Organisation: Education Queensland
Job Title: HOC EAL/D
Location: Woodridge State School
1.Demonstrates the capacity to lead, and model pedagogical reform/development activities that
align to school Pedagogical framework that will result in improved learning outcomes
With over 20 years of experience in English as an Additional Language or Dialect (EAL/D) support
and learning support, and additional general classroom experience prior to that, I have
demonstrated the capacity to lead pedagogical reform, resulting in improved learning outcomes.
Between 2012 and 2015 I spent two years as a Native English Speaking Teacher (NET) in Hong
Kong. During this time, I operated within a coaching model, working with teachers who taught
English in the primary school. Most of these teachers were not native English speakers, and there
were very strong cultural considerations to take into account. It was my responsibility to
implement a program that led to more effective pedagogy.
To be able to effectively implement change, I had to first understand the culture that led to the
current educational program. I came to understand that in Chinese culture dignity is very
important, and so confrontation is not received well. Instead, I took a proactive, but gentle,
approach to empower each individual teacher. To do this effectively, I got to know the staff, their
strengths and their struggles, and was able to appropriately support each one’s development with
this knowledge. With the overall goal to improve English education at the school, I realised that
the program being taught was primarily textbook based, and relied heavily on teachers correcting
everything in their students’ work.
In leading the move away from this approach, I chaired weekly planning meetings, and modelled
alternate approaches both within these meetings, and within the classroom environment. As the
other teachers started to see for themselves how effective a more practical, engaging model was,
they developed an enthusiasm for building their own skills in this methodology. To assist them in
gaining confidence, I developed and led targeted professional development for identified
weaknesses. This included planning a lesson for the coming week, and discussing with the year
level teachers how it could be implemented. As time went on I gradually led the group toward
thinking and choosing for themselves, utilising a number of options, and asking for their feedback
on what they thought would be most effective.
One specific shift that was introduced was toward encouraging students to edit their own work.
This involved explicit teaching on how to edit their work, and practice both as individuals and as a
whole class utilising a ‘share the pen’ strategy. In addition to this, in a heavily writing-focused
program, I worked hard to get regular guided reading lessons introduced. These two initiatives
ended up working hand-in-hand, where some students were able to continue editing their work,
whilst others were having their turn at guided reading.
My ability to effectively facilitate and support the introduction of these pedagogical reforms
resulted in not only improved educational outcomes, but students gaining more ownership of
their work as well.
2. Demonstrates knowledge and ability in teaching and supporting EALD students
For over eight years I have been specialising in providing engaging, accessible learning experience
for students for whom English is an alternate language or dialect. This experience included two
years in Hong Kong, where I was teaching students whose first language was not English, and in
some cases it wasn’t Cantonese or Mandarin either. The students had come from many different
countries, but the education system in Hong Kong maintained a one-size-fits-all approach. With
extensive experience in reading recovery and learning support, this did not sit well with me, so I
worked to see differentiation introduced into the school’s pedagogical framework.
In my current role, I am an Advisory Visiting Teacher specialising in EAL/D. My role particularly
involves identifying the areas that are most in need of support, and developing a program
whereby either I or the Teacher Aides who are present can provide that support. In addition to
this, I liaise with Classroom Teachers to provide suggestions and ideas of strategies they could
employ in their classroom to help support EAL/D students. Working across a number of different
schools means I cannot always be physically present, so I am proactive in supporting Teachers and
Teacher Aides in developing and implementing differentiated programs that meet the needs of all
students.
I currently have a student in Year 3 who has been in Australia less than a year. He has been very
frustrated with not being able to manage the work in class due to the language barrier, and
expresses this frustration through regular tantrums. I work with this student for three sessions
each week on reading and writing, and I liaise with his teacher about how she can differentiate her
program to accommodate this student. In addition to this, I have been preparing materials for the
Teacher Aide to assist her in working on oral language with this student. As a team, we are
working to support the student in achieving success and developing confidence. Just recently was
the first day without a tantrum, an indication that he feels like he is making progress and starting
to be able to access the learning.
As an Advisory Teacher, I understand that I am not just there to support students academically,
but also as their voice. I adopt a creative, multi-sensory approach to teaching, integrating games,
songs, craft and physical activity to enhance the learning experience. In a safe, engaging,
accessible learning context, students learn, not only the language of the game or content, but the
language of interaction and social engagement. As a result of this approach in my previous role
with the Intensive Language Centre, my students often moved very quickly toward a supported
transition into the mainstream classroom. My in-depth knowledge of EAL/D students enabled me
to make informed decisions regarding the timing of this transition, as well as the support
mechanisms required to ensure success.
3. Demonstrates capacity to develop and sustain strong interpersonal relationships and
establish productive partnerships fundamental to coaching and the delivery of professional
learning activities
Throughout my career I have demonstrated the ability to develop and sustain strong interpersonal
relationships with a range of stakeholders, including students, parents, colleagues and external
agencies. I understand that every person is different, and adjust my communication appropriately.
Whilst in Hong Kong, I learned the very strong cultural influences that impacted on the building of
positive relationships, and learned how best to change my communication style to encourage
collaboration. One particular Teacher there actively resisted innovation, even in areas she was not
teaching. I quickly learned not to confront her, but rather gave her the opportunity to observe
how the new strategies I was implementing worked, and the success that was being achieved. This
gentle, tactful persistence resulted in her becoming quite enthused about the changes, and
seeking to actively engage in the coaching I was providing.
