Head Teacher Science

Organisation: Prairiewood High School

Job Title: Head Teacher Science

Word Limit: 1 page pp

Location: Sydney

Demonstrated leadership in ensuring that quality teaching and learning is evident and the capacity to critically reflect on practice as defined by the Australian Professional Standards for Teachers.

The Australian Professional Standards for Teachers has been a foundation of my planning and teaching implementation throughout my career. It encourages me to place importance on knowing my students and their learning needs in order to best plan lesson sequences. I am recognised and respected by colleagues, parents/carers and the community as an exemplary teacher and I have demonstrated leadership in ensuring that quality teaching and learning is evident through the integration of the Australian Professional Standards for Teachers and the New South Wales Quality Teaching Model in my own practice and that of my peers. In the sixteen years that I have worked with Prairiewood High School I have:

Utilised the Teaching Learning Cycle to ensure that all class programs are driven by student achievement. I continuously assess student learning and use this information to review and revise teaching practices. Through constant reflection I can ensure that best teaching practices are utilised at all times and that student needs are always being addressed.

· Shared the position of Head Teacher of Science during which time I mentored other faculty members in the development of appropriate assessment tasks in science across Stages 4 and 5 and 6. I assessed assessment tasks and programs for quality and appropriateness in line with the Australian Professional Standards for Teachers.

· Regularly participated in CoS4 meetings to work collaboratively with the four partially selective schools in South Western Sydney. I contribute to the sharing of expertise in developing action research projects, preparing selective class entry exams and developing knowledge and practice in Instructional Rounds.

· Worked in a leadership and mentoring role for new teachers, where I observed trainee teachers in the classroom environment and provided critical assessment through discussions and relevant feedback to ensure best teaching practices.

· Managed the provision of professional development to improve the skill, knowledge and performance of the Science Faculty on the subject matter of students utilising blogging in their research and studies.

· Acted as mediator between colleagues in order to maintain harmony and promote the working together of staff to ensure an effective and efficient faculty that works together to achieve common goals.

· Participated in a GERRIC short professional learning course aimed at:

- How to identify gifted and talented students
- How to differentiate the curriculum for your highly able students
- Whether and how to implement ability grouping or acceleration with your students
- What the research says about gifted education best practice

· Held accountability for the general discipline matters beyond the management of classroom teachers.

Through my practical experience and high levels of sophistication in my knowledge of students and content, I am able to maintain the ambition that every child must succeed in an education worth having, which is in line with the Australian Professional Standards for Teachers. By constantly reflecting on the standards through my practice I am able to articulate to my peers what is expected of them and ensure that quality teaching and learning is evident.

Demonstrated ability to lead in the differentiation of teaching and learning to cater for the needs of all students, including mixed ability stage 4 classes and academically selective students to the Higher School Certificate level.

My knowledge of teaching and learning styles is reflected in my ability to incorporate differentiated planning and programming into my lessons in order to consider students’ varying abilities, learning styles, interests and needs. I use teaching, learning and assessment strategies that are fair and flexible, provide an appropriate level of challenge, and engage students in meaningful ways. By developing individual learning goals and providing a variety of stimulus materials in a range of mediums, I am often able to meet the needs of all students, including mixed ability Stage 4 classes and academically selective students to the Higher School Certificate level. My ability is demonstrated through:

Catering for academically selective students. My work in research has prepared me well in catering for the needs of gifted and talented students and has led to a deeper knowledge and understanding of the scientific method through direct application outside of the classroom. Through my experience in externally funded scientific research programs, I have been able to better assist students in developing their higher order critical thinking skills. By engaging students in specific research projects where they showcase their achievements at both national and international science fairs, they can effectively develop higher order thinking skills and gain a deep knowledge of scientific processes. Students have responded enthusiastically to the research projects, as they are a new and innovative approach to the education of science.
The organisation of numerous extracurricular experiences for students to promote both science and astronomy and to encourage students to explore and learn independently. I have facilitated these through Star Nights, overnight excursions, visits to the Science Centre and Museum and participating in reptile and aquarium shows. I firmly believe that teaching is about providing students with a variety of learning opportunities to effectively engage them in experiences that enhance learning and understanding. By providing out of the classroom programming, I can profoundly impact how students learn and the nature of scaffolding they will need at various points in the learning process.
Applying multiple teaching strategies in class. In order to ensure that students are working to their potential and are engaged in learning, I have catered for the wide range of learning styles exhibited by students in both mixed ability Stage 4 classes and academically selective classes. I recognise that even with academically selective students there exists a vast array of learning styles. By catering to each individual student’s needs I allow them to meet and often exceed expected learning outcomes, as well as develop a genuine interest in the subject area.
Differentiating the curriculum. I recognise the significance of the needs of students to be extended and their learning enriched. It is important that content is incorporated with current scientific issues and themes with which the students are familiar. With Prairiewood High School being one of the very first schools in Australia to have its own observatory I have been able to expose them to hands-on learning experiences. These kinds of enrichment and extension activities deepen my students’ knowledge, understanding and skills.

