Organisation: NSW Department of Education
Job Title: Teacher
Location: NSW
Approval to teach K-6
As a qualified educational leader and valued team member, I have demonstrated ability in working to enhance learning experiences for the students I teach through forming productive and valued relationships with staff, students and the community. My teaching experiences highlight my ability to teach students in grades K-6 within a diverse student cohort while providing high quality learning outcomes, supported by research catering to individual student learning needs. I have demonstrated this through:
Designing and delivering innovative quality teaching and learning to cater to the needs of all my students. This is supported by my participation in the Language, Learning and Literacy (L3) Stage 1 (Early Action for Success) program. I have implemented significant changes to best suit the needs of my students, such as rearranging my room for the purpose of independent learning activities, and providing a range of high level independent activities that students can choose from during literacy groups. The results of the changes have been significant; students who would normally avoid reading and writing are now reading more challenging texts and writing stories, and are excited and proud of their achievements.
Utilisation of running records, benchmarking, observation to assess and forecast for future learning. By using these tools, it can be demonstrated that the majority of students have made significant progress towards meeting Early Action for Success Benchmark levels. Successful planning and implementation of quality guided reading groups based on students’ individual reading levels has been a significant contributor to the success of these groups.
Successfully transferring key learnings from the Focus on Reading program to improve student outcomes in comprehension of texts, reading fluency and the use of rich vocabulary. Additionally, students have been able to transfer their knowledge of the ‘super 6’ strategies to other areas of the curriculum. Positive feedback has been provided on my ability to implement feedback from professional development and improve my teaching practice and capability.
Developing shared classroom expectations together with students to effectively manage behaviour and create a safe environment for students to express themselves creatively, problem solve and take risks with their learning. This has empowered student achievement and academic advancement. In addition, I have worked extensively to support students with additional learning and support needs through a range of strategies which include working with Aides/Support staff and individual learning plans (ILPs).
Drive and commitment to continue to improve of my pedagogy to support improved teaching and learning and will continue to shape the way I teach. I have found reflection and the ability to take on board feedback to be of great advantage in informing future teaching and see this as a core component in my educational philosophy.
Demonstrated excellence in classroom practice with an emphasis on differentiated literacy and numeracy programs
Differentiated learning is centred on the strategy of basing learning on individual student needs, as everyone learns in different ways and styles. As a teacher, it is my responsibility to create a learning environment that is stimulating, engaging and offers a range of resources to cater to a wide range of needs to encourage progress and growth. As such, I provide students with explicit lessons that enhance literacy and numeracy outcomes. My expertise can be demonstrated through:
Differentiating and creating learning experiences based on student needs through targeted and honest verbal feedback focused on students specific learning needs. This method of providing feedback to students has been successful and has led to immediate improvements in student abilities where previously students were placed on ILPs to achieve targeted learning outcomes.
Managing and coordinating differentiated grouping in reading groups, allowing for flexibility and the ability to gauge each student’s capabilities through fluid and flexible grouping of students. I have worked effectively and managed these reading groups to allow for regrouping each day based on student ability levels.
Creating an environment which supports a differentiated curriculum which has been achieved through developing ILPs, providing verbal feedback to students, flexible programming and promoting/celebrating success. As a result, students have been able to work at their own level and experience progression and success in all key learning areas (KLAs). Students are also encouraged to resolve problems, think abstractly and complete complex and varied tasks.
Effectively planning and implementing ability-based groups and learning centres based on students’ individual writing capabilities and providing opportunities for students to conference with colleagues of differing abilities. I structure literacy time effectively to ensure that all students engage in one-on-one conferencing. This results in my students receiving regular teacher feedback and opportunities for further development in their overall literacy skills.
Implementation of the new NSW Mathematics Syllabus with professional mentoring, resulting in my ability to cater for the individual needs of the learner and facilitate their progression through the numeracy continuum. This has been achieved through professional development and training on the L3 program (Language, Literacy and Learning), Reading Recovery Teacher Training (Module 1 program) and various other programs.
As a dedicated teacher, within my programming I will ensure that standards featured on the literacy and numeracy continuum are addressed and taught consistently within my classroom. I will remain keenly aware of individual needs and continue to design, implement and support whole school programs. I am able to plan successful, differentiated programs that stimulate my students’ academic abilities and will continue to do so at Metford Public School
Demonstrated capacity to work as a collaborative member of a stage team and school teams
Team work is an essential element to my working style; I have worked collaboratively in team environments on a number of occasions. As a classroom teacher, I utilise and promote collaboration in all my working relationships with both staff and the community and feel that others enjoy working with me because of my organisational skills, honesty and hard-working nature. My active listening and reflection skills allow me to acknowledge and appreciate other people’s perspectives and view-points. In addition, I have excellent communication skills, both written and verbal, and high level interpersonal skills. These are demonstrated by:
Working collaboratively with key stakeholders to achieve high level learning outcomes. A recent example where I have achieved this is working on the Early Action for Success program (EA4S) where I have worked with the teacher in charge of this program to achieve high level results for the students.
Working collaboratively as an active member of the stage team where I have successfully communicated with a range of colleagues who provide support in the classroom on a daily basis such as the ESL support teacher, Early Action for Success support teacher, Teacher’s Aide, L3 Stage 1 leader and EA4S Instructional leader. I have been successful in developing positive, productive and professional partnerships in and out of the classroom, which has had a positive impact on student results and created a positive and inviting classroom
Presenting a professional development (PD) session on Best Start Early Years conference to the whole staff cohort, which provided the opportunity to build relationships with staff and gave me an opportunity to demonstrate my ability to lead presentations and effectively interpret and understand key learnings which were relevant to the school and staff group. Positive feedback was provided on the success of this PD session and my presentation skills.
