Organisation: Southern Western Sydney Institute of TAFE
Job Title: Teacher Information Technology
Location: Southern Western Sydney Institute of TAFE
Demonstrated ability to select and use a wide range of teaching and assessment strategies
competently and appropriately to suit the needs of a diverse range of student cohorts,
particularly with regard to:
a. e-learning practices
b. Face to face delivery
c. Blended delivery
d. Workplace delivery
Throughout my teaching career with Southern Western Sydney Institute of TAFE (TAFE SWSi), I
have demonstrated my ability to select and use a wide range of teaching and assessment
strategies competently and appropriately to suit the needs of a diverse range of student cohorts.
This is evidenced through my programming lessons and activities which incorporate ICT, and
promote analytical skills and interpersonal skills at various learning levels and abilities.
Additionally, I have programmed activities that involve researching, creating, defining,
understanding and presenting utilising a range of classroom tools, including Vision Classroom
Management, Smartboard Technology, NetSupport School, as well as the use of hardware
equipment and peripherals in telecommunications, networking, and system administration. I have
utilised these strategies in order to support learning and to promote ‘big thinking’ within the
classroom through the creation of dynamic lesson presentations and interactive activities that
strengthen student engagement and deliver content across multimodal forms.
With an inclusive leadership style that facilitates the creation of a cohesive TAFE and Adult
Education environment, I possess a proven ability to manage and lead in a way that delivers high-
quality educational outcomes. With experience in providing successful leadership in complex
environments, I utilise my highly developed management, organisational and interpersonal skills
to implement an innovative and progressive curriculum, while leading staff in improving outcomes
for all students. This capacity has been demonstrated through:
Recognising and responding to the diverse needs of various cohorts within the complex
TAFE environment, and instilling this ability in my peers at TAFE SWSi. I have worked
collaboratively with the Executive Director to address the relevance of key programs that
support gifted and talented students and / or provide extra support to students with
learning needs. As a team, we considered the relevant delivery and value of our products
and practices, and as a result corresponding programs were developed.
Organising structured workplace delivery for the industry in order to create a framework
that provides the opportunity for all students to access it (though not all students may
choose to do so); and quality structured workplace learning is assessed, so that students’
competencies achieved in the workplace are measured against industry standards, and
contribute to the overall assessment of the program.
Encouraging staff involvement and ownership of professional learning in order to support
the planned strategic direction of TAFE SWSi, leading to a culture of teachers who
implement new initiatives, work collaboratively, network with colleagues, reflect on their
own practice and embrace leadership opportunities to stimulate their own learning.
Organising structured E-Learning content using the existing SWSi Student Management
System Moodle to ensure access for all students; and quality structured learning is
assessed, so that students’ knowledge and skills are captured using a range of assessment
tools that contribute to the overall assessment of the program.
Creating an environment that supports the delivery of informed teaching practice and
embraces the elements of the Quality Teaching Framework.
The effective instruction and demonstration of tasks, particularly those tasks that are more
complex or technical.
Providing extra time and opportunity for repetition when students are learning a new task.
Demonstrated capacity to be creative and innovative within their teaching practices to
provide authentic learning experiences
As a teacher at Southern Western Sydney Institute of TAFE (TAFE SWSi), I have consistently
demonstrated my capacity to be creative and innovative within my teaching practice in order to
provide authentic learning experiences. As this is a technological environment where the latest
technology is employed, in order to capture and retain student interest it is often necessary to
explore new and innovative methods to impart knowledge. Utilising innovative techniques, to
make what can sometimes be a boring or overly technical subject interesting, means coming up
with life examples to demonstrate how one can use a particular aspect of the course in real life. I
have achieved this by:
Consistently using assessment and reporting strategies that are highly responsive and
include strategies that effectively demonstrate student learning. I utilise the assessment
data to inform my future teaching and to determine whether a topic requires further
coverage, students require further assistance or extension on their learning.
Implementing teaching strategies and techniques that meet the needs of individual
students, groups and / or classes of students in a highly responsive and inclusive manner.
By doing so I am able to effectively meet the specific learning needs of an individual or
group of students using inclusive teaching strategies.
Encouraging students to contribute information from their own lives, including students
talking about their own experiences in the workplace, and how the material they are
learning contributes to their success.
Engaging in a variety of professional learning activities that promote self-reflection in my
teaching practice, teacher leadership skills, as well as promote the development
continuous learning.