By adopting a flexible and differentiated approach to teaching I am able to understand the nature of each of my students and ensure that all students master important content and develop self‑awareness, confidence and independence as a learner.

Capacity to initiate innovative teaching and learning practices that build capacity in staff and improve student outcomes.

My teaching experiences show a demonstrated capacity to initiate innovative teaching and learning practices that build capacity in staff and improve student outcomes. I am an experienced teacher who values innovation and the implementation of up-to-date teaching practices underpinned by data and student learning needs. This is demonstrated through:

Involvement with project proposal writing in order to gain specific funding for Prairiewood High School. My research and information provided for the I-Telescope project resulted in the school being awarded $800 in funding to go towards the installation of a new telescope. I also played a leading role in having the only school in Australia with a publicly funded observatory. This involved creating a written proposal that outlined the aims, goals and justifications of the proposal and was used to support the application for the acquisition of an observatory as part of the Federal Government BER Initiative. One of the main justifications included improved student outcomes in a Sydney region that is known for its poor Stage 6 science uptake. The inclusion of the Observatory was a major victory for the school when viewed within the context that only the most exclusive private schools have similar facilities. It has led, not only to raising Prairiewood High School’s profile within the community, but also to providing alternative resources for staff to build their capacity and improve student outcomes.
The introduction of a new Stage 5 astronomy elective for Year 9 students. The elective was put in place to give students the opportunity to explore the universe and all it has to offer in a fun and practical way. Teaching the elective has resulted in new approaches to education in general to be explored. For example, the use of iPads and personal computers has allowed more personalisation in the learning process, as well as enabled students to explore ideas and concepts at their own pace. The teaching and learning practices employed in astronomy have transcended the course and filtered the teaching of the main stream science curriculum.
The introduction of guided research projects as part of problem based learning where students perform meaningful research projects in astronomy with the goal of publishing research. This has been a unique opportunity to implement 21^st Century learning practices, where students utilise a range of technologies to conduct quality first-hand investigations. The participation in these projects has resulted in students gaining a deeper knowledge of the subject matter, therefore improving student outcomes.
Assisting in the development of quality assessments and mentoring new teachers, in order to develop their skill and ability in this area. Through my mentoring in assessment writing I have assisted new teachers to better prepare students to become successful learners by setting quality and relevant assessment tasks. Innovative assessment writing reinforces the quality of learning by students, thus increasing improved student outcomes and raising the quality level of the teaching cohort within the faculty.
Engaging students in regular observations via email. Students responded positively with many replying to the emails and they displayed an increased interest in faculty activities. The culmination of the faculty’s efforts to communicate with students resulted in an expansion to two astronomy classes.

Proven dedication to my profession and a long history of initiating innovative teaching and learning practices clearly reflect my motivation and capacity to be successful in building the capacity of staff and improving student outcomes.

Highly developed interpersonal and communication skills and the demonstrated capacity to work collaboratively with students, teachers, executives and the broader school community.

