Organisation: Queensland University of Technology
Job Title: Sessional English Language Teachers
Word Limit: 3 Pages
Having completed my Bachelor of Journalism in 2006 facilitated by Queensland University of Technology and a Post Graduate Diploma of Education through Queensland University in 2009, I am qualified to teach in Queensland school-based curriculums. Demonstrated through my invaluable experience as English Teacher within my tenure at Langports English Language College, I have acquired the sound understanding of the Principles of Learning and Teaching in a wide range of school environments both locally and internationally. In addition to this qualified experience, I achieved completion of my Diploma of Teacher of English to Speakers of Other Languages (TESOL) in 2013 and 12 years of relatable experience.
Possessing expert knowledge of English language teaching to speakers of other languages and demonstrated high standard of teaching across a range of English Language proficiency levels and programs, I have proven myself an invaluable contributor at Langports English Language College. My proven understanding of students and their diverse learning styles in my responsibility as a Teacher has encouraged the individual unique learning styles of students, as well as offered differences to the classroom environment. For this reason, I am committed to provide students with a safe, engaging and enjoyable learning environment in which they can learn and work towards achieving their goals. In order to deliver on this commitment, I will be well versed and prepared to cater for a vast array of individual needs. The learning environment that I promote fosters critical thinking, develops problem-solving strategies and facilitates the acquisition of lifelong learning skills.
Holding three years of experience teaching English as a second language in Switzerland within a private language schools, Sprachschule Liestal and AIS Bilingual School and within my own business operating as English4you. Successful in my position, I taught English to hundreds of students ranging from prep to grade 4, students of nursing and radiology and adults over this period of three years. Classes were planned and delivered in accordance to teaching principles and I was instrumental in the development of the English Primary Curriculum, combining both the Swiss and United Kingdom curriculum AIS Bilingual School. Additionally within this position, I inducted, trained and assessed many teachers over this period of 14 months years. Working in collaboration with management, I was instrumental in the improvement of school educational success. The results of my tenure awarded many career achievements that improved the English programs within AIS Bilingual School including the introduction of the student self-evaluation method and goal orientated learning philosophies, designed the bilingual preschool and kindergarten curriculum and the creation of benchmark frameworks within this international school.
Furthermore, in my current position at Langsport English Language College, I demonstrate a strong ability to develop new courses and materials for the English as a second Language area across a range of proficiency levels. Developing materials at an English Teacher, I have designed and implemented material teaching general English heavily involving the curriculum within speaking and listening classes. The acknowledgement of my capabilities in this area, I have been humbled that development material has been incorporated as part of the official curriculum within the school.
With a proven ability to embrace diversity within student populations, I initiate all delivery designs by first gathering critical student learning data in order to provide an inclusive learning atmosphere. Proven within my tenure at Langsport English Language College, I am committed to the daily application of formative assessments to inform my teaching. Constantly assessing skills, understandings, needs and definitions, I will start a lesson as a review of the previous day’s lesson asking specific questioning to be actioned in pairs and actively listing to their discussed responses. This immediately assists me in fine tuning the direction of teaching and learning for the forthcoming session, and knowing which students require scaffolding in specific areas. In addition, through the application of non-confrontational formative assessments, I foster an environment that allows students to contribute to their level of comfort and awareness. Furthermore, I utilise visual assessment on a weekly bases and personally creates tests to determine student levels of understanding particularly with grammar, verbal but also include reading and writing abilities. It is through the weekly evaluations of students, I conduct face-to-face interviews with the students to best prepare the fortnightly report and discuss further learning opportunities and their particular interests. The outcome of my assessments has provided me with the 360 understanding of the students, their capabilities and their learning goals in an inclusive and collaborative manner.
My extensive experience has heightened my awareness of the need to develop and nurture quality relationships with all members of the school community to best meet the needs of all students. Possessing and exhibiting sensitivity and understanding of the dynamics of a school community, I effectively ensure that processes of collaboration and consultation are embedded. Through the provision of highly visible, collaborative and inclusive communication, I have demonstrated my capacity to build upon positive partnerships across the school community, which has resulted in high levels of student learning outcomes.
Collaboratively planned and implemented a number of effective programs throughout my career, I most recently at Langsport English Language College have been instrumental in the joint coaching duties of the soccer club. Actively involved in the training and coaching of college games as well as building team spirit, I have achieved results in significant improvement in students’ skill levels, and culminated in successful performances at quarterly games.