Using open-ended prompts when assisting students to grasp a particular topic or concept
and providing a safe environment where students are encouraged to develop their deep
levels of thinking.
Facilitating teamwork within the section through creating a cooperative team environment
in which team members receive sufficient direction to enable them to accept responsibility
for team tasks.
Providing examples instead of giving answers to questions. As a result, students are
prompted to come to their own conclusions whilst utilising high-order thinking.
Employing numerous forms of visual demonstration where practical and appropriate in
order to ensure that a variety of learning styles are catered for.
Utilising regular routine and structured activities, to assist students' with remembering set
routines, resulting in expectations that are consistently met.
Providing leadership in the section by assuming a key role in development processes,
including curriculum planning and system directives.
Using the latest technological advancements appropriate for 21 st Century learners, in order
to interest and engage students in the subject matter.
Spending one-on-one time with each individual student to ensure that they have grasped
the principles and application of the subject matter.
Using a graded approach to learning, by providing students with the opportunity to master
one task before proceeding to the next task.
Connecting learning with communities and encouraging students to practice their learnt
skills and knowledge beyond the classroom.
Utilising the Evidence Based Professional Learning Cycle to ensure that all class programs
are driven by student achievement.
Challenging and supporting students to develop deep levels of thinking and application.
Demonstrated ability to maintain industry currency and ongoing commitment to building
vocational competence, leading to industry credibility
Throughout my career with Southern Western Sydney Institute of TAFE (TAFE SWSi), I have
contributed to the maintenance of industry credibility by maintaining industry currency and
demonstrating my ongoing commitment to building vocational competence. To be a VET trainer,
the TAE40110 Certificate IV in Training and Assessment is no longer the only acceptable
qualification for trainers and assessors as it is now classed as the entry level qualification. A key
factor in the success of any training program is the trainer and the trainer's industry skills.
Ultimately, the aim of the training program is to allow the trainer to transfer those industry skills
to learners. In line with the policy of maintaining industry currency and building vocational
competence, I have been instrumental in the development of several highly useful Recognition of
Prior Learning (RPL) tools for the ICT10 Training package, as well as the ICA11 and ICT Information
Communication and Technology training package. This has included:
– RPL Self-Assessment for ICT40510 Certificate IV in Telecommunications Network Planning
– Referee Testimonial for ICT40510 Certificate IV in Telecommunications Network Planning
– 6 Core Units and 13 Elective Unit Assessor Evidence Templates Pack
– ICT10115 Certificate I in Information, Digital Media and Technology
– ICT20115 Certificate II in Information, Digital Media and Technology
– ICT30115 Certificate III in Information, Digital Media and Technology
– ICT40115 Certificate IV in Information Technology
– ICT40315 Certificate IV in Web-Based Technologies
– ICT40515 Certificate IV in Programming
– ICT40215 Certificate IV in Information Technology Support
– ICT40815 Certificate IV in Digital Media Technologies
– ICT40915 Certificate IV in Digital and Interactive Games
– ICT40415 Certificate IV in Information Technology Networking
– ICT50415 Diploma of Information Technology Networking
– ICT50715 Diploma of Software Development
– ICT50615 Diploma of Website Development
– ICT50315 Diploma of Information Technology Systems Administration
– ICT50115 Diploma of Information Technology
– ICT60415 Advanced Diploma of Information Technology Project Management
These nationally recognised qualifications have required me to develop and implement training
and assessment practices and resources that are responsive to current industry needs. Many of
these courses have been utilised by external companies as training for their staff and workers
cumulating in an improved understanding of Information and Communications Technology and
related fields as a result. Examples of companies using courses I have developed include:
Fraser Motorcycles Group Host Employer with positions in Web Administration, Technical
Support, Help Desk Support and System Administration
Visionstream Host Employer with wide range positions in Telecommunication and
Networking
Icon Visual Host Employer with positions in Web Development, SEO Officer, and Marketing
The creation and use of the qualifications have resulted in increased industry credibility for TAFE
SWSi. Furthermore, I understand the requirements of the VET environment and I continue to
develop this knowledge, and demonstrate my current vocational training and learning knowledge
and skills. This has been evidenced through my completion of a Graduate Certificate in Digital
Education (Course Industry Expert Leader) – TAE80312. The completion of this qualification has
enhanced my additional qualifications, skills and knowledge in the field of education and capability
development using ICT.