I have highly developed written and verbal communication skills with proven abilities in developing and sustaining constructive relationships with all stakeholders in the education process. As a teacher my role is to engage my students in the learning process and build their interest and commitment in the subject. I am an influential, confident and persuasive communicator who can easily adjust their 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 students and use a range of appropriate mediums to deliver and reinforce critical information. Further demonstrations of my interpersonal and communications skills include:

Working collaboratively with students, teachers and the broader school community to organise and facilitate extracurricular activities such as Star Nights, daytime activities such as the viewing of solar eclipses, the annual Coonabarabran Camp, the annual excursions to Questacon and IMAX, as well as organising the Year 10 Science Showcase. In the preparation of these events I am required to collaborate with a number of faculty teachers and students by setting goals and delegating tasks. I am also required to liaise and negotiate with suppliers in regards to transport, accommodation and food for the events.
Utilising my strong communication skills to encourage and support the contribution of others. This is achieved by fostering an environment of trust and respect where issues can be raised and constructive feedback delivered directly and appropriately. My communication skills are also utilised to effectively apply behaviour management strategies in a fair, sensitive and consistent manner to convey and maintain clear expectations about student learning.
Contributing to resource sharing at faculty and CoS4 meetings to improve consistency. Collaboration has resulted in improved programs and activities that differentiate the curriculum to suit different learning styles within a whole faculty environment, as well as greater consistency when marking assessment tasks which benefits students’ outcomes and experiences.
Providing written and oral feedback to university practicum students on their performance and suggest ways to improve. At the completion of the practicum I provide a detailed report to the student and the university about the student’s performance. This ensures an up-to-date knowledge of relevant pedagogies and further development of organisational and leadership skills.
Thoroughly preparing for parent teacher interviews, generating a profile for each student, including their results in assessment tasks and their general behaviour in classroom activities. With parents and students, I discuss and negotiate individual student learning and behaviour contracts to meet student learning needs.
Fostering connections with feeder schools through the promotion of science and astronomy by organising special events and assisting with demonstration learning activities during year six transition programs.

My knowledge, skills and experience enable me to effectively communicate and work collaboratively with students, teachers, executives and the broader school community to achieve faculty targets and to continue to improve teaching and learning outcomes.

Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice.

With over sixteen years of experience working in the Science Faculty at Prairiewood High School I have gained successful teaching experience with the capacity to initiate improvement in teaching, learning and classroom practice and have an outstanding record of improvement in outcomes that has included students from a diverse range of backgrounds and abilities. My success is evident in the following instances:

Researched numerous up-to-date technologies that can be used within the classroom to provide engaging and effective lessons. I consistently make use of; iPad applications, video technology to record and analyse real world activities for analysis, iMovie, Cartoon creator, Socrative, Moon globe, quiz applications, Photoshop, PowerPoint and Prezi for student presentations, online website creators, an online network of connected telescopes and online blogging. The extensive inclusion of ICT into my practice has resulted in lessons that are varied and more effective at engaging students in learning. This has led to improved student outcomes, as measured through higher average class marks in assessment tasks.
Worked collaboratively with scientists from around the world in performing original research that has led to publication. My ongoing involvement has given me real world experiences in the practice of science and has led me to develop an increased depth of knowledge in my subject area which translates to an improved teaching practice. My experience has inspired me to create higher expectations and set higher standards for student achievement in my classrooms and has led to innovative designed classroom activities that raise student outcomes. By carefully guiding and scaffolding tasks to cater for student abilities I ensure that all students have access to these learning activities.
The introduction of astronomy as a brand new Stage 5 elective, including all programming and assessment. The main teaching strategy I have followed has been assessment for learning rather than assessment of learning. I have geared student learning activities towards the inquiry-based learning approach to education and my teaching strategies have held a strong 21^st Century focus, where ICT has played a key role. The introduction of this elective has broadened the scope of subjects offered in science and has led to increased uptake of the sciences in senior years with growth doubling since its creation. This in turn has improved the perception of Prairiewood in the community.
Encouragement of students to develop and pursue an interest in science through the promotion of astronomy. This was achieved through regular email communications and Star Nights. Astronomy is an effective way to showcase science in action and students see it as a fascinating area of study and it is often the spark that sets students on a possible road to future discovery. My promotion of astronomy saw an increase in student interest in science, particularly noted in the participation of both parents and students in the regular Star Nights held at the school and also in the day-to-day communication with students showing a genuine interest.
Development of a wide range of teaching resources and strategies to cater for a wide range of student abilities and learning styles. Throughout my years of experience I have refined my practice and have steadily seen student outcomes improve. My classes have traditionally achieved at or slightly above state average with a good representation of students in both Stages 5 and 6.

