Teacher

Job Title: Teacher

Word Limit: 1 page per criteria

Location: Victoria

SC1 Demonstrated knowledge of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.

 Throughout my teaching experiences, I have followed the guidelines outlined in the Australian Curriculum/Victorian Essential Learning Standards (AusVELS) and have developed classroom practice based on the requirements and expectations to

• Guide and support classroom planning, teaching and assessment of the students
• Determine subsequent learning based on formative and summative assessment
• Evaluate the current level of student attainment

Whilst teaching at Mirboo North, I differentiated pedagogy and catered for a range of different learning styles by

• Planning units of work on Reading and Writing, Mathematics, Science and Studies of Society and Environment(SOSE) within Professional Learning Team (PLT) groups using the Mirboo North Scope and Sequence, developing lessons that are engaging and meaningful and enable students to relate to and incorporate what they have learnt into their everyday lives
• Arranging students into groups according to areas of need for reading (comprehension, inference making and coding) and mathematics (number, multiplication, division, money, time) and using progression points as a guide to understand what students have achieved, evaluate their progress and where I can extend them to
• Providing open-ended writing tasks across a variety of genres (persuasive, narrative, informative)
• Providing opportunities for students to develop research skills through history and SOSE projects

Through The Principles of Learning and Teaching (PoLT) I provide students with an environment which is inclusive, safe, supportive and flexible through

• Encouraging students to support each other and to try their best without fear of making mistakes
• Developing and encouraging students’ ability to work and think independently and take responsibility for their own learning by facilitating discussions with students on how to improve their performance
• Using positive reinforcement to encourage student achievement and behaviour
• Encouraging students to work cooperatively within group settings
• Planning a variety of activities, lessons and experiences to cater for individual needs

Assessment enables me to gain a clear understanding of where each student has come from, where they are currently, and how I can extend their learning. I have used

• Diagnostic Tests, including: Star reading, Torch test for reading, South Australian Spelling Test
• Vocabulary, Connectives, Openers, Punctuation (VCOP) writing assessment including “cold writing”
• Formative assessment, including: listening to reading and student responses to questions
• Summative assessment, including: Matrices/rubrics, posters/projects, mathematics tests
• Moderation of work in collaboration with colleagues

SC2       Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

 An enthusiastic teacher who motivates students to feel engaged and excited about their work, I employ classroom management strategies that are influenced by Dewey’s theory of experiential learning as well as Vygotsky’s theory of socially constructed knowledge to provide students with practical as well as collaborative activities to develop knowledge, skill and understanding. I became familiar with the ways students in my classroom preferred to learn and subsequently, used this knowledge to plan a variety of lessons and activities which incorporated student interest and individual needs.

I engaged students and provided differentiation through

• Providing students with open-ended tasks to enable them to work at an appropriate ability level and at their own pace
• Working one-on-one with students and supporting their ability to problem solve
• Having focus groups that needed extra support to gain further understanding of material
• Being consistent with classroom rules and expectations
• Using positive reinforcement strategies and drawing attention to positive behaviour
• Motivating students through supporting them to achieve goals

I provided consistency to ensure students are well prepared and feel comfortable in their learning environment and have experience using the following behaviour management systems

• Positive Behaviour System (PBS)
• The Road to Learning
• Class Dojo

Working as a team, whether it is a grade level, sports or a whole-school team helps develop confidence, cooperation and communication. Each member of a team brings their own knowledge, ideas, background and personal strengths and abilities to a team. Qualities that are important when working in a team include

• Flexibility
• Cooperation
• Positive attitude
• Willingness to learn from others and teach others
• Respect
• Dedication

Throughout my experience at numerous schools on both short and long-term contracts and as a sports coach, I have worked successfully alongside a range of staff. Following lessons, I self-reflect on my practice and from time to time, critically discuss with more experienced colleagues, focussing on how my teaching is progressing and ways in which I could improve.

SC3       Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

Assessment plays a vital role in the teaching process. By assessing students I am able to plan my program with specific focus to develop areas that have been identified as areas for improvement. It is imperative that I provide a range of assessment and reporting strategies, both formative and summative to cater for the individual learning needs of each student and to let students know when they have improved to provide them with a feeling of success and progress. It is important that assessment is regular and varied to ensure progress and achievement is captured and documented.