Demonstrated ability to liaise effectively with industry and community to identify, plan
implement and evaluate relative, high quality sustainable vocational delivery and other relevant
services
Throughout my teaching career, I have demonstrated my understanding of effective teaching
strategies that have led to quality learning for all students. I have planned executed and modified
lessons that have catered for a diverse range of learners. In doing this, I have facilitated the ability
of students to negotiate their learning, which in turn provides a greater level of engagement.
Understanding that students learn in diverse ways, I have regularly collaborated with colleagues to
ensure that, as a learning community, we are continually evaluating and developing our teaching
practice. In addition, I regularly contribute to resource sharing to improve consistency.
Collaboration has resulted in improved programs and activities that differentiate the curriculum to
suit different learning styles within a whole-faculty environment, as well as greater consistency
when marking assessment tasks which benefits students’ outcomes and experiences.
Having fostered strong relationships within the community and with various industry stakeholders
such as Visionstream, I have demonstrated my ability to liaise effectively to ensure high-quality
sustainable vocational delivery. This has been evidenced through the initiation of a program that I
created for Visionstream in order for them to recognise and qualify their workers to a Certificate
IV level, including ICT 40150 Certificate IV in Telecommunications Network Design. Furthermore, I
have developed a variety of tools in order to establish the process for a new IT Recognition
Project. This has involved working collaboratively with the Faculty and Teaching Learning Manager
resulting in the development of welcome packs and assessor tools for a variety of online courses,
including:
– ICA50411 Diploma of Information Technology Software Development – Participant
Welcome Pack
– ICA50711 Diploma of Information Technology Networking- Participant Welcome Pack
– ICA50411 Diploma of Information Technology Software Development – Assessor Tool
– ICA50111 Diploma of Information Technology – Participant Welcome Pack
– ICA50711 Diploma of Information Technology Networking- Assessor Tool
– ICA50111 Diploma of Information Technology – Assessor Tool
With an appreciation of Australia’s Indigenous culture, I demonstrate a broad knowledge and
understanding of the impact of culture, cultural identity and linguistic background on the
education of students, particularly those that are from Aboriginal and Torres Strait Islander
backgrounds. My knowledge and understanding is utilised to design and implement effective
teaching strategies that are responsive to the local community and cultural setting, as well as the
linguistic background and heritage of students. I recognise the importance of empowering
students to make meaningful connections with their culture, and engage in the school spirit that
celebrates links to Aboriginal heritage. Subsequently, I initiated a successful engagement between
the manager of Aboriginal Education and Training, Aboriginal Leaning Circle and EICT&D, in order
to develop a product suitable to the Indigenous Australian Closing the Gap program and improving
the opportunities for Indigenous Australians. As a result, I developed a CUF50107 Diploma of
Screen and Media course that was specifically designed to fit in with the Aboriginal Radio
Community and this was successfully run as a pilot in NSW and set to be offered nationwide. This
course is now on offer on the Aboriginal Learning Circle website.
A further example of my abilities is demonstrated through my strong relationship with the
Tasmanian Department of the Premier and Cabinet. This stakeholder relationship has allowed for
close liaison and discussion of the implementation of Moodle and other relevant topics such as:
Trends in technology and communications infrastructure, and effective resources to
support current business needs and future challenges
Improvements in electronic collaboration, workflow, and electronic records management
Trends in mobile computing solutions to more effectively meet business needs
Trends in web‐enable business applications and support services
Additionally, I have participated in industry and vocational conversation with an Australian Skills
Quality Authority Lead Auditor. This has resulted in detailed discussion and planning regarding the
subjects of trainer and assessor requirements, compliance, as well as Australian Skills Quality
Authority standards for Registered Training Organisations.
In order to ensure effective planning, implementation and evaluation of relative and high-quality
vocational delivery and relevant services, I ensure that facilitate regular vocational industry talks
with my colleagues and other TAFE SWSi staff members. Within these discussions we cover
various learning and assessment strategies and activities, including but not limited to:
On-the-job training (structured learning activities, practical activities, supervised activities)
Face-to-face activities (group-base classes, one-on-one mentoring, coaching)
Online training (synchronous, asynchronous online learning activities)
Distance learning activities
Self-directed learning activities
Assessment activities (formative, summative assessments)
These discussions have resulted in a number of implemented projects within TAFE SWSI, including:
SWSi Electrotechnology, Information Communication and Design project, as well as direct
involvement in small and large scale projects, including:
– ASQA Section Compliance Officer
– SSWSi Share
– Prolearn Welcome and Assessor Packs
Swsionline Web Administrator, Designer and Content Editor
– Telstra, Moodle Global Administrator
– Optus, Moodle Global Administrator
ITCampbelltown, Moodle Global Administrator, Course Leader, Manager
SWSi Innovation and Technology Enhanced Learning Unit, working in the development of
learning online materials for the SWSi community.