My committed belief that students will increasingly need to be self-directed, ever-advancing learners in a tech-savvy society, as well as my approach and experience as a classroom teacher demonstrate that I am well qualified to effectively integrate innovative improvements in teaching, learning and classroom practice.

Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs.

My classroom is a vibrant and engaging space in which students participate in collaborative experience exploring scientific principles. I have extensive experience in designing engaging curriculum and assessment activities that cater for a range of student abilities and foster positive student welfare. My teaching practice always includes differentiation so it is inclusive of both Community and Selective students in my classes. By designing tasks that are accessible it has been possible for all students to achieve outcomes. My knowledge is demonstrated through:

Designing a new program primarily for the Stage 5 astronomy elective that also has applications in the teaching of the new Stage 4 and 5 National Science Curriculum. The program involves the iTelescope Network which is an international network of connected telescopes that are remotely controlled via the internet. This new initiative has provided students with access to a new and unique learning program that is not readily available at other schools in Australia. The use of the network has assisted students with developing skills in planning and carrying out investigations which has led to students gaining a clear understanding of the scientific method. Stage 5 students are currently engaged in student research projects that require them to work scientifically by applying for funding grants to support their projects. To date, more than $900 in funding has been awarded by the iTelescope research committee. Student participation in this program will develop their high-order thinking skills through inquiry based learning activities.
The development of new and innovative approaches to learning by effectively engaging students in 21^st Century teaching practices. I have extensively incorporated online teaching resources and iPad applications in the classroom for both learning and assessment. Students have been encouraged to learn at their own pace and to use a range of presentation media that showcase their learning. This has fostered greater student confidence in the use of technology as a tool for both learning and for demonstrating their skills and knowledge.
The development and facilitation of exciting Science Shows to hundreds of Prairiewood High School students in support of a student attending a prestigious forensics science camp. The show attracted a great deal of interest and students were heard talking about how much fun it was. By engaging students in this kind of learning the profile of science was raised and resulted in greater student participation in the classroom.
Leading the development and design of new assessment tasks for the National Science Curriculum and the Stage 5 astronomy course. The quality tasks that I designed have been adopted by the Science Faculty as a whole. By mentoring colleagues in the creation of well‑planned assessment tasks, the Faculty as a whole has benefited which in turn has led to improved structured and executed teaching strategies.
Initiating a Science Club program where like-minded students could gather and engage in science activities that assisted with fostering a deeper interest in science. The club activities cater to both the academic and welfare needs of students by creating a peer‑based environment where students can connect and learn together.

By fostering student engagement through high quality learning experiences that are shaped by a value for critical thinking and creative problem solving I am giving all students the opportunity to achieve a lifelong love of learning by encouraging them to recognise the connection of science to their own experiences.

Educational leadership skills to build the capacity and manage the performance of individuals and teams.

As a teacher I have provided educational leadership through the development of teaching and assessment resources that match learning outcomes. My leadership is constantly demonstrated by modelling to colleagues how to create quality learning activities and assessment tasks. I have been involved in leading the professional development of colleagues by assessing the quality of their teaching and assessment tasks and providing feedback. My educational leadership skills are further demonstrated through:

Supporting new initiatives through involvement in teams. I have provided support in the delivery of a science conference that is to be held at Prairiewood High School in 2015. The conference titled “A Life in Science” is a new initiative to promote science in the South Western Sydney region. It is expected that around 300 students will attend the event, including a large group of Prairiewood students. Student involvement will include the submission of student research projects, which they created within a team, for judging by visiting scientists. My participation has included offering advice to a team of colleagues from other participating schools with the aim of assisting them with the implementation of their student research projects. I have continued to communicate with them to support them throughout the process. In doing so, I aim to expose as many students as possible to the inquiry based learning model.
Assisting with classroom welfare and discipline issues by supporting colleagues through student mentoring and direct intervention. This includes a structured approach for both the student and teacher in order to assist them with coping with challenges. Students would be reminded of the expectations for their behaviour in the classroom. In a few extreme cases of intervention, temporary withdrawal and relocation into another class of students was practiced. This extreme measure gave both students and affected staff an opportunity to reflect and re-assess their approach. During this period, both the student and affected teacher would be supported with strategies to assist them in coping with any future challenges they might encounter when the student and teacher were reunited.
Providing leadership in teacher training by organising a number of colleagues across a range of faculties to obtain their light rigid driver’s licences. My involvement included designing the selection criteria, liaising with Head Teachers from each faculty, planning and encouraging staff during the training process and supporting staff experiencing difficulties to assist them in meeting deadlines. As a result, more than 85% of staff who undertook the process successfully completed the training.
Initiating and implementing the use of the quiz builder application ‘Socrative’ into faculty-wide use. This software allows teachers to both pre-test and post-test students to assess the quality of their learning and the quality of teaching practice. Tools such as these allow teachers to easily reflect on their own practice and to identify areas of practice that are effective and areas that need change.
Relieving Head Teacher duties. I have performed relieving Head Teacher duties for more than a term with Prairiewood High School. Duties included student welfare and discipline, staff welfare management and the day-to-day running of the faculty. I also provided advice and support to staff in dealing with students causing concern which resulted in the successful management and implementation of student discipline solutions.

