. Further, among some students there has been an improvement in
attendance of up to 90%, while the majority of the other participating students have
decreased in the number of negative Sentral entries. The program is now ongoing.
 Led the faculty in reviewing curriculum programming. To empower teachers of numeracy,
it is imperative that they utilise teaching strategies that challenge the cognitive abilities of
students. In order to support my fellow colleagues in this regards, I have been able to
review curriculum programming in conjunction with NAPLAN, the School Measurement,
Assessment and Reporting Toolkit (SMART) and the Results Analysis Package (RAP). By
tackling the project from this angle, I have been able to arm the faculty with an educated
understanding of how students perform and where they are in relation to acceptable
academic results. Additionally, my colleagues are able to make informed decisions on how
to build on various strengths of students, as well as overcome weaknesses.
 Inaugurated a Nutrition, Health and Safety Day. In support of student welfare, I
encouraged students and staff to actively participate in this event by engaging in all
activities as well as listening to the guest speakers. Prior to the day, I liaised with various
members of the community to support the success of the day. As a result of my initiative,
students were able to gain an enhanced understanding surrounding nutrition and their
ability to maintain a healthy lifestyle. Additionally, they were able to grasp the concept
that their way of life directly impacts on their ability to study, process and retain
information. I received much positive feedback from students, parents and fellow staff.
 Reviewed and analysed data to improve results. In particular, I have used the Results
Analysis Package (RAP) to review current assessment and teaching practices. Additionally, I
have assisted the faculty to enhance their understanding of ALARM (A Learning and
Responding Matrix) which has in turn positively influenced their teaching ability in the key
learning area of mathematics. As evidence of my success in this regard, the number of
students achieving only Band 1 and 2 in the High School Certificate has reduced drastically.
As Head Teacher Mathematics at Thomas Reddall High School, my extensive knowledge and
management of curriculum, assessment and student welfare programs will complement the
School’s Plan to  provide a quality learning experience for all students to  promote improved
engagement and performance, as well as inclusive teaching and learning programs that are
flexible, relevant and supported by strategic professional development.

SC 3 Educational leadership skills to build the capacity and manage the performance of
individuals and teams
As a motivational leader, I model best practice at all times. Currently as relieving Head Teacher
Mathematics, I have fostered and maintained an environment that is inclusive, collaborative and
sensitive to the wellbeing and performance of whole teams and individuals. I am thoroughly aware
that the style of leadership underpins the effective implementation of the curriculum and syllabus
outcomes. In support of my dedication, I have:
 Coordinated the Student Representative Council. As coordinator of the Council, I have
been able to mentor students across Years 7–12. This has included modelling leadership,
responsibility, organisational skills and strategies. Because of my significant contribution as
coordinator, I have empowered the students to become more autonomous in their
decision-making abilities and more confident in their public speaking expertise, as well as
enhancing their organisational skills. This positively influences their ability and capacity to
study and concentrate at school but will also help them as they grow into responsible
members of the community. A significant result is that some of the students have received
prestigious awards and have been able to represent the school externally within the
community, displaying a sense of pride and professionalism. Within the school
environment, the students have also been able to exhibit their newly-acquired leadership
skills by successfully organising and participating in whole school activities.
 Initiated and led the Numeracy Committee. I have done this in accordance with the
Thomas Reddall 2015–2017 School Plan, aiming to improve the numeracy outcomes of the
school’s students. Within each key learning area (KLA), a representative was selected to be
a part of this committee. As leader of this ongoing project, I guide fellow colleagues and
provide specific direction in how to use cross-curriculum methods to incorporate numeracy
across all KLAs. In order to drive the school vision of providing quality learning experiences,
I have utilised the Numeracy Continuum and Framework and encouraged my fellow
colleagues to integrate this in their pedagogy. To inform and direct future planning, I
analysed SMART data and this has resulted in the identification of specific gaps of
knowledge that as a group we will focus on. I have been able to foster considerable
enthusiasm and commitment to reach out for and attain a long-term goal.
 Inaugurated regular professional development meetings according to National Teaching
Standards. The topics of these meetings include agenda planning, the benefits of open
communication and the establishment and achievement of faculty goals. To support fellow
colleagues as individuals, I have conducted personal interviews regarding their own
Professional Development Plans (PDPs). Tactfully, I have been able to help members of the
faculty to participate in honest self-reflection to increase their personal and professional
ability and goals. As a result of this personalised attention, I have been able to hone my
colleagues’ skills in defining their PDPs as well as provide specific guidance on how to
achieve them. I have seen a marked improvement and increased confidence in their ability
as teachers within the classroom environment. The result is improved student
engagement, increased attendance and better assessment results.