Successfully working well with other school teams to achieve successful outcomes. This has been demonstrated through my commitment and involvement in various activities such as working collaboratively with other stage members and with the STLA, ESL, PLB, and Target Team leaders to design and implement programs to improve learning outcomes. I am an excellent team player and work well with others and actively welcome ideas and feedback to improve my teaching for the purpose of achieving shared outcomes.
Creating opportunities for developing team work and cooperation. I am visible and approachable around the school for informal discussions with parents and colleagues. Additionally, I organised and facilitated the assistance of parent helpers in the classroom setting for guided reading groups, excursions and incursions. Effective communication between members of the team resulted in the smooth operation of such events.
Creating an environment that is collaborative, where students are valued, and critical thinking and creative problem-solving are strengths is a powerful tool in effective teaching and learning. I will ensure that these values are encompassed in my teaching and as an active member of the school to create a nurturing and creative environment for both staff and students.
The ability to implement 21st century learning in all key learning areas
My strong understanding and the ability to think creatively about 21st century learning has allowed me to provide learning opportunities for my students that focus on developing student ability to communicate collaboratively, and think creatively and critically about the topic they are engaged in by using a wide variety of teaching strategies to engage, challenge, support and include all students in my classroom. Creating a positive environment that students feel comfortable in is essential to students achieving their desired learning outcomes and excelling within their learning environment. I have been able to demonstrate this effectively by:
Creating an interactive learning environment by incorporating technology into all aspects of student learning. In my teaching I have utilised the interactive white board and interactive notebook documents and iPads to enhance my teaching and to create an interactive engaging and dynamic learning environment. I regularly source and utilise websites and YouTube clips to support my teaching and have recently used the website “Literacy Shed’’ which I have found to be highly successful and provides excellent writing opportunities for students, resulting in improved student achievement and higher student engagement in key learning areas.
Supporting the introduction of new technology in the classroom through the introduction of iPads and Samsung tables in the classroom to support teaching and learning. Further, I have worked to establish the Metford Public School Facebook page which has resulted in a positive link between our school and the community. I have also had the opportunity to be part of the ICT committee and have been involved in discussions about the future direction of ICT, including the writing of the BYOD (bring your own device) policy in the school, which I have found to be an interesting learning experience.
Introducing students to more authentic real life learning experiences to enhance learning through having a swimmer form the Rio Olympic Games attend the school. My class participated in the assembly, held a discussion about the athlete, and then wrote a letter to her wishing her luck at the next Olympic Games. Students were able to draw their thoughts and form ideas based on her visit and the visual and verbal interaction between themselves and the athlete.
Encouraging alternative approaches to learning in Mathematics, which has been essential in encouraging students to become involved in mathematics. One approach I have used is providing students with a TIB (This Is Because) which involves outlining the real world relationships for why we are learning to do something in mathematics. This works to effectively validate what the students are learning and how the topic can be used in their everyday life experiences.
I am confident that my understanding of 21st Century learning and ability to implement innovative technology based programs for quality teaching and learning, will equip students with the capacity to thrive within an ever-changing society.
Proven skills and experience in drama, debating, public speaking and sport
Drama, debating, public speaking and sport are essential to providing a well-rounded education. The presence of well-developed programs can provide a means of engagement for students who may otherwise struggle to connect with school. These activities can be used to mirror life and instil a range of core values, such as discipline, cooperation, social skills and the building of good character. These programs can also reinforce knowledge in other areas of the curriculum, as well as developing and maintaining a sense of school pride, and an improved feeling of student wellbeing. My ability to develop specific programs in these areas is demonstrated through:
High level experience in teaching drama where I have been fortunate to be involved in coordinating musicals, concerts and concert committees. In addition to performing a number of production tasks, I have organised costumes, make-up, and coordinated song and dance rehearsals. I actively enjoy being part of the school community and enjoy teaching drama and being involved in all aspects of school performances and productions.
Experienced Debating teaching with the ability to coach, mentor and teach students debating skills. I have experience as a Debating teacher, holding lunch time sessions to teach students how to debate and have co-ordinated and facilitated the stage 3 debating team this year, which resulted in the team progressing to the final in the MLC Debating Challenge. I have taught students in all aspects of debate and students have enjoyed performing a number of key roles such as adjudicator and time keeper. Students were proud of their achievements and gained an increased confidence in their skills and abilities.
Contributing as a key member of the public speaking team during the past two years where three students who were at a high level were selected to speak and parents were invited to listen. I was involved in coaching and mentoring these students and ensuring that they were comfortable and confident in their abilities. A winner was then selected from the three students and all students were awarded prizes for their achievements and participation.
Organising sports carnivals and participating in a variety of sports programs such as netball. I coached netball for three years and participated in netball competitions, games and coordinated parents supporting the students. Coaching the PSSA netball team this year provided opportunities for students to learn new skills about netball, teamwork and cooperation. I have also coordinated and organised other sports, including softball, where I have ensured the excursion policy is followed and permission slips, notes and formal communication has been followed prior to students participating in the excursion. In addition I have been successful in organising a whole school ‘mini Olympics’ to correspond with the 2012 Olympics.
The strong relationships derived from my extracurricular involvement have provided a means for students and colleagues to interact with me in a less formal environment, thus paving the way for collaboration and positive student learning outcomes in the classroom. I will demonstrate my commitment to consistently contribute to whole school programs and initiative. I actively encourage students to enjoy and participate in fun physical activities, and encourage students to develop inclusive and supportive peer relationships.
