Organisation: Department of Education
Job Title: Various Graduate Teacher Positions
Word Limit: 500 pp max
Location: Melbourne
Demonstrated knowledge and understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice and the ability to implement curriculum programs consistent with their intent
Having completed my Bachelor of Physical and Outdoor Education in 2015 facilitated by La Trobe University, I am qualified to teach in Victorian school-based curriculums. Demonstrated through my invaluable experience as Teaching Education Support throughout my professional development, I have acquired the sound understanding of the Principles of Learning and Teaching P-12 in a wide range of school environments.
As a classroom teacher, I am committed to establishing the key building blocks that provide curriculum programs through the adoption of Australian Professional Standards for Teachers such as ‘Know students and how they learn’. This standard resonates with my vision of what I will bring to every opportunity, and I practice this by spending quality time to understand each student along with his or her passion, strengths and development areas. In a commitment to the
Throughout my studies at La Trobe University, I was able to develop and broaden my understanding of AusVels, the Australian Curriculum, the Principles of Learning and Teaching (PoLT), and the importance of assessing and reporting on students in a school setting. During this time, I was able to gain a practical understanding of the Victorian Certificate of Education Physical Education study design, assessment handbook and current trends in Health and Physical Education. Being aware of the ever-increasing global issue of childhood obesity drives my passion to change students of the future to be fit and active for life. This growth of knowledge and understanding has stemmed from my results and hard work during teaching placements, subjects studied at university and several assignments completed during my time at Latrobe and certifications in personal training.
During placement at Marist-Sion College, I worked with Year 10 students developing a biometrics introduction based on the Australian Curriculum in a group information lesson, which included crucial modules of PoLT and assessment principles, including a research assignment to support their understanding of the topic. Working with the students, I engaged in smaller group discussion over the two lessons and encouraged group sharing of information and visual presentations to promote understanding of the new topic to the classroom. The outcome of this program was that students had an understanding of a new module of the curriculum, confirmed by the results of the delivered assignments; I had successfully promoted the details of biometrics and engaged the students’ curiosity and understanding.
During this placement at Marist-Sion College, I also designed a PowerPoint presentation based on the introduction to the muscular system. The unit focussed on providing a deeper knowledge base for students, I utilised the learning tools to engage with Year 10 students such as video presentations and structure questioning to assess throughout the lessons the students’ understanding of the muscular system. The outcome of this introduction session was that, I validated my ability to assess and adjust learning within the classroom to ensure all students had the opportunity to engage in the learning topic.
Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning
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.
Promoting an environment that has students at the centre of the learning experience, I will offer the opportunity to participate through active involvement that provides an authentic learning experience. Dedicated to practices of Inquiry Based Learning, I strive to encompass the level of autonomy in Units of Inquiry where students have choices regarding what they learn. In addition to this, I incorporate engaging activities related to lessons that inspire students to communicate and share ideas amongst themselves, thus leading them to consider and practice greater thinking. These techniques are proven to make the learning environment engaging and challenging for the students.
During my placement at Marist-Sion College, I confirmed my belief that teachers need to understand learning from a student’s perspective in order to best deliver on learning outcomes. Utilising to contemporary thinking, I have been successful in creating a learning environment that involves metacognitive strategies in my classroom. Committed to developing good teaching practice that makes learning competent, creative, collaborative, conscious and constructive, I foster the students’ thinking to develop a deep understanding of the subject. Passionate about providing numerous opportunities for active participation by students, I included a circuit session, for a class of Year 10 students that provided opportunities for all students to engage with a particular item of interest. The success of these two lessons was that, I had catered to all abilities and interests of the students therefore received entire class commitment to these sessions.
With the teachers’ responsibility to be one of creating an engaging environment and to present information to their class in different forms, I will ensure to cater to whole class involvement in line with this vision. Within my teaching career, I have drawn on the Whole-Part-Whole teaching approach, where I utilise visual aids such as PowerPoint, along with books and posters to cater for the visual learners in the class. This has been demonstrated through incorporating tactile experiences in my classes where possible to accommodate the kinaesthetic learners, such as using a jigsaw to demonstrate adding and subtracting fractions. Demonstrated in my career, I have used exercises such as Think-Pair-Share and ‘Think Time’ to allow students to organise their thoughts prior to reporting to the class.
Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning
As a qualified P-12 Teacher, I am enthusiastic in the opportunity to work within a school environment that boasts curriculum differentiation. 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.