Through modelling best teaching practices and mentoring colleagues in the planning and organisation of their programming I build the capacity of the Science Faculty to develop high quality programs that meet the Quality Teaching Framework and ensures improved student learning outcomes.

Well-developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents.

I have an energetic and positive outlook which often inspires others. I am sensitive, patient and have well-developed communication and interpersonal skills that assist with building and maintaining relationships and engaging students, staff and parents. As a classroom teacher I:

Have been an enthusiastic promoter of science and astronomy throughout Prairiewood High School through presentations at school assemblies and presentation evenings. My input in these events has helped to raise the profile of both the school and the Science Faculty. I have also presented an outline of the new Stage 5 astronomy program highlighting student achievements to a group of visiting teachers from Yanko which resulted in the successful promotion of astronomy as an elective and raised the profile of the school.

Have extensive experience engaging with students, staff and parents through the regular Star Nights that I organise. These events are promoted through the school community using the DEC email system. I have also submitted regular school bulletin articles to promote the events and have been first point of contact when liaising with local media who attend to cover the school’s leading role in the community during events.
Consistently focus on open and productive dialogue with students and their parents so that all issues can be managed successfully and efficiently. This has resulted in issues that are dealt with before they escalate, thus ingraining a sense of partnership and process and success between all parties. I ensure that my colleagues are aware of ongoing difficulties by communicating and documenting specific concerns.
Use my communication skills to provide succinct feedback on the welfare, social and behaviour management issues relating to students through parent-teacher interviews. Through this process I have been able to identify under-performing students and as a result have developed individual learning programs with the support of guardians to assist students in the classroom.
Facilitate regular day lessons in the observatory. Often my lessons attract the interest of passing students who would come in for a look with a discussion always following. I always ensure that the observatory is regularly open during lunch breaks to attract and engage students which enables me to build ongoing positive relationships with them.
Collaborate regularly with my colleagues to work effectively in curriculum planning and development meetings. I leverage the experience of colleagues and have always been willing to share my own learning with others. I recognise the power of collaboration in generating new ideas and in refining my own methods.
Often liaise with members of the community when organising extracurricular activities. This often includes the need to negotiate with providers to obtain the best outcomes for our students and staff so that costs can be minimised.
Regularly participate in professional development workshops and general faculty meetings and use such occasions to interact on an informal level with my colleagues. This fosters trust and maintains ongoing positive relationships.

By consistently utilising my well-developed communication and interpersonal skills I can continue to demonstrate my commitment to student welfare and communication with parents and other staff in order to develop and maintain positive ongoing relationships.

Ability to plan and manage resources effectively and equitably to support teaching and learning.

The utilisation and management of resources in the classroom can transform teaching and learning and help improve outcomes for all students. In my teaching I have extensively used resources in order to make classroom lessons more effective, informative and purposeful. I have demonstrated this by:

Creating the proposal to build an observatory on the grounds of Prairiewood High School as an added teaching resource. This involved identifying the costs of each component and choosing equipment that was carefully balanced between the needs of the school and the school’s budget. To achieve this I conducted high volumes of research in order to identify the best equipment that would achieve the school’s goals. Subsequent to the observatory being built I was involved in the development of a Stage 5 astronomy elective to effectively incorporate the new resource into my teaching.