My experience in coaching and the delivery of professional learning activities includes presenting
at cluster meetings in Hong Kong for schools with non-Chinese students, and providing training for
Teacher Aides working with EAL/D students across the South Coast Region (Qld). This training was
so well received, both by participants and their Principals, that an additional session had to be
scheduled to facilitate all expressions of interest. Where Teacher Aides were operating as a scribe
for some students, it was identified that there was a need for specific training in handwriting. As a
result, I ran three sessions after school for Teacher Aides on handwriting, and saw a significant
improvement. In my current role I continue to support Teacher Aides through ongoing training,
including modelling strategies and providing feedback on their work.
As mentioned in the first criteria, my role in Hong Kong was specifically to provide training and
coaching to Teachers in the implementation of a new pedagogical framework. In this situation,
and in working with Teachers in Australia to support differentiation in the classroom, I develop a
positive, supportive relationship with them, such that they feel they can come to me with
questions if they need to, and they don’t feel threatened when I provide suggestions they could
implement in the classroom.
In addition to this, I engage with Community Liaison Officers to ensure effective communication
with families through interpretation services. Working across four different schools, I identified
four Year 6 students who I believed would struggle in the mainstream classroom at high school.
Through the Community Liaison Officer, I communicated this concern to the parents, and
recommended they consider sending their student to Woodridge High School, where I knew there
to be an Intensive Language Centre. Three out of these four accepted this recommendation, and
continued to receive the support they needed to succeed as they entered secondary schooling.
My ability to develop and maintain excellent interpersonal relationships has been integral to my
success as a coach, and as a Teacher. This was particularly evident in an environment where
cultural understanding was absolutely crucial to being able to support staff and lead pedagogical
change.
4. Demonstrates capacity to lead strategies to maximise student achievement through a
coaching model
In my role as a Native English Speaking Teacher (NET) in Hong Kong, and more recently in my role
as an Advisory Visiting Teacher, I have demonstrated the capacity to lead strategies that maximise
student achievement. In all my leadership and advisory roles, I have engaged a coaching model,
facilitating continued positive working relationships with diverse clientele.
In 2015 I was supporting a student from Turkey with no English. As I was only at the school one
afternoon a week, I could not be her sole source of support. However, I worked with her Teacher
and the Teacher Aide, and showed them ‘EdStudio’, a program that enabled this student to access
learning in my absence. I ensured I contacted the Teacher Aide each time I was visiting that school
to check on her progress, and to provide additional support when it was needed. By the end of the
year this student had made significant progress both socially and in terms of her language
learning.
Another example of my commitment to maximise student achievement, and to support and coach
other Teachers in this, is detailed in the first criteria. Whilst in Hong Kong it was through an
effective coaching model that I was able to maintain cultural sensitivity, whilst leading pedagogical
change. This process saw a significant improvement in student achievement and confidence in the
English language.
Not only do I provide coaching to Teachers and Teacher Aides to maximise student achievement,
but I also engage a coaching mode with individual students. This is particularly evident with
students I support through web conferencing. In addition to the students I visit in local schools, I
support individual students in other schools who do not have an Advisory Visiting Teacher for
EAL/D students through web conferencing. In this mode I support the development of reading,
writing and comprehension skills.
As a result of my extensive experience in teaching, and specifically in supporting EAL/D students,
their Teachers and Teacher Aides, I have developed excellent skills in providing appropriate
coaching. This has been both on a one-on-one basis and in the form of professional development
opportunities, aimed at maximising student outcomes through differentiated teaching and an
understanding of the specific challenges of working with EAL/D students.
5. Demonstrates the ability to analyse, interpret and apply data to improve student outcomes
Throughout an extensive teaching career, I have consistently demonstrated the ability to analyse,
interpret and apply data to inform teaching practices, subsequently improving student outcomes. I
utilise a variety of assessment strategies to identify areas needing work, and specific students
needing greater assistance. Specifically, I am confident in the use of band scales, as well as running
records and other formative and summative assessments from which to obtain data to inform
strategies. However, I also understand that this data is only a number. With extensive experience
as a Reading Recovery Teacher, I have gained a great deal of insight into how students work, and
what they need next to build on their learning outcomes.
In establishing the support levels required for any particular student, I highlight the indicators the
students are achieving in, and combine my analysis of these results with my own observations of
the student. As an Advisory Teacher, I sit in on meetings looking at SMART goals, and actively
contribute to discussions regarding how to assist the student to make progress from where they
are. When working with new students, I utilise their band scales as a starting point; however,
integral to my development of a program for the student is my own observations of their reading,
writing, speaking and listening. For example, a new student I was working with recently came in
reading at level 18; however, in my observations I noticed that he had underdeveloped decoding
strategies for new words. This information informed the program I developed for him in assisting
his continued academic progress.
Often when Teachers see an EAL/D student who presents as having reasonable oral language, they
assume a comprehensive understanding of the English language. As an EAL/D specialist, I focus on
building the foundations and filling in the gaps in their understanding. For example, a student who
had been in Australia just over a year, but had no reading skills, also had no writing skills. I took
the time to work on her basic reading, developing her skill from level 0-8 in a few months, and she
immediately began to be more confident about attempting some writing. Very soon she was
developing sentences in response to what she had read with very little prompting. My ability to
see and understand what the student needs to fill in the gaps in their understanding allows me to
know where to support them, and where to encourage independence.
In addition to these examples, I have been involved as a part of a team analysing NAPLAN results,
and working to develop a strategy to improve these results. On one particular occasion the school
had improved in reading, but writing was still quite low. I looked at specific samples of the
students’ writing, and from that identified the areas that specifically needed work.
My extensive teaching career has afforded me many opportunities to hone my skills in utilising a
range of data to inform excellence in teaching practice and improved student outcomes.
