Job Title: Primary School Teacher
Word Limit: 2 pages, size 11 font
Location: ACT
Indicators of Professional Knowledge
In order to plan an effective, engaging program suitable for all learning needs and abilities I have developed highly flexible programs, catering for student needs through a range of teaching strategies. To meet the needs of all students, I use a variety of strategies to ensure the learning environment is one in which students are engaged and appropriately challenged. To determine prior knowledge and understanding, I use formative pre-tests and questioning to ensure lessons will meet curriculum requirements as well as facilitate student learning.
I structure lessons to support a range of learning styles and employ more than one strategy to ensure all students are given the best possible opportunities to engage with content – for example, when teaching algorithms for multiplication, I used a range of strategies including: Array, Lattice, structured and duplication methods. I adapt worksheets to provide scaffolding for students who require additional support and have extra work or activities planned for fast finishers. Varying explicit teaching also provides additional support for those who require assistance, whilst capable students continue with an independent activity. Varied grouping strategies and pair work also exposes students to a range of different ways of thinking and doing things as well as building teamwork and communication skills.
In terms of classroom management, I have organised the classroom to provide consistency through routines and seating plans. I wait for silence when students are talking throughout explicit teaching times and have introduced a sensory bag for students who find it hard to sit and listen for a period of time. They are able to hold and touch the bag/item when seated on the floor. I use positive reinforcement and praise to encourage students and have incorporated the use of a social support card for a student who was having difficulties on the playground at both recess and lunch time. If no issues were recorded after each session this child would receive a stamp on their card and create and maintain an inclusive, supportive and challenging learning environment.
Attending Professional Development courses including Aboriginal and Torres Strait Island cultural awareness and network meetings, supports my journey as a lifelong learner and I am committed to undertaking further courses as opportunities arise.
Indicators of Professional Practice
I develop formative and summative assessment items which reflect student learning. Structured assessment items such as pre-tests, tests and assignments help to strengthen and develop a program which caters for all students’ needs. Assessment for learning enables me to identify learning needs of students and respond through adapting pedagogy. I have used assessment of learning to determine each student’s growth in their understanding.
I incorporate inclusive education policies into a mainstream classroom through: role plays, games from different cultures, presentations and multi-media which focus on respecting others. Discussions on differences are encouraged and students are involved in developing rules and expectations which are recorded and displayed to ensure expectations are shared and utilised in classroom management. Along with a consistent, fair and structured approach when working with students, I provide a variety of cues for smooth transitions between lessons through using music, symbols such as a stop sign and arrows, different clapping rhythms, using a timer on the interactive whiteboard. Having high expectations and a clearly structured learning environment enables students to take responsibility for their own learning, and function successfully with their peers.
I also incorporate the use of the interactive whiteboard on a daily basis The IWB can be used for marking an electronic roll, literacy and numeracy games, transitions between lessons, explicit visual teaching, classroom management and motivation, reminders and brainstorming or annotating. Visual learners benefit from being able to clearly visualise and process information and learners with other primary learning styles also benefit from the incorporation of audio stimuli and/or kinaesthetic activities in which they are able to physically manipulate objects on the screen.
Indicators of Professional Relationships
I provide timely and appropriate feedback to students with regards to their learning which includes written feedback on their work; oral feedback to the whole class and individuals, such as encouragement and praise and constructive feedback which is meaningful and relevant to the situation. In creating an inclusive environment, I demonstrate respectful relationships with all students and take the time to get to know students so they feel cared about and valued.
I encourage students from culturally diverse backgrounds to share their beliefs and background history when appropriate. Opportunities are provided for all students to speak and teach peers about their own culture, reflecting another side of themselves and their identity. All students are expected to respect, accept and value the cultural diversity of classmates. By incorporating diversity into my teaching and using different cultural experiences to help explain and explore ideas and things, I promote tolerance, acceptance and knowledge of different ways and beliefs.
I work alongside colleagues to help plan and produce units of work/programs for the grade level. Collaboratively, I have been involved in creating assessment items and rubrics which interlock with the program. In team meetings and whole school meetings, I offer input and suggestions where appropriate to address specific agendas. I also engage in reflective practice to enhance my own teaching and learning and seek advice and support from colleagues.
I encourage parents and carers to be involved within the school by volunteering in the classroom and supporting reading groups on a regular basis, to be active within the P&C, involved with carnival days and/or the school’s canteen. I communicate effectively with parents and carers on a regular basis about their child/s performance, through notes, emails and parent/carer teacher interviews.
Indicators of Professional Attributes
I work flexibly to produce quality teaching within a sometimes disruptive learning environment. Throughout a previous practicum it was planned that I would teach consecutive physical education lessons. The lessons had to be planned to be taught outside as the school was undergoing a refurbishment and did not have a hall at that time. This meant that I had to deal with all kinds of situations including the weather and different classes using the basketball court. Many times I had to change the day or time which P.E was, or change the plan and use the time as a health lesson. I was always extra prepared and flexible and able to adapt to suit the time and environment.
I have been involved in a voluntary program, ‘Shining Stars’ which was developed by a primary school to assist and help students who were below average with reading and writing. We were assigned a student and after meeting with the classroom teacher and assistant principal, devised a plan to meet the student’s needs. I meet with this student twice a week for one whole term, reading a variety of books and complete comprehension activities to improve literacy skills. I am passionate about supporting all students to learn and achieve and look forward to being able to actively contribute to all aspects of school life.