SWSi Business and Finance Faculty, providing technical support and development of
eLearning courseware from Janison to Moodle.
SWSi Innovation and Technology Enhanced Learning Unit, providing mentoring support to
enhance product delivery in Moodle.
SWSi E-Recoginition Project, working with exhaustive testing process, providing feedback
reports and recommendation.
SWSi Community, Health, Hospitality and Service Skills Faculty, providing document
design and students workbooks
Community, Health, Hospitality and Service Skills Faculty, organising students to develop
web menu system tool.
SWSi Recognition Manager, discussing the implementation of E-Recognition System and
other relevant topics.
Demonstrated ability to build a collaborative culture of professionalism and high performance
Possessing substantial commitment to building vocational competence knowledge and skills in
vocational training and learning, I aim to build a collaborative culture of professionalism and high
performance. Throughout my career with Southern Western Sydney Institute of TAFE (TAFE SWSi),
I have liaised with external companies in order to build a collaborative culture. This has led to an
acceptance that TAFE SWSi courses can contribute to and enhance the capabilities of a company’s
workforce. As a result, a number of key industry companies now send their staff to complete many
of the courses that I have contributed to regarding the development process, and as such regard
TAFE SWSi as a model of efficiency and professionalism. It is widely recognised that these courses
increase the capability and production of their workforce. As a result of this, I have successfully
engaged work placements for students with the following host employers:
Fraser Motorcycles Group Host Employer with positions in Web Administration, Technical
Support, and System Administration
Luvkins Graphica Host Employer with positions in Web Development, and Mobile
Application Developer
Icon Visual Host Employer with positions in Web Development, SEO Officer, and Marketing
Visionstream Host Employer with positions in Telecommunication and Networking
Radio Austral Host Employer
Through my collaboration with these employers, I have contributed to numerous workplace
benefits ranging from increased productivity and greater outputs, to improved processes and
greater innovation, to enhanced teamwork and morale, as well as higher level skills acquisition for
the workforce. In turn, this contributes to the achievement of a community-wide vision of
developing a workforce capability it requires for a productive, sustainable and inclusive future. By
ensuring that TAFE SWSi maintains a collaborative culture of professionalism and high
performance, I contribute to the Institute’s capacity to deliver the necessary skills through a
partnership approach across numerous industry partnerships.
Additionally, I have ensured that I contribute to maintaining a high professional performance
through the completion of several qualifications of the TAE10 – Training and Education Training
Package, including:
TAE80312 – Graduate Certificate in Digital Education (Course Industry Expert Leader)
TAE50211 Diploma of Training Design and Development (Head Teacher REQ.)
TAE50111 Diploma Vocational Education and Training (Head Teacher REQ.)
TAE40110 Certificate IV in Training and Assessment (Trainer and Assessor)
These qualifications have enhanced my abilities in developing the competence of individuals in
areas of work required by industry, enterprises and organisations, as well as providing general
education for the community. Furthermore, my skills, capability and capacity have increased
resulting in further ability to deliver high quality provision and to adapt to the changing needs in
the community.
Demonstrated commitment to customer service (both internal and external customers)
leading to customer satisfaction, repeat business opportunities and upholding the institutes
reputation in the community
Throughout my teaching career, I have demonstrated my ability to effectively communicate to a
diverse range of audiences using a variety of methods. These methods have included written
professional documentation to communicate valuable information in the adult learning
environment, as well as undertaking and engaging in professional and informal discussions to
improve learning and wellbeing. My written communication additionally extends to email and
letter correspondence to colleagues, teachers, head teachers, faculty management, TLD
counsellors and disability coordinators, as well as representatives from the Department of
Education. My high-level written skills have been evident in the written feedback that I have
provided to students in their reports. In order to benefit student learning, I ensure that the
feedback that I provide is:
Meaningful and targets the student’s individual needs, by linking the feedback to specific
assessment criteria and delivering it to the student in time to benefit subsequent work.
