Organisation: Department of Education
Job Title: Teacher
Word Limit: 3 Page Statement of Claims
Location: Osborne Primary School
A compassionate, proactive and community-focused individual with a desire to make a difference to the lives of others, I write with interest to be considered for the Teacher – Primary appointment pool available at Osborne Primary Independent Public School (Osborne Primary School). Enthusiastic to uphold and promote your vision, I understand that Osborne Primary School promotes its philosophy of excellence through quality teaching and learning programs. As a committed educator, I am active in the development of positive key relationships with students and the wider community, treating all interactions with dignity and respect.
As a dynamic, highly motivated and committed individual, I am confident that I would make a valuable contribution as a teacher at Osborne Primary School due to my sound ability to assess, reflect and develop inclusive frameworks that encourage achievement by all 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.
Supported by my experience as a teacher, I have incorporated into my teaching style principles that provide 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.
Committed to ongoing professional development and lifelong learning, I am currently completing studies in a Graduate Certificate Education, Learning Difficulties at Edith Cowan University. During my university studies to date, I have achieved excellent academic results, including numerous credit, distinction and high distinction grades. Throughout my university studies and practical experience, I have researched and gained an excellent understanding of the Australian Professional Standards for Teachers, which outline the significant responsibility in preparing young people to lead successful and productive lives.
As a teacher of the Schools of Kalamunda Area Motor Program, pre-primary through to Year seven, I am influential in my qualified understanding of ability levels and cognizance across the 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 their confidence and desire for lifelong learning. 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.
Whilst undertaking a part-time teaching role, I demonstrated a capacity to work with colleagues in team teaching, where I managed a classroom on alternate days with one other teacher. Personally, I put great emphasis on sharing ideas, collaborating with staff, and providing information and resources to help develop and create a school-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 teacher in Osborne Primary School, I would continuously strive to develop my skills and understanding of catering for diversities in learning styles. In a commitment to personal ongoing improvement, I am comfortable to seek advice from my fellow colleagues regarding their experiences 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.
Aware that each student learns in a different manner and at a different pace, I identify the importance of providing a class with material that is engaging and challenging, so that students can develop confidence and take ownership of their learning. To cater for the needs of a culturally diverse group of students, I need to be prepared with an array of teaching methods and structures such as, pre- and post-lesson assessments, as well as connecting with prior knowledge and small work groups. To assist students with learning, I ensure that the classroom environment is stimulating, engaging and presents extensive resources that can be used for a range of needs. Conscious of the importance of elevating the knowledge and skills of students, I endeavour to drive the creation of opportunities for students to learn at their own pace. Confirmation of this is my strong belief that every student should work with a positive attitude and enjoy each challenge presented to them.
As a teacher with Osborne Primary School, I am enthusiastic about the opportunity to work with fellow highly committed professional teachers. Embracing the school’s values, I will work with a clear focus on developing the ‘whole student’ and supporting the culture of collaboration, purposeful curriculum, collaborative learning and a value-based education. Working within an independent school environment, I look forward to working under a model that empowers school communities by giving them greater capacity to shape the ethos, priorities and directions of their schools.
With a demonstrated commitment and understanding of explicit teaching methods, I have proven my capacity to bring this methodology to the classroom whilst aiming for improving learning. With a sound knowledge through professional development, I have been able to adopt explicit teaching to engage and motivate students by actively involving them in their own learning, setting high expectations, and celebrating their successes. Committed to implementing and delivering explicit learning at Osborne Primary School, I would utilise modelling strategy such as “I Do, We Do, You Do”. Understanding that explicit teaching is the repeated checking of students’ understanding of the knowledge and skills taught throughout the lesson, I will ensure that all students experience success, that I will monitor students’ progress and provide them with immediate feedback.
As a professional and approachable educator, I am committed to building and maintaining relationship-based pedagogy through building interconnections with staff, parents and students. With proven effective communication skills, I acknowledge that this is of the highest importance between students, parents and colleagues as it establishes positive relationships and encourages a learning partnership between the school and the parents.
In recognising that parents, carers and families play an integral role in the education of their children, I support the diversity in the parent and carer community and have selected approaches that reach out to all. By working with parents to optimise student learning and wellbeing, I have facilitated productive partnerships between teachers, parents, carers and students, engaging a range of school-based activities to foster pedagogical relationships. These relationships are unique in that they centre on the guidance and support of the students as they learn and grow as valued members of society. Examples of my commitment to this important dynamic in student learning, I assisted students and team teacher to coordinate a highly successful puppet performance for parents. This incorporated high-quality puppets constructed in art and scripts written and rehearsed in literacy sessions, during my position at Sorrento Primary School. Furthermore, at South Bunbury Primary School in my role as Year 4 Tandem Teacher, I developed Individualised Education Programs and Individual Behaviour Plans in consultation with students, parents, other staff and co-teacher with positive improvements in educational outcomes and behaviour.
Developing meaningful and appropriate methods of assessing a student’s learning is an integral element in all levels of education. Utilising the data gathered through formal and informal assessment, I am able to understand and be aware of individual students’ learning progress. With this understanding, I am better able to develop students’ learning ability and enhance the development of my teaching practice. In order to appropriately utilise this data, expectations and learning goals are set in an explicit and open manner. Additionally, reflexivity and awareness of students’ past knowledge and classroom dynamic need to be observed. In view of this, assessment and the collection of student data works best when it is varied, continuous and cumulative that allows the monitoring and fostering of student development at a higher level.
During my tenure with Schools of Kalamunda Area Motor Program, I gained an awareness of the Australian Council for Educational Research Online Assessment and Reporting that provides ongoing assessments after completions of units. This knowledge enhanced my practice of standardised testing, particularly through the utilisation of testing from the Maquarie University MOTIF project, as well as tests such as the Neale Analysis of Reading Ability; TOLD-2, SENA 1 and 2. Understanding the learning data is not just my ability to interpret it, but to use this knowledge as a vehicle to further develop students’ knowledge and abilities. In addition, I assisted students with achieving significant literacy learning progress in reading and spelling through the use of explicit and sequential phonics instruction. Regardless of the chosen method area or students that I am working with, I aim to deliver and use assessments in the same manner in which I plan to drive the content to students: meaningful, engaging and relevant, whilst keeping in line with curriculum standards and outcomes.
Embracing the underlying values of Osborne Primary School, I will exhibit at all times dignity and respect for students, forming a supportive environment for all students in which to thrive. Enthusiastic about working with Osborne Primary School and its shared vision of being at the forefront of innovation in education, I will ensure that every child achieves their potential. Understanding the importance of working ethically, collaborating with colleagues, external professional and community representatives, and contributing to the life of the school, I will strive to excel at strategies for working effectively, sensitively and confidentially with parents and carers, and recognise their role in their children’s education at Osborne Primary School.
