Organisation: CQ University
Job Title: Lecturer – Education
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Location: CQ University Gladstone Marina
Demonstrated success in teaching in a higher education environment illustrating a student-focussed approach to delivery.
In my role as a Trainer and Assessor for VFA Learning, Vocational Education and Training (VET), I delivered Diploma of Fitness training and assessment for a diverse group of individuals. The course was designed to offer traditional classroom style learning combined with a mixture of self-learning, practical workshops and online development. Initially, I inherited a group of individuals whose goals, aspirations, backgrounds and motivations were so broad that I immediately recognised that my style of teaching would have to be adapted to achieve good results across the board.
With a comprehensive background of teaching to school age and adult learners, I was familiar with the concept of identifying individual learning styles and adapting the teaching method to fit individuals rather than groups, and in this instance, this is the strategy I adopted. This method of a student-focused approach to delivery requires exceptional communication skills, therefore using my excellent interpersonal skills, I began to develop a working rapport and with each individual. As a result, I was able to elicit key educational and learning style information from each of the students and was able to use this information to create a tailored approach for each student.
Some students possessed excellent fitness backgrounds and were able to adopt an authentic learning delivery based on building their capacity to deliver their own outcomes, whereas some students were deep thinkers and the reflective style suited them. One individual had literacy issues, which necessitated the ad hoc creation of a more practical-based method for training and assessing his capability. In reality the group was so diverse, from school leavers to long-term unemployed and from professional trainers to single mothers, that I did not have time to work on each participant as an individual, therefore using my ingenuity and judgement skills, I was able to create a blend of student-focused teaching methods that also suited the group environment. Understanding their learning styles and individual capability enabled me to better manage my classroom, workshop, practical and one-to-one delivery. Additionally the Diploma of Fitness requires students to have exceptional interpersonal and customer-service skills, therefore I was able to create challenges for my students by creating unusual partnerships or workgroups that would extend the capability of each student, involve them in group discussions, develop their collaboration skills on projects and enable them to work well within a team.
As a result of my ability to teach adults, identify learning styles, create excellent relationships, adapt my teaching styles, as well as maximise the information I possessed concerning student-focused learning, my class won an award for the best achievers.
Ability to use contemporary teaching methodologies that cater for different learning styles and modes of study.
In my role as a Year 8-10 Science Classroom Teacher at Heatley Secondary College, through Education Queensland, I inherited a number of underperforming and demotivated students, primarily from a low socio-economic background. When I first joined Heatley, I met with the Headmaster and discussed his objectives and desired outcomes for this 6-month project. One of the prime targets was purely to have the students engaged, work on their basic skills and improve current results.
Each class I took had very similar problems. Literacy and numeracy was poor and the previous method of teaching had not suited the group as a whole, which resulted in typical grades of D and E. I worked hard to develop a rapport with my classes, based on professionalism, respect and order, and in doing so, I was able to develop an understanding of individual and group capabilities, literacy or numeracy levels and learning styles. It was clear that I needed to go back to basics and adopt an alternative teaching methodology to achieve any progress.
With experience teaching secondary school-age children spanning several years, combined with my passion for learning and continual professional development, I have a good theoretical and practical understanding of recommended teaching methodologies, therefore I was able to create a strategic approach to my teaching style based on VARK (Visual, Aural, Read/Write, and Kinesthetic). Although the majority of students were underperforming, there were some that had reasonable results and I was able to create a student-focused approach for these more capable students. This involved getting them to provide support for less able students, whilst extending their learning through extracurricular activities and projects. With a strategy to improve literacy and numeracy, I worked closely with my teaching colleagues to introduce a back-to-basics program that integrated well with the science curriculum. This was then blended with a more practical and visual approach to learning that would stimulate the class, create some fun and promote engagement. Using modern technology, such as multimedia and digital technology, I created a visual interactive teaching methodology that served to promote interest, create enthusiasm, generate engagement and develop results.
Gaining the students interest soon created opportunities for collaboration in practical assignments that followed on from YouTube clips or documentaries and in turn facilitated the delivery of a significant amount of critical science information. Furthermore, I implemented a ‘practice by doing’ methodology, such as repetitively drawing cells, which enforced their understanding of concepts, provided a platform for further discussion and gave me the opportunity to provide some explicit teaching.
Once I had gained engagement within the classes their learning styles began to change and I altered my teaching strategy accordingly, moving further away from visual and auditory, towards role-play, student demonstration and team collaboration.
Ultimately, my ability to implement current teaching methodologies to suit the learning needs of these diverse classes, resulted in an overall improvement in results, as well as approximately seven students moving from an E grade to a C grade pass.