As a student teacher at Brighton Grammar School, I was faced with a variety of ability levels and understandings across the Year 8 class. In a classroom with students of such diverse learning needs, it was necessary for me to design lessons that not only catered to the students that were achieving at mid-level, but also those that were excelling and those who were not achieving. Acknowledging that each student learns in a different way and at a different pace, I provided the class with material that was interesting and challenging to develop confidence and the desire for life-long learning. Demonstrating as a qualified educator, I delivered a maths pathways program to these students, commencing with pre assessment to map the current abilities of the class. After reviewing the results of assessments, I then divided the classroom into groups according to learning levels. The outcome of this methodology was that, I created an interactive and inclusive environment to all students that promoted engagement and results achieved by the class. To cater for the needs of a culturally diverse group of students, I prepared a vast array of teaching methods and structures such as, group projects, student portfolios and class participation.
Supported by my experience as a placement Teacher, I have incorporated into my teaching style the principles of providing students with tasks that have a balance between being challenging and yet still being achievable. As a classroom teacher, I have enhanced my skills through opportunities to observe and absorb many teaching styles and strategies, which I carry with me into the classroom. Teaching requires an ongoing willingness to learn and I am very eager to learn not only from my colleagues but also from lecturers, friends, family, and students. Understanding that students learn in diverse ways, I acknowledge that is the responsibility of an effective teacher to be adaptive and show initiative in encompassing these learning styles within a classroom. Firm in the belief that all students have the capacity and desire to learn, I am committed to impart the tools and means to excel.
During my teaching placements whilst studying at La Trobe University, I have used a variety of assessments tools to make sounds valuations on the capabilities of students’ ability to achieve and perform key teaching criteria and points. Methodology that I have utilised included, Student Socrative to assess and inspire students to improve in Health and Physical Education homework for years 10, iMuscle to increase students’ ability to perform different exercises for each muscle group and to record number of sets for each in Year 10 Physical Education, as well as group assignments for health which were marked against a rubric.
Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff
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.
Due to my high level of verbal communication skills, I have developed a record of achievement throughout my career for public speaking ability and performing effectively as a business owner. As a Graduate Teacher, Physical Education, 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 practicum placements, I demonstrated 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. As a graduate teacher, I would strive to further develop my skills and understanding of catering for diversities in learning styles. In a commitment to personal continuous improvement, I am comfortable to seek advice from my fellow colleagues regarding their experiences with this in their classrooms, and would encourage their feedback about my practices and strategies, with no hesitations to trial new approaches that may be suggested and discussed.
As proven in my placement at Marist-Sion College, I have provided various means of open communication with staff, parents and colleagues. Demonstrated in the contribution I provided to the round robin program, I was influential in the success of this school event. Through the development of paperwork in order to assess and deliver on desired outcomes, I was proactive in the coordination of students, organisation of the staff, and finalisation of the scorecards and ladders for the results of schoolhouses. In addition to this, I was instrumental in the communication with parents about the logistics and itinerary of the whole school excursion. The outcome of my ability to interact with parents 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 during this placement.
Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice
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. It is imperative, that I 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.
Throughout my teaching placements, I have proven experience in contributing to whole school programs, including sporting events and health promotion. Throughout my career, I have organised, facilitated and contributed to a variety of programs that have provided students with opportunities to participate and become engaged within the classroom. During my placement at Brighton Grammar School, I led the mountain biking and canoeing components of a Grade 6 camp. Embracing this opportunity, I provided students with the skills and atmosphere of life lessons and inclusion of all students. Within the position as Graduate Teacher, Physical Education, I am committed to the continuation of building a supportive and collaborative spirit the achievements of whole school music, gifted and talented programs for the students.
Developing as a teacher over the last four years has been enhanced by my ability to reflect on my own teaching and taking on board the feedback that is generously given by La Trobe staff, supervisors at school placement, and peers. 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.
Within my role as Graduate Teacher, Physical Education, I will embrace The Principles of Learning and Teaching designed to assist teachers to create effective, constructive and reflective learning. As a new teacher, I am aware that to successfully reach students, I must be constantly adapting and changing my approach to teaching. I have consistently demonstrated exemplary performance according to the required standards. When designing learning experiences, I identify desired results, determine acceptable evidence then plan meaningful learning experiences. Whilst I have limited opportunity in curriculum development to date, I am aware of the need for ongoing development, implementation and review of curriculum programs.
