Organisation: Department of Education
Job Title: Teacher
Word Limit: 500 per point
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 Masters of Teaching (Primary) in 2014, facilitated by Monash University, I am qualified to teach Victorian school-based curriculums. Demonstrated through my invaluable experience as Teaching Education Support throughout my professional development, I have acquired a sound understanding of the Principles of Learning and Teaching P-6 in a wide range of school environments. Additionally, I have developed a sound understanding of the implementation of school initiatives and curriculum within student learning environments.
As demonstrated in my curriculum planning and promotion of the “kids matter “and “bounce back” programs at Moorooduc Primary School, I have the ability to teach themes from within the school syllabus and AusVELS that provide students a unified curriculum. A recent example of an integrated unit that I have created was themed around the Gold Fields. Information and Communication Technology (ICT) was utilised through Web Quests, the creation of a diary assisted in delivering English, and an analysis of paintings formed an Art aspect. Additionally, I exposed the students to learning through the music and poetry of the day and the stories that were told; Design and Technology through the investigation of mining techniques; and Health, P.E. and Sustainability through discussions about the environment and the implications. Through providing an interactive and diverse learning process to the students, I was successful in full learner engagements and enthusiasm regarding units of work.
A subject I studied in the course of obtaining my Masters was Instructional Design, Harnessing digital technologies for learning. Demonstrating my understanding of the requirement to promote 21st Century education, I foster an environment that enhances learning experiences as education tools. Consistent with AITSL standards, I embrace the education of safety and ethical computer usage and have studied the use of (and implemented) the following technologies within the classroom to further facilitate learning: Apple TV, Smart Board, Class Forums, Skype, YouTube, Google Drive, Green Screen, Stop Motion, Movie Making Software and Digital Games. As a successful implementer of digital education in the classroom, I ensure I remain current with changes in the curriculum, using educational priorities and academic research to inform my teaching practices.
During my relief teaching and practicum placements, I have begun to implement the six Principles of Learning and Teaching into my teaching practice. Demonstrating my capabilities, I have taken the time to understand my students and their interests and seek opportunities to acknowledge and celebrate student achievement through the sharing of students’ work. Fostering a learning environment that promotes independence and self-motivation through the use of set learning goals, I have encouraged student perseverance by acknowledging effort and through providing clear instructions on lesson content and intended learning outcomes. By making previous connections in learning for my students at Somers Primary School, I have been successful in designing lessons that reflect student needs, backgrounds, perspectives and interests, delivering content in a variety of modes in order to make learning more accessible.
Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning
It is my responsibility as a Teacher to understand my students and their diverse learning styles by offering differences to the classroom environment to encourage the individual unique learning styles of each student. For this reason, I am committed to providing 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.
Whilst on placement at Hastings Primary School, I was educating the classroom on local Aboriginal history and customs. Through conversations with the students, I identified that two of the students were of Aboriginal heritage and engaged with these students to share their unique culture. In doing so, I provided a voice to these students and celebrated their differences, which resulted in learning that was tangible and relevant for the remaining students. Subsequently, I was invited by these two students to visit the local place of worship during the Diwali Festival to better understand and experience their cultural background. 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 have been 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.
At Somers Primary School I encountered a student with Autism Spectrum Disorder who had difficulties engaging in class activities and assessment. Identifying that the student would not actively participate in a lesson if it involved group work or presentation, I communicated with the student and understood that the student felt that this was an invasion of their privacy. Committed to provide inclusion of all students in my classroom, I offered the student the tool of creating a board game that other students could utilise without presentation to the classroom. Achieving a positive outcome for the student and enriching my own teaching journey, I was successful in creating an environment where the student could demonstrate both innovative and creative thinking in the construction of the game. My undergraduate degree in psychology has afforded me a strong understanding of the myriad of ways in which learning takes place. Recognising the importance of the individual, I foster the significance of their prior knowledge, and the impact that educators can have in scaffolding a student’s education, as demonstrated in my practicum placements.
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-6 Teacher, I am enthusiastic about 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. Committed to utilising assessment tools to inform and reflect on my teaching, I strive to provide programs, which meet student learning needs, and improve outcomes. To further my knowledge and develop my understanding, I have undertaken professional development sessions on ‘Appropriate Formative Assessment’ and ‘Interpreting Assessment’.
During my practicum placements, I have utilised numerous assessments to inform and reflect on my teaching, such as observational notes, self-assessment rubrics, spelling city, Mathletics and student data tracking. Possessing the ability to interpret the captured data, I also assess current academic levels in conjunction with data from previous years, to determine student-learning requirements and foster student independence and self-motivation through helping them develop the habit of using self-reflection and evaluation via checklists and rubrics.
