Organisation: Kununurra District High School
Job Title: Resource Coordinator
Location: Kununurra District High School
In response to your advertisement for Deputy Principal – Secondary, I would like to offer my application. After reading the description for this opportunity, I am sure I have the relevant experience, drive and ability required to adapt to the ever-changing role of a Deputy Principal. Currently, I am the Australian Tertiary Admission Rank (ATAR) Teacher Physics, Years 11 and 12 Science Teacher and Years 7-10 at Kununurra District High School (DHS) and I have the hands-on experience required to undertake this leadership role. Superior leadership is student-centric, focusing on a whole-school approach to drive a school’s vision to create valuable global citizens and empowering each student to reach their potential. In accordance with the Western Australian (WA) teaching application process, I have outlined how I will make a valuable contribution to your specialised learning academy.
Capacity to provide effective leadership in a diverse range of educational settings
Holding a Bachelor of Education and Bachelor of Science, combined with my practical teaching experience and strong information and communication technology (ICT) skills, I have a thorough working knowledge of the WA education system, the State and National Curriculum, and the Australian Professional Standards for Teachers. Through my active participation in my various roles, I have gained a strong theoretical understanding of educational strategies, curriculum content and pedagogical research. In order to utilise my experience, I work collaboratively and proficiently with other teaching staff to ensure that my teaching practices reflect the values of the school and teaching and learning frameworks. My experience in the classroom has required self-examination, reflection and implementation of differentiated strategies that cater for the diverse learning styles of students and ensures that all programs are driven by student achievement. This encourages me to place importance on knowing my students and their learning needs in order to best plan lessons and programs.
Since the implementation of the new Australian Curriculum this year, I have immersed myself in the development of effective programs for use across four schools in connection with the subject of Year 12 physics. As an educator in a remote setting, it is imperative that I collaborate on a regular basis with teachers across WA in order to facilitate a smooth and seamless transition to the new curriculum. In view of that, I took it upon myself to utilise the Department of Education’s Connect Community to engage with other professionals with the same interests as myself. Communicating online via email and within a group forum, all are able to offer their suggestions and feedback to establish a workable program. Based on all the information I received, and additional research, I devised a detailed program for the entire year and distributed it across the four schools for implementation. As a result of my initiative, students have received a seamless delivery of the new curriculum and teachers have been able to provide a quality program based on significant research and contributions.
Confident in my ability to convey my ideas to my peers and colleagues, I enjoy receiving their perspectives and positive and constructive feedback relating to my practices. To this end, I have been proactively involved in professional development and training and initiatives that reflect current research and pedagogical practices and facilitate professional dialogue within the school to improve the learning outcomes of students. For example, as Senior School Coordinator I have held and run information nights for parents, staff and Year 10 to 12 students, increasing their awareness surrounding the requirements for Year 12 students to graduate. During these meetings, of up to 20 attendees each time, I discussed the intricacies of the VET pathway, TAFE and University applications. I ensured that the students and parents understood the correct combination of hands-on and academic subjects required to be successful. Additionally, I addressed issues surrounding wellbeing, highlighting to parents the need for a conducive study environment and how they could assist with the stress and anxiety related to the period of time leading up to exams. After each meeting, I received positive feedback from those who attended, thanking me for my specific and detailed advice.
As an effective leader, I consistently build the capacity and manage the performance of individuals and teams by acting as a role model, collaborator and fellow learner. During my years of experience as a committed educator, I have endeavoured to foster a school culture which embraces collaboration, cooperation and communication. This facilitates dynamic and skilled teachers who are encouraged to work in partnership to deliver a quality curriculum, leading to quality educational outcomes. The strength of this approach is that the school recognises that it has the capacity for self-improvement and strives for continuous quality practices.
During my time at Kununurra DHS, I observed that many parents were sending their children to Perth boarding schools, believing they offered a superior education. As Senior School Coordinator, I initiated the setting up of the Steering Committee comprising myself, the school principal and parent members. The purpose of this committee was to invite the input of parents and the wider community, providing a forum in which all felt free to express themselves and to encourage suggestions to improve the content and courses offered to our students. As a result of this initiative and based on all the feedback that was received, I was able to implement changes within the school that attracted a greater number of students to the school with fewer being sent to boarding school.
In my experience, I have realised that students are more focused when participating in hands-on activities that incorporate ICT. As a proficient teacher, the inclusion of ICT into my pedagogy comes naturally and provides an interactive platform that is proven to enhance learning. Committed to driving positive learning outcomes through the effective delivery of media programs and experiences, I encourage students to leverage their creative talents, competencies and skills to open pathways for success in their working and recreational lives.
High level of interpersonal and public relations skills that demonstrate the ability to establish and maintain effective working relationships to achieve planned outcomes
Collaborating with a diverse range of key stakeholders throughout my career, I am pleased to say I have achieved a great deal of success developing and sustaining relationships through appropriate social sensitivity and an informed understanding of cultural awareness. My strong interpersonal skills have been particularly valuable in my role as a teacher where it is essential for productive relationships to be forged between students, parents, and fellow colleagues to assist with creating a successful learning environment within the classroom. With an outgoing, confident and empathetic approach to daily interactions, I am able to effectively express my expectations of students, collaborate with my colleagues, share information with parents and guardians, and encourage the importance of effective communication to my students.
This ability was manifest in my role of School of Isolated and Distance Education (SIDE) Supervisor, where I was responsible for establishing and maintaining working relationships to assist all remote students to achieve acceptable academic standards. On a regular basis, I liaised with the Schools of Isolated and Distance Education in Perth to ensure that my remote students followed the curriculum and followed up any areas needing attention. Additionally, I ensured that administered assessments and examinations were in accordance with curriculum standards. During this time, it was essential that I utilise my effective interpersonal skills to keep all communication lines open to positively influence student outcomes.
