Job Title: Teacher
Demonstrated understanding 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.
Having completed a Diploma of Education facilitated by Monash University in 2010 that is supported by Bachelor of Biomedical Science, I am qualified to teach Victorian school-based curriculum. Demonstrating a highly developed ability in excellent classroom practice, I ensure that each student is provided with opportunities to achieve their potential. Possessing an unwavering commitment to education, excellent organisational and interpersonal skills, as well as hands-on experience, I have demonstrated within my career the acquired sound understanding of the Principles of Learning and Teaching (PoLT) in a wide range of school environments.
As a quality teacher, my understanding of AusVels is demonstrated through my ability to continuously plan programs, as an individual and as a team, that direct student learning towards the next stage in development. Developing lessons that are planned and implemented with a clear learning intention and differentiated success criteria based around the AusVels Standards, I have validated my ability to create relevant assessment, which allows me to plan future programs, reflect on my practice and assess student learning. Committed to the Standards to differentiate student learning, I provide the support and extend my students to achieve their potential.
Committed to best practice, I was instrumental in the identification that students at Norwood Secondary College within the Systems Engineering and electronics were not engaged within the classroom. Whist researching differentiated educational options, I consulted with teachers and peers from the middle school team and discovered the same issues were highlighted within their classes. Utilising both the Principles of Learning and Teaching and the Standards of teaching as a framework, I was able to understand why students were disconnected in the learning environment and felt unsupported through deficiencies in understanding the students and their needs.
Striving to develop effective teaching practices that are consistent and comprehensive, I am committed to meeting the diverse needs of my students and promote a supportive and inclusive classroom in which my students feel safe to take risks and challenge themselves. The curriculum being taught was dated and my research into the current curriculum allowed me the freedom to create other learning opportunities. Upon implementation of this revised curriculum, I have successfully reengaged my students who identify relevance to the subject material and have a revitalised approach to the class facilitated by authentic In implementing and leading this approach, I have demonstrated my ability lead in the alignment of PoLT and standards within my classroom.
Committed to ongoing assessment, I am able to understand capabilities of my students and the learning steps required. Demonstrating my adoption of formal and informal assessment both pre and post learning, I reflect on my practice, understand what knowledge my students have gained to create future programs within my classroom and in teach teaching collaborations.
Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
Proven in my ability to understand students and their diverse learning styles, I have encouraged the individual unique learning styles of students, as well as offered differences to the classroom environment within my position as classroom teacher. 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 offer the opportunity to participate through active involvement that provides an authentic learning experience. Dedicated to best practices, I strive to provide a safe and supported classroom and have their basic needs met. In addition to this, I incorporate engaging activities related to lessons that are recognised to 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.
Illustrated at Norwood Secondary School, I have applied current curriculum in detail, setting expectations, out ling details additionally including areas of flexibility to maximise reaching outcomes. Utilising a variety of teaching methods, I incorporate within my classroom individual demonstrations to web based learning projects that enables all students to engage with the subject matter. Within a demonstrated ability, I identify and adjust my pedagogical method to engage even the most disinterested student within all learning. Using assessment and evaluation in my classes, I am awarded the knowledge of my students and their preferred learning styles in turn enables me to differentiate the learning for each student and inform how best to extend their skills and knowledge.
Earning a sound reputation within my discipline, I am regularly contacted by coordinators who wish to place students in my classes that are having difficulties connecting with other teachers or are “difficult students”. Building cultivating relationships at Norwood, I achieve this through mutual respect, foster a classroom environment of respect for each other and grade learning tasks to provide positive outcomes for each student. This has resulted in improved outcomes in both my class and within the greater school community for these students.
Using prepared lesson plans as a scaffold, I allow a lesson to evolve through student participation and guide their engagement to meet the required outcomes. My ability to be flexible in combination with my excellent teaching skills enables me to connect with many disengaged students to help them improve their results
Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
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. Proven within my tenure Norwood Secondary College, I am committed to the daily application of formative assessments to inform my teaching. Constantly assessing skills, understandings, needs and definitions, I will start a Maths lesson as a review of the previous day’s lesson asking specific questions to be actioned in pairs and actively listing to their discussed responses. This immediately assists me in fine tuning the direction of teaching and learning for the forthcoming session, and knowing which students require scaffolding in specific areas. In addition, through the application of non-confrontational formative assessments, I foster an environment that allows students to contribute to their level of comfort and awareness.