As Head Teacher Mathematics at Thomas Reddall High School, I will be committed to promoting
teacher morale and maximising professional development through quality organisational and
team-building strategies. In doing so, I will collaboratively build upon and lead current processes
within the school for enhancing staff performance through the provision of quality professional
development programs and targeted resources that support professional development and build
leadership capacity relevant to the school and individual staff requirements.

SC 4 Well-developed communication and interpersonal skills with the capacity to build
relationships and engage students, staff and parents
As a direct result of my experiences as relieving Head Teacher Mathematics, Student Adviser,
Student Representative Council (SRC) Coordinator and classroom teacher, I possess excellent
communication skills and exhibit a willingness to listen, negotiate and compromise. These traits
have allowed me to foster positive working relationships with colleagues across all faculties,
students, parents and caregivers. It is by fostering and maintaining mutually beneficial
relationships that I have engaged with students on all levels and promoted the attainment of
academic results. I actively demonstrate this by:
 Encouraging students to reflect upon and openly discuss learning. By initiating and
engaging in meaningful conversation with my students, I am able to discover their learning
style as well as their personal interests. I use these valuable insights to influence my lesson
planning and creation of scaffolded and differentiated learning activities. By engaging in
open communication, my students feel comfortable in approaching me with questions and
feedback, encouraging a sense of self-worth. As a result of my effective communication
skills, my classroom is a positive and safe environment, one in which my students feel
comfortable to express themselves.
 Communicating with parents or caregivers. By maintaining an open-door policy where
parents feel free to approach me, I am building important relationships that will ultimately
support their child’s academic achievement. I am proactive in contacting parents and
initiating a forum for building rapport. By being approachable, respectful and transparent, I
put parents at ease so that they feel very comfortable in offering their suggestions and
personal feelings regarding their child’s learning. In collaboration with my student’s
parents, I seek to resolve any issues promptly, ensuring that at all times the student’s
educational needs are met.
 Implementing strategies with fellow staff members to facilitate good communication. In
order for a faculty to remain cohesive, it is critical that information be easy to exchange. To
facilitate this as relieving Head Teacher Mathematics, I have held individual meetings with
various staff members on a frequent basis to gain a deeper understanding into their
practices, goals and methods of achievement. On a faculty level, I organise regular staff
meetings to create a platform in which staff feel comfortable in expressing themselves
without fear of reprisal. As a result of my initiatives, the faculty that I am a part of is one
that is dedicated to supporting whole school and community objectives.
 Mentoring beginning teachers. To build the capacity of my less-experienced colleagues, I
offer practical guidance and specific direction to enhance their abilities as a teacher, aiming
to increase their confidence and sense of achievement. I encourage these newer teachers
to make use of the ‘Strong start, Great teachers’ website provided by the NSW Department
of Education. The purpose of this school-based teacher induction is to support them as
beginning teachers to remain in the profession and become capable and confident
teachers whose focus is on achieving commendable and creditable outcomes for the
students. My involvement in mentoring teachers is very rewarding and I have been able to
assist many through the accreditation process.
As Head Teacher Mathematics at Thomas Reddall High School, I will acknowledge the views and
expectations of students, staff and parents, ensuring transparent, honest and consistent
communication with the school community whilst maintaining an attitude of availability for
consultation and negotiation. I will effectively collaborate with the school community to build a
community spirit within the school and support the core values, set achievable targets, and work
cooperatively towards reaching school and Department of Education and Community goals.

SC 5 Ability to plan and manage resources effectively and equitably to support teaching and
learning
The acquisition, utilisation and management of resources within a school can transform teaching
and learning, as well as assist in the improvement of learning outcomes for all students.
Throughout my career, I have fostered a culture of shared purpose as the foundation for
successful planning and have accordingly managed resources effectively and equitably in order to
ensure that classroom lessons are effective, informative and purposeful. I have demonstrated my
ability to plan and manage human, physical and financial resources in such a way that maximises
student and staff support across all Stages. This is demonstrated through:
 Initiating and leading a shared website. Initially my idea was met with some resistance
but I promoted the advantages of these online digital resources, acquiring my colleagues’
support. I researched and employed the Google Apps Learning Tools, enabling the faculty
to build a resource base to promote a variety of teaching ideas and strategies. As a result,
staff now have access to numerous resources that cater to various needs of students
within Thomas Reddall High School. The response from fellow staff members has been one
that is extremely supportive and positive, with many commenting on how much they enjoy
the expanded repertoire of strategies. I am dedicated to providing ongoing support and
expanding this valuable resource, with future plans that will enable the school’s students
to also make use of this valuable learning tool, further enhancing their learning experience.