During placement at Flinders Christian Community College (FCCC), I developed a Smart Board application around the game show Who Wants To Be A Millionaire as a means of interactive testing of student knowledge around grammar rules. Additionally, I adapted this game during placement at Hastings Primary School to test the students’ knowledge of money. Achieving results in both learning environments, I evaluated the effectiveness of lessons through questioning, reflection and analysis of student work. Whilst presenting a P.E. lesson at Hastings Primary School to a 1-2 class, I identified that only a small number presented with the necessary motor skills to complete the assigned lesson. Immediately upon evaluation of student abilities, I regrouped the class and assigned skills that were more appropriate. Validating my ability to demonstrate learning flexibility, I achieved results with the students once the skills were made more achievable and the students were better able to engage in the lesson. Furthermore, through conducting a Fractions and Decimals Online Interview with a small group of students, I was able to evaluate students’ understanding, skills and behaviours with regard to fractions and decimals. As a result, I developed a series of lessons underpinned by data and driven by student needs, to further enhance the student learning.
Ensuring assessment tasks are designed in line with the relevant AusVELS levels, I ensure all tasks assess the capacity to analyse and synthesise information and concepts, not just recall the information previously presented. During placement at FCCC, I informed students of their progress and planning reflections at the end of each lesson, for students to assess their own progress. Additionally, I assisted students in developing personal learning goals and weekly tables and marked practice Naplan work samples in accordance with the Naplan marking guide, in order to provide constructive feedback to the students about their work. Achieving success in the assessment of student learning, I also utilised Google Drive and Drop Box to share and disseminate teaching resources and curriculum planning.
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.
During my placement at Hastings Primary School, in a classroom of second graders, I ensured that I took the appropriate time to understand my students and their interests. As a result of discussions with one student in particular, I was able to determine that they often came to school hungry and tired. Believing this may be a root course for their disengagement during class, I raised the issue with my mentor teacher. In line with current AITSL standards, the school and I were able to sensitively and confidentially address the issue with the student’s parents. Following discussions, the situation was rectified and the student was much more focused and engaged in the classroom. This was a direct result of my ability to develop constructive relationships within the school community. Due to the high level of my verbal communication skills, I have developed a record of achievement throughout my career for public speaking and performing effectively as a business owner. 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.
Demonstrating my ability to work well with colleagues and my desire to continue improving my teaching and learning, I have actively participated in both staff and level meetings and communications, sharing ideas and resources with colleagues on how to improve learning, as well as sharing strategies used in the classroom. By regularly engaging in both formal and informal collegiate discussion, I have been successful in effective change beyond individual classrooms. Whilst performing as a casual relief teacher, I have developed positive relationships with the placement schools by providing the teacher and school with a written report of the events of the day, the lessons undertaken, and any items, which may need to be followed up. Receiving positive feedback on my performance and commitment, I have been repeatedly requested to return to schools as a relief teacher.
Engaging students with opportunities that foster concepts such as personal responsibility, empathy, tolerance, patience and persistence, I promote an atmosphere where students feel safe to take risks in their learning and be confident in developing their own strategies. Achieving this, I also encourage active parent involvement in their child’s learning journey.
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 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 practice. Therefore, I believe teaching is a profession in which we are constantly learning, evolving and improving, and seeking ways to improve. 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.
Actively contributing to a broad range of extra curricula activities such as school concerts and sports days, I have built successful relationships with students, staff and all members of the school community. Demonstrating my commitment to the school community, I have supported the philosophies and mission statement of the schools in which I have undertaken placements such as the Kids Matter Program and the Big Write Literacy Initiative. Participating in a number of sports including Basketball and Tennis, Cross Country Events, Interschool Sports, Jump Rope for Heart and Cricket Australia Incursion, I have promoted inclusive and supportive atmosphere for students.
Proven in my volunteering position at Banyan Fields Primary School with its Junior Master Chef program and the McDonalds Basketball program Hoop Time Concert, I have contributed to the makeup and costumes for school productions. Additionally, during my placement at Flinders Christian Community College, students were engaged in the ongoing management of a worm farm and compost. Through my encouragement, students were exposed to and developed concepts of responsibility as well as fostering ideas of the importance of recycling waste and worm life cycles.
As a strong advocate of lifelong learning, I have seized all opportunities to foster and develop new skills and knowledge through ongoing education. Professional development is best facilitated when the school culture encourages learning communities, and I will continue to support the development and implementation of such a Professional Learning Community in an effort to plan, develop and implement new curriculum strategies and ideas to benefit and improve student learning. Committed to striving for professional knowledge and excellence, I have attended numerous workshops such as turning the brain on for learning, adapting programs for additional needs students, interpreting assessment data, and successfully differentiating the curriculum, in addition to subscribing to online educational forums and magazines. Achieving invaluable support and ideology on topics such as differentiated teaching, and group workstations, I have since implemented these learnings into my teaching practices.
In achieving continued development, I will seek feedback from peers, team members, leading teachers, and education support staff in areas such as curriculum planning, assessment, wellbeing and behaviour management.
