Organisation: Department of Education NSW
Position: Special Education Teacher
Location: NSW
Approval to teach students with learning difficulties (primary) and/or experience teaching
students with learning difficulties (primary) in mainstream classes
I am a qualified and highly experienced teacher of Special Education, with extensive experience teaching
Learning Support programs and mainstream primary and secondary classes. I hold a Graduate Diploma in
Special Education and continually build on this base through professional learning and keeping informed of
current research and ideas. I have a very thorough knowledge and understanding of Literacy, Numeracy,
Science and Geography and continually expand on this to enrich my teaching. I have a thorough knowledge and
understanding of both the NSW Board of Studies syllabus and the Australian Curriculum, which I taught and
assessed in 2012.
As a Learning Support Teacher at Nixon Street Primary and Reece High Schools, I taught individual students
and small groups of students from grades 1 to 6 and a grade 7 to 8 class in the Special Unit. As a classroom
teacher at Nixon Street Primary and Spreyton Primary Schools, I have worked with a significant number of
special needs students. These have included specific learning difficulties, learning disabilities, mild to moderate
intellectual disabilities, ADHD, severe autism, Down syndrome and other developmental, learning,
communication, behavior, social and medical issues. My competence is clearly evidenced in the ongoing
progress, achievements and engagement of these students.
Capacity to provide specialist assistance to students in regular classes with additional
learning and support needs and their teachers
I am able to work extremely effectively with both students and classroom teachers in their regular
classes, to provide maximum support for students with learning and other special needs. I have the
experience and skills to provide excellent support for students, whether directly or through classroom
programming. As a Learning and Support Teacher, I consistently demonstrated my ability to provide highly
effective individual and small group programs for students in grades 1 to 8. I am able to work independently
to develop Individual Educational Plans for students but it is essential to work in consultation and
collaboration with their classroom teachers to plan and implement programs which support the child’s
needs, class program and curriculum.
I am very experienced in the process of identifying and assessing specific needs using existing
information, a range of available assessment tools and teacher input. I write personalised learning plans with
specific goals, strategies and desired outcomes and include recommendations and resources. These are
adapted to different learning styles, kinaesthetic, visual and auditory, to ensure that all students learn most
effectively according to their strengths, whilst building others. I teach and model effective strategies to develop
deep knowledge, skills and understanding and provide ongoing monitoring and adjustment of the program to
inform learning. These target a wide range of varied and sometimes complex special needs covering
intellectual, language and communication, physical, social, behavioural and emotional requirements. I
provide students with very positive and encouraging feedback.
I am very confident in my ability to plan and deliver high quality literacy and numeracy programs to significantly
improve student learning outcomes. I have a deep understanding of these key learning areas and the ability to
teach and explain these very effectively, built on a strong and structured foundation which allows for much
enrichment. I value the many benefits of ICT technologies to extend learning and make regular use of these in
my teaching practice, including individual programs, data projectors and smart boards according to available
resources. The results attained by my students, both in Learning Support and the mainstream classroom are
clear evidence of the effectiveness of these programs. My students show consistent improvements, if not a high
standard of achievement in their classwork, school based testing in reading, spelling, comprehension and
numeracy and in their ratings. In the 2012 NAPLAN testing results, 98% were at or above the national minimum
standard for Numeracy, 98% for Spelling, 95% for Reading and 100% for Grammar and Punctuation.
Focusing on language and communication I have trained in and used the Pragmatic Dynamic Organisational
Display program for a student with severe autism, taught several ESL students, whom have rapidly adjusted to
an English speaking environment and worked very successfully with students in the Aboriginal Tutorial
Assistance Scheme. I have taught a number of students with significant behavior issues, who have required
specialised strategies and plans. Based on a supportive school environment, I seek to understand the causes
and implement strategies from low to high intervention including incentives, cooling off periods, negotiation,
behaviour agreements and modified programs. Through consistently teaching, modeling and reinforcing positive
choices and behaviours, I have always been able to achieve significant breakthroughs and rebuild relationships.
Capacity to support teachers in planning and programming to cater for students with
additional learning and support needs
I have proven my capacity to provide excellent support for teachers in planning and programming for students
with additional needs. I have a thorough understanding of the Language Literacy and Learning, Focus on
Reading and Best Start Programs and Students With Disability in the Australian Curriculum. I form very positive
working partnerships with my colleagues and my vast experience with the curriculum and the many
requirements of the classroom teacher is a great asset. I place extremely high value on providing effective and
efficient support for classroom teachers and modeling best practice. I know the importance of warm professional
conversations, collaborative planning as part of a team, managing time and resources, collegial support and
operating in a way with the teacher and students to create the best atmosphere within the classroom. I provide
regular updates to staff and discussions regarding programs, progress, resources and relevant issues.
In addition to supporting classroom teachers as previously outlined, I am very competent in providing assistance
with differentiation of the curriculum, to give every student the opportunity to achieve their highest potential. My
vast experience across all stages and many subject areas has afforded me a deep and extensive knowledge
and understanding of the curriculum. The individual abilities of gifted and talented students can be targeted by
adapting the content, learning processes and products. Strategies include compacting learning, tiered
assignments, negotiating independent projects, high level questioning, learning centres and the integral use of
ICT technologies and programs to extend learning and stimulate the abstract, critical and creative thinking and
meta-cognitive skills of these students. At Nixon Street Primary School, I implemented a highly regarded
Science program for gifted and talented students and offered other students the opportunity to attend CSIRO
activities at lunchtime.
Demonstrated ability to gather and analyse student data
In Learning and Support and as a Literacy Committee member, I have been closely involved in gathering
student achievement data from various sources and analysing this evidence to inform actions to be taken
towards improving learning outcomes. Assessments must use strategies which give students opportunities to
demonstrate their knowledge, skills and understandings in various contexts and link directly to the stated
outcomes, achievement standards and content descriptors. The Australian Curriculum provides an extended
continuum for students with disability in Literacy, Numeracy and Personal and Social Capability.
Significant sources of data include student’s written work and verbal communications, school based
achievement tests, NAPLAN results, item level analysis and relevant psychological and other tests. Detailed
analysis of appropriate data and its connections affords an understanding of current performance patterns which
we use to establish clear directions and purposes for the school with measurable targets. These address gaps
in the curriculum and inform changes to teaching practice. Structures and processes are designed and
resourced to improve outcomes. I have achieved considerable success in these areas.
Excellent communication and interpersonal skills and the ability to work collaboratively with
all stakeholders
I have excellent communication and interpersonal skills and strongly developed written and verbal skills. I form
very positive, professional relationships and effective working partnerships with my students, Senior Staff,
colleagues including Teacher Assistants, parents/carers and members of the school community and receive a
very high level of feedback. I am committed to the development of the whole child and build warm, effective
working relationships with each of my students through genuine care and interest and delivering excellent
learning programs.
Along with my dedicated support for teachers, I am able to provide excellent advice and liaise with other
professional support personnel. I draw on the support and input of psychologists, speech and language
therapists and experts in particular fields such as autism and community members such as Aboriginal Education
groups. I have taken a variety of Professional Learning sessions in Science, Literacy and Sustainability. At
Nixon Street Primary School, I initiated widely recognised programs in which I trained parent volunteers to assist
with reading at the school and conducted sessions to inform parents how they could assist their child with
reading and spelling at home.
Crucial to the success of providing the best learning support to students, is partnering with their parents/carers.
I invite and value their involvement and insights at all stages and encourage them to support the school program
at home, providing valuable resources to use. I report regularly to parents via informal and formal conversations
and comprehensive written reports using clear, meaningful language which reflects school and departmental
requirements.