In-depth knowledge and experience in the areas of Early Childhood, Primary or Secondary Education.
Whilst working for Education Queensland, I took on a contract classroom-teaching role at Kelso State School, teaching music to Year 7 students. During the handover with the Headmaster, I was able to gain an appreciation of the current situation and the primary goal was to manage poor behaviour and create order.
Utilising my prior teaching experience, combined with an intimate understanding of teaching methodologies and behavioural management plans, I was able to quickly assess the class and create a strategy for success. This involved altering the previous lecture-style teaching methods and introducing a more practical hands-on modern approach that would appeal to 11 year olds.
Prior to implementing my strategy, I recognised that I would have to firstly achieve order within the class. However, I was aware that my teaching strategy was critical to achieving this. I was open, honest and direct with the students, letting them know that music should be fun, and that I was planning a range of fun activities that would appeal to them all. Additionally, I introduced the behavioural routine that mirrored best practice in behavioural management.
Combining my practical hands-on teaching style with a classroom routine, positive reinforcement of behaviour expectations, the implementation of an incentive chart, creation of a daily quiz, a star reward system for good behaviour, making class fun, individual goal setting and assessment of student outcomes, slowly the class began to be positively engaged. Purposely, I moved away from typical classroom instruction and introduced, group singing of modern songs, incorporated with explicit reinforcement of facts and music information.
The new delivery and learning style went hand in hand with the behavioural routine, and as poor behaviour declined, class interaction, motivation, enthusiasm and contribution increased. Once the behaviour of the class was under control, I was then able to place more focus on student development and achieving positive results. As a by-product of my achievement, the students’ behaviour in other classes also improved, as did their overall performance.
Currently, I am teaching Grades 4-12 at The Cathedral School of St Anne and St James, where behaviour is exemplary. Here, I still use the same behavioural management plan, however I am able to set more challenging goals, provide rewards for excellence and set targets for exceptional achievements. The same method worked in both instances and resulted in improved behaviour, better individual expectations and a results-orientated environment.
Proven ability to work autonomously and exercise judgement, as well as work cooperatively and effectively in a team environment.
In my role as Project Coordinator for Training and Development for Onfit Training College, a Vocational Education and Training (VET) organisation, I was tasked with reviewing an online Certificate II and IV Fitness training certificate, with a view to encouraging the local TAFE to purchase the package.
Based on my experience and superior skills, I possess expertise in mapping curriculum and ensuring adherence to set VET standards and quality assessments, whereby using Bloom’s Taxonomy to classify and make order out of the curriculum’s educational delivery and outcomes, I was quickly able to identify key areas for improvement against a matrix of training and assessment requirements. Essentially, I deconstructed the course and reassembled it in such a way as to be relevant, practical and deliverable.
The course material and curriculum had been developed by Onfit’s in-house experts, that included sports scientists and professional trainers who were convinced that their curriculum did not need an outside consultant’s opinion and was immediately confronted by objections, unhelpfulness and resentment. These subject-matter experts were key to the success of the project and without their engagement and agreement, I would have been unable to implement the critical changes.
Using my exceptional interpersonal skills, I worked hard to develop a rapport with these stakeholders by using group meetings, brainstorming sessions, providing suggestions rather that instruction and planting seeds by the power of suggestion for change or challenging existing course content in such a way as to be inclusive and respectful of their work. I was able to dignify and use their obvious knowledge and capability to develop a platform for challenging their own work. This took negotiation, diplomacy, excellent verbal and written skills, tact, empathy, as well as influencing and persuasive skills.
Ultimately, I started to create a working partnership that enabled me to successfully introduce my original changes, make major changes to the existing curriculum and completely erase large sections of the course content. Now working as a cohesive team with a common target to achieve project aims, I was able to utilise their skills and resources to speed up my redevelopment. The final curriculum was a professional product that met the needs of students, was targeted at the right educational level and was in line with the curriculum development framework and governance that VET demand. Subsequently, the local TAFE conducted their own audit and as a result decided to partner with Onfit for the delivery of Certificate IV and III in Fitness.
Demonstrated capacity to work in and maintain networks and partnerships with stakeholders such as local schools and employing authorises, and harness same to achieve strategic objectives.
Whilst working as a Specialist Instructor at The Cathedral School of St Anne and St James, where I provide one-on-one and group instruction to music students from Grades 4–12, I recognised that there were no opportunities for Far North Queensland students to showcase their talents, receive world-class instruction and be involved in a prestigious music competition. I have been involved in the Australian music scene for many years and possess numerous highly regarded relationships with influential industry professionals. I have performed in many competitions, worked alongside the industry’s brightest starts and contributed to the organisation of statewide events. It is this background, compounded by my passion for creating opportunities for professional development that convinced me that a competition was essential.