In my teaching practice, I have implemented a number of formative, summative and diagnostic assessment techniques:

In relation to assessment for (formative) learning I have

• Established prior knowledge of students through appropriate questioning and tasks
• Determined knowledge through brainstorming
• Carried out reading conferences, guided reading and reciprocal reading groups
• Kept anecdotal notes to keep track of individual student abilities and areas for learning
• Offered teacher feedback and provided opportunities for peer feedback

In relation to assessment as (diagnostic) learning I have

• Established class reflection as a plenary, ensuring students can share and reflect upon what they have been learning and provide feedback to each other
• Implemented peer and self-assessment
• Developed and implemented assessment rubrics
• Monitored student understanding by circulating the classroom and asking probing questions during lessons

In relation to assessment of (summative) learning I have

• Participated actively in moderation of student work within PLT groups
• Used Star Reading, Torch Test, South Australian Spelling Test
• Experience with VCOP writing assessment

Using a combination of assessment strategies, the grade 3-4 PLT group at Mirboo North Primary effectively met the individual needs of students by grouping them according to the level they were working at. With flexible groups that allowed students to move from lesson to lesson according to teacher observation, lessons were targeted at areas students needed support with. At the end of the unit, a final assessment along with formative data collected from lessons provided us with information regarding student progress and achievement and if we needed to re-visit any particular areas of study.

SC4 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.

In alignment with Vygotsky’s theory that knowledge is socially constructed, effective communication with students, parents, families and colleagues helps to build positive relationships and create a quality learning environment. In all schools I have worked in, as well as in my role as soccer coach and club president, I have shown that I am friendly, approachable, understanding, flexible and dynamic.

Within my classroom, I have an open communication policy. This allows students to be honest without the fear of being disciplined or judged. Developing my knowledge of students on a personal level, knowing their likes and dislikes, enables me to interact with them accordingly. In doing this, students feel more comfortable with me, and are therefore more comfortable and willing to take risks in their learning.

To facilitate effective communication with students, I

• Worked collaboratively with students to develop a set of classroom expectations and responsibilities
• Created a fair classroom where all students are respected and listened to
• Provided meaningful feedback to students on their individual or group performance
• Endeavoured to get to know each student on a personal level so that I can relate to them, creating and building a positive relationship
• Used a calm and encouraging voice to support students with learning both social and academic skills

Communicating with colleagues is important to ensure we are supporting one another and develop a positive working environment. I

• Attended staff meetings and actively contributed when appropriate
• Had informal discussions with my team and other staff about questions or concerns I had regarding difficult students and strategies to improve teaching practice
• Was friendly, approachable and willing to share ideas and learn new ones
• Participated in Professional Learning Teams by contributing to discussions, sharing ideas and working as a team member
• Worked with my team to create planners for each week

Parents play an integral role within the school community. I have worked in partnership with parents to ensure their child is reaching their maximum potential. When communicating with parents/care givers I have

• Had informal discussions via phone or in person
• Provided information for sporting events and trips
• Listened to gain insight into the home life and individual family philosophy/perspective
• Used a variety of media in my role as President of the Churchill Soccer Club, including email, written letters, phone calls, SMS, Facebook, the club website and smartphone app as well as verbal discussions to provide information and support to stakeholders

SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

 By participating and contributing to a range of activities whilst teaching at Mirboo Primary School, and as a coach and club president at Churchill Soccer Club, I increased skills and knowledge, developed strong and productive relationships with students, staff and the wider community and helped provide students with experiences they may not have the opportunity to be exposed to otherwise. Activities outside the classroom can assist students to feel a sense of pride and belonging to the school. Being committed and adjusting to different grades throughout my teaching experience has demonstrated my professional dedication and flexibility to my role.

With a Bachelor of Sport and Outdoor Recreation that I completed concurrently with my Education degree, I have formal training and experience in activities including

• School camps
• Leading hiking trips
• Coaching and developing student knowledge of a range of sports

My willingness to be involved and participate in extra-curricular and co-curricular days and whilst on placement or on contract at has led to participation in

• After-school sports
• Camping trips, including coordinating the Grade 3-4 camps at Mirboo North in 2013-2014
• School excursions

Throughout my teaching experiences, I continue to develop my professional knowledge and skills through undertaking a range of professional development, including

• Soundwaves
• VCOP
• 1st Aid
• KidsMatter (in school)
• eSmart
• EdMed
• Mandatory reporting

I am eager to participate in a range of school activities that will benefit the students learning, enjoyment and participation in their community. I will also continue to participate in a range of professional development opportunities in order to inform and continually improve my knowledge and professional practices. This will allow me to continue being a lifelong learner and the best teacher that I can be.