Through my experience, I have observed that having these positive relationships provides an enriching and elevating effect on the school community and works to provide beneficial learning opportunities for all involved. At all times, I work to create an environment that is conducive to sharing ideas and responsibility, seeking input and recognising individual contributions, as I strongly believe that recognition of a job well done plays a large part in the motivation of students and their ultimate success. Feeling a sense of accomplishment that is positive in nature and immediately connected to their performance works to encourage students at all skill levels to achieve their best.
Another example of my ability to foster working relationships to achieve positive outcomes was also during my time as Senior School Coordinator at Kununurra DHS. At this particular time, a Year 11 female student was exhibiting extremely poor behaviour; being completely noncompliant, disengaged and distracting to other students. I initiated discussions with her, involving case conferencing to provide guidance and counselling since she had only two options: to improve her behaviour dramatically or source another means of education. In collaboration with the student, her parents and myself we devised a behaviour management plan to enable the student to remain at the school. The student agreed to the plan and all the details it contained and over the subsequent months her behaviour improved dramatically. As a result, the student re-engaged with the school community and was able to find suitable employment after leaving school.
Dedicated to establishing effective working relationships, I am personally involved in the induction process for new teachers since there is a high turnover of teachers at Kununurra DHS. I ensure that each new teacher feels welcomed within their new environment and assure them of my willingness to assist them in any way possible. I invite the new teachers to engage in peer observation of my lessons so as to understand effective methods of classroom management and teaching strategies in this geographically remote environment. I often receive words of appreciation from these new teachers because of my open-door policy and willingness to assist.
As my experience and repertoire of techniques grow, I will continue to add value to any educational facility I am a part of. I am committed to regularly evaluating my own pedagogy on all levels with the aim of meeting the learning needs of my students I am privileged to teach. By being dedicated to improvement, I will continue to create and maintain an inclusive and safe learning environment that challenges and empowers my students.
Professional knowledge and the ability to apply this knowledge to ensure a high level of educational outcomes for all students (e.g. Aboriginal students, students from diverse ethnic backgrounds and students with special needs)
I have a strong understanding of, and sensitivity to the needs of Aboriginal students and 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.
Australia is a made up of a very culturally diverse population. In recognition of this fact, I understand that students’ rate of learning is greatly affected, either positively or negatively, by their previous life experiences, as well as their home environment and religious or cultural background. In addition to this, in today’s ever-changing society, many social, mental and physical disabilities can potentially create barriers to learning. For those reasons, I have demonstrated experience in catering to a range of students in my classes.
For example, I was the mathematics teacher of an entirely Aboriginal Year 8 group who were the lowest level mathematics class across the stage. At the beginning of the year, I identified various reasons for poor performance that included fear and anxiety associated with contributing within the formal classroom setting. Determined to provide a safe learning environment in which my students felt comfortable to take risks, I spent time building trust with each of these 15 students. As the year progressed, my students began to participate more freely in class, offering comments and willingly engaging in highly differentiated and scaffolded assessment activities. Towards the end of the year, all my students were engaging in the same assessment tasks as the mainstream classrooms, without differentiation, and were achieving far better academic results than at the beginning of the year.
To ensure a high level of educational outcomes for all students, I use a range of ICT. Whilst utilising this form of teaching, I ensure that ICT is not the focus of the lesson at hand, but rather the lesson is punctuated and enhanced by it, such as the interactive whiteboard. I find that by incorporating ICT into the classroom, often difficult-to-grasp concepts are more easily explained with visual references, especially in the subject of science. All my students thoroughly look forward to these interactive lessons.
As an experienced Follow the Dream tutor, I am keenly interested in assisting aspiring Indigenous students to achieve their ambitions to attend tertiary education. I engage in tutoring activities on top of my regular teaching schedule for approximately 4½ hours every week and am passionate to see these young Australians achieve success.
My possession of professional knowledge and experience with students with special needs is demonstrated in my teaching a student diagnosed with Autism Spectrum Disorder for three consecutive years. When I commenced teaching the student in Year 8, he was extremely shy and reluctant to make eye contact. Immediately, I recognised the need to provide him with a differentiated workload and endeavoured to work with him on an individual basis during each lesson. As a result of my deep interest in seeing the student succeed, I helped him to improve his social interactions and comfort within a classroom setting. As time progressed, the student became more and more engaged with other students and participated more willingly during class, much to the joy of his parents.
Capacity to manage staff, physical and financial resources
The acquisition, utilisation and management of resources within a school can transform teaching and learning, as well as assist to improve 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 student and staff support is maximised.
As Senior School Coordinator, I was solely responsible for the school budget for two consecutive years. I ensured that all physical resources such as stationery, photocopier, and a resource room containing more than 18 computers were properly maintained. Additionally, I used resources wisely in arranging events such as school balls and graduation nights. My capacity to manage resources is further demonstrated during the organisation of revision seminars during the time leading up to school exams. On numerous occasions, I have liaised with and invited academics, professors and lecturers in their field of expertise, often in science and physics, to come to Kununurra to give three or four-hour intensive lectures to assist our local students, which was very beneficial. I ensure that I responsibly and accurately record all expenses and transactions and submit my report to the finance committee on an annual basis.
The strengths and commitment I have displayed to quality learning practices throughout my career will be well suited to the values of Kununurra DHS to promote excellence in education and a safe and supportive learning environment that encourages engagement, success and community. I am passionate about supporting young people to cultivate a lifelong love of learning, and develop effective social and communication skills using a variety of explorative experiences. My application can only tell you a little about my passion and enthusiasm and I would be grateful for an opportunity to meet with you to further discuss how my experience, qualifications and interests.