Immediately, I began by contacting the Queensland Clarinet and Saxophone Society and persuaded them to lend their gravitas and prestigious name to the competition. Now with a sense of professionalism and support from the enthusiastic Queensland Clarinet and Saxophone Society, I began to map out a plan of action and event requirements. Key to the success of the event would be the securing of high-quality adjudicators, which I knew would entice potential sponsors. Again using my excellent network of industry professionals, I spoke to Andy Berrington, one of Australia’s premier woodwind instrument repairers, additionally, I was able to get a contact with Buffet Crampon, the world’s best clarinet manufacturer. By using my excellent interpersonal and networking skills, I secured their interest, plus the involvement of Andy Firth, a professional saxophone virtuoso who would act as an adjudicator.
Successfully, I leveraged Buffet Crampon and Andy Firth’s involvement in the competition to gain a range of high-quality sponsors, local businesses, the local council and other high-profile adjudicators. I then marketed the idea to a range of schools within North Queensland and began contacting local music teachers to gain commitment to the concept. Within a short space of time, I had created a project team consisting of Cathedral school staff and students, as well as external stakeholders, such as the Queensland Conservatorium of Music. As the secretary for the Townsville Teachers Association, I gained involvement from a number of local music teachers and introduced professional development opportunities for the teachers, including overcoming performance nerves, during the competition.
The competition was a tremendous success and attracted schools from throughout Far North Queensland with 90 competitors, professional development for local teachers, and masterclasses from the adjudicators and sponsorship from local and international businesses, including Yamaha. The networks and partnerships that I created were permanent structures that benefited the school and the local teacher network. The profile of Cathedral school was enhanced and all sponsors and adjudicators freely gave a commitment for extended involvement in next year’s competition.
The ultimate aim to expose students and local teachers to exceptional professional development and a professional competition was achieved and demonstrated that industry networks, and how to effectively manage, them can yield exceptional results.
Demonstrated application of very high interpersonal and communication skills, and capacity to represent the interests of the work unit/school.
In my role as a Specialist Instructor at The Cathedral School of St Anne and St James, I successfully organised a premier music competition in association with the Queensland Clarinet and Saxophone Society, Buffet Crampon, Yamaha and D’Addario.
Despite the clear project success, my role as event manager was not ‘plain sailing’, and I had to use my exceptional communication and interpersonal skills to negotiate positive outcomes. When I first obtained a contact name for Buffet Crampon, the uncontested world name for clarinets, I immediately realised how important my first contact with this potential key stakeholder would be. Under tremendous pressure to achieve a positive result, I began by phoning the Buffet contact and introduced myself. I have always worked in customer-facing roles and have skills in presenting my ideas clearly; therefore, I was able to quickly gain the interest of the Buffet representative. I used the school’s passion for music as a vehicle to create common ground, which was to promote music talent throughout Australia. My success did not come within one phone call, I persisted and within a short period, I successfully gained Buffet’s commitment to the event in the form of Andy Firth, a high-profile professional musician, who agreed to act as an adjudicator.
Prior to gaining Andy Firth’s involvement, Buffet gave me a number of marketing and sponsorship requirements, as well as specific instruction on cost sharing for Andy Firth. I knew that the event budget was very tight and at that stage, sponsorship money was very little, therefore I realised that I would have to negotiate an outcome that suited both parties. This resulted in discussing Buffet’s requirements in detail, ensuring that their marketing demands met with the strategic framework of the event and that the costs for supporting Andy Firth were manageable. Discussions were very tight, however, by successfully securing Andy Firth’s involvement for free, share his travel and accommodation costs and incorporate The Cathedral School into the marketing material, I knew that the outcome suited the project budgetary constraints. In addition to this, I also persuaded Andy Firth to take a series of masterclasses for students and ultimately gained his commitment to return next year for an extended period.
Throughout this period, whilst developing sponsors, organising event contractors, managing the project team and creating professional development opportunities for the local music teacher network, I maintained constant project progress with the Headmaster in the understanding that I was ultimately representing The Cathedral School as well as its pupils. I was able to demonstrate my commitment to the school by intensifying my specialist music instruction for gifted performers in advance of the competition and utilised my performance experience to ensure that each student would be able to cope with performance nerves.
The event, the first of its kind, was great success and attended by a number of Far North Queensland schools who brought a total of 90 students to compete. However, the greatest success was in the achievements of The Cathedral school students who won the majority of the categories.