Constructive and highlights the strengths and weaknesses of a given piece of work, and set
it out in a way where the student can improve their work.
Timely, with feedback given while the assessed work is still fresh in a student’s mind,
before the student moves on to subsequent tasks.
This has resulted in the achievement of high-levels of customer service with many students
thanking me for my approach and assistance in helping them to successfully compete their course.
My customer service is consistently demonstrated, in particular during an incident when one of
my students was failing other units. In order to assist this student, I approached him to discuss the
issues that he was experience and offered to go over an assessment with in outside of my usual
hours. As a result of my dedication to assist, I was able to clearly explain to the student the
concept that he did not understand which led to the resolution of his issues and the successful
completion of the unit and the course. Upon completion the student commented to me “Thank
you for the extra support and time put into me getting through these last units. I really appreciate
it and I look forward to continuing next semester”.
As an employee of TAFE SWSi, I ensure strict adherence to the set Customer Service Standards
that are set out in the SWSi Strategy 2015. This strategy facilitates my ability to support customers
to develop skills, build community capacity, enhance job growth and increase productivity. My
demonstrated commitment to both internal and external customer service has led to consistent
customer satisfaction, repeat business opportunities, as well as my ability to uphold the institute’s
reputation in the community. This in turn ensures that TAFE SWSi is able to assist members of the
community to achieve educational and career goals by offering programs that are designed in
partnership with local communities and are often delivered in the community in a culturally and
linguistically sensitive way.
Demonstrated knowledge and application of relevant compliance standards particularly with
regard to ASQA and Smart & Skilled performance expectations
TAFE SWSi is an approved training provider and have an obligations to deliver quality training,
adhere to Smart and Skilled guidelines and policies, implement the new fee arrangements and
establish consumer protection processes providing training system to better meet the needs of
students and industries. In consultation with industry and providers, to maintain quality and
performance, the State Training Services has developed the NSW Quality Framework nine
principles of:
Strong Regulation
Selecting the right providers
Performance Monitoring
Validation of Assessment
Teaching and Leadership
Consumer Protection Evaluation
Informed Consumers
Industry Engagement
Through adherence to these principals staff at Southern Western Sydney Institute of TAFE (TAFE
SWSi) will be able to maintain excellence, transparency and innovation in the delivery of
vocational education and training. In order to further increase my knowledge and application of
relevant compliance and standards, I have participated in internal and external professional
development, including:
ASQA Compliance for EICT & Design Faculty
Teacher Currency
Understanding the VET Quality Framework
Disabilities in the Learning Environment
Introduction to the TAFE SALM System
Group 3 Educational Staff – SALM Training
Group 4 – SALM Training
Group 5 Educational Staff – SALM Training
Group 9 Educational Staff – SALM Training
Y15 The Year Ahead – EICTD Forum
WORKING GROUP 2: RPL Tool Development
Working Group 3: Resource and Assessment Validation
Working Group 1: Virtual Learning Environment
Smart and Skilled Webinar
TVET Teacher Induction
2015 Child Protection – Keep Them Safe Annual Training
VET Virtual Summit – Campbelltown
Writing Quality Assessments
Writing Quality Assessments – Day Two
Let’s chat about the Standards for Registered Training Organisations 2015
Use of eRecognition and RPL Process in EBS
RPL Assessment Creation and Validation
DEC Code of Conduct
Digital Learning for Low-Literacy Students
ICT Teachers Professional Development
2015 Virtual VET Summit Recordings – Achieving Active Engagement Through Quality RPL
Practices
2015 Virtual VET Summit Recordings – What is an Effective and Efficient Assessment
System?
2015 Virtual VET Summit Recordings – Comprehensive Guide for Trainer and Assessor
2015 Virtual VET Summit Recordings – The Next Step for Independent Third Party
Arrangements
Webinar – Business Diagnostics – Are You Getting the Most of What You Put In?
Webinar – Motivating and Retaining a Generationally Diverse Workforce
Conducting Validations (Insources Education)
Industry Engagement (Insources Education
As a result of my participation in these rich professional development activities, I have enhanced
my ability to ensure performance expectation regarding the nine principles of The Quality
Framework. This has resulted in my strengthened capacity to deliver quality and innovative
training that meets the needs of a variety of industry stakeholders.