Due to my high level of verbal communication skills, I have developed a record of achievement throughout my career for my proven ability to in co teaching, learning plan development and curriculum discussions with all staff as demonstrated at Langsport English Language College. Within the position at Queensland University of Technology, I am confident that I will further demonstrate my capacity to provide highly visible, collaborative and inclusive leadership through building relationships based upon open communication, trust and respect, which will ensure successful outcomes for students, staff and the whole school community.
Throughout my career history, I demonstrate a capacity to work with colleagues in team teaching. Personally, I put great emphasis on sharing ideas, collaborating with staff, and providing information and resources to help develop and create a college wide approach to continually improve teaching and learning. When planning for individual learning styles and effective, responsive teaching within a learning environment, I endeavour to employ numerous strategies to successfully cater for all diversities. The outcome of my ability to interact with peers and students in an informative and approachable manner has seen the school community look to me for education, guidance and instruction, cementing myself as an approachable and inclusive member of staff.
Committed to consistently increasing my knowledge and striving to ensure the use of ongoing professional learning to improve my teaching skills and teaching capacities, I view learning as a continuous process and I am committed to investigating recent developments in teaching areas so that I can remain up-to-date with my teaching practice. I feel it is imperative to constantly reflect and look for areas to improve both student learning and teaching practices. Therefore, I believe teaching is a profession in which we are constantly learning, evolving and improving, and seeking ways to improve practice. In order to adapt constructive reflections, I clarify the purpose and learning outcomes for my lessons and assess outcomes. By performing these reflections, I am able to remain focused and develop strategies to deal with and respond to difficult and challenging classroom situations.
Understanding that whilst employed in the Australian Education Sector, I am committed to the embracing the numerous policies and procedures developed to protect employees and management, particularly regarding to Workplace Health and Safety, Equal Opportunity and Anti-discrimination. Actively supporting throughout my career and in the opportunity of English Language Educator with the Queensland University of Technology, I will continue to promote employment equity, anti-discrimination, occupational health and safety and ethical behaviour utilising the various policy and procedures available as well as the local Code of Conduct. Accordingly, I treat all students including my fellow staff members, fairly and seek to provide a workplace free from discrimination and harassment. Additionally, I strive to ensure decisions I make regarding processes and practices do not discriminate either directly or indirectly based on “attributes” or other irrelevant matters. Possessing sound knowledge that Employment equity and anti-discrimination issues including age, gender, race and religion are necessary to maintain an appropriate skill mix, and fair go in organisations, I value and manage diversity, nurturing an environment where all employees and students are encouraged to achieve his or her full potential.
My demonstrated success within the classroom at all stages is highlighted by the enhancement of quality teaching through a range of curriculum strategies including differentiation and integration of technology. In the ever-changing and complex 21st century world, a comprehensive and holistic education provides the platform for a successful life learner, I am motivated to develop personal knowledge in the ever developing area of learning technologies and incorporate these tools into everyday learning for students. Through providing a range of educational opportunities for students including the daily use of multimedia through the utilisation of video online resources such as TEDxESL and foundation knowledge of CALL and eLearning, I have fostered the growth and development of students in a supportive, yet challenging environment.
As a dedicated teacher, I believe that education should provide many opportunities for all students as learners to gain knowledge to the best of their ability, effort and interest, regardless of race, ethnicity, culture, gender or social economic status. Teachers play a key role in students’ education and hence as a teacher, I am passionate to provide an overall education, focused on how to best prepare each student to become prominent and positive members of society.
Demonstrating my passion and commitment to Teaching English as a second language in diverse settings, whilst living in Switzerland, I accepted an positions at two highly regarded colleges performing the duties of Head of English to medical Students and primary students. This involved teaching English for study and work purposes, both written and verbal. My proven understanding of students and their diverse learning styles in my responsibility as a Teacher has encouraged the individual unique learning styles of students, as well as offered differences to the classroom environment. For this reason, I am committed to provide students with a safe, engaging and enjoyable learning environment in which they can learn and work towards achieving their goals. Whilst I do not hold current registration as an IELTS examiner, I foresee no obstacles in achieving this and would welcome the professional development opportunity.