Possessing the belief and commitment to assessment that is informal and formal, I am awarded an invaluable insight into the knowledge, understanding and needs of each of my students at Norwood Secondary College. Assessment informs both short and long-term teaching and learning programs and as a direct result, I am confident in my ability to develop student goals and individual learning plans for my students with learning challenges. Committed to student data evaluations, I also maintain a live Excel spreadsheet of students results that provides instant notification of improvements and or concerns. Firm in my belief, and as demonstrated at Norwood Secondary College, student learning data guides whole school, cohort and individual development when it is interpreted not just as raw results, but analysed and used to see patterns, themes and as a vehicle to further the development of the students in alignment with the AusVELS, VCE and VCAL standards and outcomes.
During Year 10 Work Experience week at Norwood Secondary College, I visited students in their placement environments. It is through this process, I have identified key learning areas that these workplace assessments have highlighted student skills not evident in their school result data. Additionally, I have witnessed how a student engages in a chosen pathway and environment alternate to school that has a direct impact on a student’s engagement and behaviour. Once aware of these skills, I then provide feedback to other teachers my observations and encourage opportunities to foster these student skills.
During my teaching career, I am committed to conducting student-learning assessment for the purpose of gaining data of the knowledge my students have as they come into the subject. Often as most students have not been exposed to Electronics in their learning journey, I utilise this data to develop units of work and learning experiences to suit a student’s needs and then will use assessment as a learning tool. When a unit of work is completed, I will use assessment of what has been learnt to better prepare them for further learning. Illustrating my belief, that learning is a continual journey, I expand the assessment upon this traditional end point to gain a holistic student representation.
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 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.
During my teaching experience, I have ensured that I take the appropriate time to understand my students and their interests, building positive relationships with my students is an extremely important aspect of my teaching philosophy. Through the knowledge of students, their backgrounds and their needs also helps to build an inclusive and meaningful curriculum. Within my position at Norwood Secondary College, I have built positive classroom environments inclusive of students’ needs and interests that has additionally promoted an environment of appropriate behaviour. As a Teacher, 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.
Recent validation of my positive relationships with the students, I had a particular student raise a concern during morning before school supervision regarding a friend she believed had potentially overdosed on sleeping medication the night before. After reassuring the upset student, I alerted the principal of the concerns and relevant procedures were put in place. Fortunately there was a positive outcome on this occasion and I have demonstrated through engaging students with opportunities that foster concepts such as personal responsibility, empathy, tolerance, patience and persistence, I promote an approachable atmosphere.
Teaching at Norwood Secondary College has provided me the opportunity to cultivate relationships with peers, external professionals such as, career counsellors, pathway coordinators and further education representatives in addition to the wider school community. Attributing these relationships to my professional growth, I regularly communicate with my fellow discipline teachers, where we plan together, reflect on our teaching, team-teach and give each other feedback. Attending whole school meetings allow me to build relationships with my teaching colleagues and school leadership.
Developing constructive relationships with parents, I have placed an importance on these collaboration in positively contributing to student learning success. Embracing when teachers and parents work in a partnership, students achieve more and feel more connected to the school community. Illustrated recently with a student that was pending failing a subject, I made contact with the parent to alert them of the situation. Understanding that the parent could be resistant to communication, I adapted my communication to suit the audience and was successful in an open and collaborative relationship being form that as a direct result saw this students lift their grades and pass the core subject.
Demonstrated commitment and capacity to successfully organise and manage aspects of the wider school program and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity including providing high level professional assistance to other teachers in classroom related areas.
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. I feel it is imperative to 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.
Possessing the firm belief that for learning to be authentic, I must connect to the real world, through forming a strong community connection with the classroom. Embracing these strong links to the community, I attribute to the success of student connected learning and achievements. Throughout my teaching profession, I have proven experience in contributing to whole school programs, including school excursions and student engagement 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.
Helping to plan and attending school camps, where I participated in activities and built relationships with students
Attending school excursions where I was able to get to know parents of students other than my class group
Active participation in Wednesday Homework Club as representation to students for my teaching discipline
Regular yard duty, which allows me to develop relationships with students from all age groups
Constructed sets and provided backstage management for the school musicals
Assisting with resolving school maintenance emergencies
Involvement in the mentoring program for VCE students
Judged the performing arts festivals
Achieving school promotion success, I am accountable at Norwood Secondary College for:
Conducting presentations to communicate information for parents and students in regards to current student work and future curriculum during school open nights. Achieving recognition from peer as parents for presentations that are both informative and personable
Presenting and liaising Grade 6 students and parents on college open nights about transitioning into our secondary school environment and how the Norwood Secondary College will support this experience
Possessing the knowledge and skills to direct and support staff, I have supported their implementation the teaching, training initiatives, and the current principles of learning
Validating this commitment, I have researched, designed, collaborated, trained staff and implemented a modernised systems engineering curriculum at Norwood Secondary College that has been received exceptional feedback and results from students and peers. Additionally, this has increased my profile across the whole school and within my individual faculty, demonstrating my knowledge of teaching and learning principles.