 Effectively managing the Mathematics Faculty budget. I have supported my success in
managing available resources by leading the faculty through purposeful discussion to
collaboratively determine best practice in expenditure. Involved in the successful
administration and allocation of funds, I have incorporated long-term resource
management strategies to upgrade and maintain current practices and strategies. As a
result of my responsible and transparent approach to managing the budget, I support
teachers to achieve greater academic success through the purchase of vital materials.
Additionally, my fellow colleagues view me as an approachable teacher who is open and
welcoming to their suggestions and ideas.
 Involvement in class allocation and timetabling. By being thoroughly aware of each
teacher’s skill base and teaching capacity, I am able to effectively negotiate and delegate
tasks, supporting student needs. This has led to all staff members having equitable
teaching opportunities, thus creating a greater sense of satisfaction and increased
effectiveness of teaching.
 Supporting permanent and casual staff. In an effort to reduce time spent in locating
worksheets and programs by all staff, I implemented an electronic folder system that
allows access at any time. In the event of prolonged absences of faculty members, the
casual staff are able to gain required information within a short period of time, in order to
support the students of the class.
 Voluntary professional practice engagement. To improve and support my own learning
and teaching practice, I have attended numerous Department of Education courses in
order to maintain and complete my BOSTES accreditation at Professional Competence.
 My role as Coordinator of the Student Representative Council. As coordinator, I have
been involved in fundraising activities and the responsible allocation of acquired funds.
As Head Teacher Mathematics at Thomas Reddall High School, I will utilise a collaborative
approach to the allocation of resources to ensure that the process is completed in a fair and
equitable manner. I appreciate the need for all students, staff and parents to have planned
adequate access to school resources, and to feel valued as part of the decision-making process.

SC 6 Knowledge of and commitment to the Department's Aboriginal education policies
I have a strong understanding of, and sensitivity to, the needs of Aboriginal students and I am
committed to achieving high outcomes for Aboriginal students in partnership with the school and
wider community. I understand that Aboriginal cultural issues need to be approached with
support, knowledge and dignity. In line with education policies, I am a firm believer that Aboriginal
students should achieve equality of educational opportunities in order to improve learning
outcomes. I encourage Aboriginal students to embrace their culture and encourage non-Aboriginal
students to appreciate and value the customs and beliefs. I demonstrate this through:
 Facilitating the integration of the 8 Ways of Learning Model developed by Doctor Tyson
Yunkaporta. The philosophy behind this model relates to using Aboriginal perspectives
within teaching methods, rather than teaching content. I have implemented the 8 Ways of
Learning Model within my own teaching practice, enabling my students to better grasp the
lesson’s content, particularly in the area of mathematics. Furthermore, I have passed this
knowledge on and encouraged others to implement the model. Through making links with
the Quality Teaching Framework, authentic and rich teaching and learning programs have
been implemented which are designed to support student learning styles and improve the
achievement of curriculum outcomes. This has led to increased engagement of the
Aboriginal students at Thomas Reddall High School, resulting in improved attendance and
higher academic results.
 Cultivating a conducive learning environment. I have read and thoroughly understand the
Department of Education’s policy regarding supporting and enhancing the academic, social
and emotional wellbeing of Indigenous students. I am committed to assisting Aboriginal
students to perform and achieve academic results that are comparable or at a higher rate
than the broader population of the school and state. As evidence of my dedication, I have
created individualised units of work, catering to specific learning needs, to reduce potential
barriers to learning. My efforts have resulted in greater engagement from my Aboriginal
students as well as improved academic results.
 Possessing an acute awareness of the Aboriginal Education and Training Policy and its
objective to close the educational gap. Within this policy are well-defined targets and
expectations that have improved the academic ability of Aboriginal students in the key
learning areas of numeracy and literacy. As evidence of my support, as relieving Head
Teacher Mathematics, I am constantly aware of encouraging and supporting my students,
ensuring that they have ample opportunity to succeed. My approach has increased self-
esteem amongst my students, empowering them to strive for success.
 Ensuring that Aboriginal perspectives are explicitly taught within the curriculum.
Currently as relieving Head Teacher Mathematics, I encourage Aboriginal and non-
Aboriginal students alike to embrace Aboriginal culture and value its influence in society.
As a result of my efforts in this area, I have enhanced an appreciation for Aboriginal
heritage, increased understanding, and facilitated the forging of bonds amongst my
students and fellow colleagues.
As Head Teacher Mathematics at Thomas Reddall High School, I will utilise my knowledge and
experience to work collaboratively with members of the local Aboriginal community in order to
maintain school attendance and implement programs that sustain and improve the performance of
Aboriginal students. I am committed to closing the achievement gap for Aboriginal students and I
strive to maintain and uphold standards that reflect my learning about nurturing and valuing of
the cultural identify of Aboriginal students in order to assist them to become successful and lifelong
learners.