Assisting staff with training and support through team coaching and demonstration lessons. This professional development improves staff abilities to make better use of available teaching resources in the classroom. In doing so, the skills of colleagues are enhanced leading to lessons that are more interesting and better able to engage students. This in turn promotes greater interest and better outcomes in science.
My extensive experience in planning extracurricular activities. My duties have involved producing detailed costing for all aspects of incursions and excursions. In all cases, obtaining the best value for money by minimising costs as much as possible is the goal. By applying this model, events are accessible to the vast majority of Prairiewood students, thus allowing most students the opportunity to experience them.
Actively sharing my resources in Stage 6 Physics with the junior teacher I have been mentoring. We collaborated to ensure that each of our classes was given the same activities in order to be consistent and avoid students feeling disadvantaged. I have also been responsible for identifying and approving all textbooks and resources that are required for Stage 6 Physics across the faculty.
Extensive experience in managing budgets, particularly during the annual four day Coonabarabran camp. Throughout the event I carefully monitor spending on such items as food, accommodation, day and night activities, as well as the cost of vehicle fuel. I ensure that funds are available for unexpected expenses, such as damage to sleeping bags or student accommodation.
Contributing to the school’s numeracy team which addresses the need to embed numeracy in curriculum programming across all faculties. Together we conceived lessons, tactics and programs to embed numeracy in each faculty area and then individually in-serviced our faculties. This resulted in the whole school intensive focus on the integration of numeracy.
Managing the observatory, including the organising of repairs and keeping the equipment in proper working order by ensuring that it is kept constantly calibrated. This ensures that this effective resource is always accessible to other teachers when they want to cover content that is astronomy related and involves practicals in the observatory.
Responsibility in purchasing rockets that have been used to teach Stage 4, 5 and 6 outcomes and ensuring that they are used safely and in accordance to WH&S standards.

I recognise the importance of positively planning and managing resources effectively and equitably to support teaching and learning in the Science Faculty. I strive to continually start new programs and develop new resources to benefit students and staff at the school.

Knowledge 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 maintain this by:

Monitoring and ensuring all types of assessment are fair to Aboriginal students, identifying gifted and talented Aboriginal students, working to ensure that the development and implementation of individual learning programs meet the needs of each student’s learning style, class programs that cater to the diverse needs of Aboriginal students and encourage and promote the involvement of Aboriginal parents, caregivers and members of the community in the evaluation of educational programs, processes and practices. I understand that Aboriginal students must be given the opportunity to meet the educational standards of non-Aboriginal students.
Locating and implementing resources related to Aboriginal education. I am thoroughly committed to providing equality of educational experiences for Aboriginal students by fostering a culture that encourages a positive sense of Indigenous student identity. I also seek to promote students’ cultural competence and awareness of cultural differences. I do this by supporting and educating students to:
- Develop skills for communication and interaction across cultures
- Obtain knowledge of different cultures and world views
- Develop a positive attitude towards cultural differences
Incorporating the cultural contexts, values and practices of local Aboriginal communities into the delivery of education and training. This is clearly demonstrated through the inclusion of excursions to areas with Aboriginal heritage and exposing students to Aboriginal history. The Science Faculty’s annual camp to Coonabarabran is steeped in Aboriginal history and the students are always made clearly aware of the significance of this. I have also included a historical insight into the Aboriginal perspectives of Astronomy in my Stage 5 Astronomy elective class.
Working and supporting Aboriginal programs. I am currently in the process of organising a session for Prairiewood High School’s multicultural day on the topic of Indigenous science and astronomy. The aim of this session is to give students a clear insight into the important role the Aboriginal culture has in science and astronomy, by including the use of text by Aboriginal composers and the consideration of Aboriginal perspectives.
Developing assessment tasks and resources for the Science Faculty that are culturally inclusive and in support of the NSW Department of Education and Communities Aboriginal Education and Training Policy.

I am committed to closing the achievement gap for Aboriginal students. I strive to maintain and uphold standards that reflect my learning about, nurturing and valuing of the cultural identity of Aboriginal students in order to assist them to be su

: Organisation: Prairiewood High School Job Title: Head Teacher Science Word Limit: 1 page pp Location: Sydney