Organisation: the university of Queensland
Job Title: TESOL Language Teacher
Word Limit: 5 pages in total
Location: Brisbane
Essential Qualifications
A bachelor’s degree with a Master’s level postgraduate qualification in TESOL or with a significant TESOL component, or a degree plus TESOL certificate and current enrolment in and significant progress towards a postgraduate TESOL qualification
I have the following relevant qualifications:
PhD, Faculty of Education, Deakin University, Victoria 2009 – current
Working thesis title An Investigation of a ‘Southern’ Professionalism in English Teaching
MA, TESOL Education, Faculty of Education, Monash University, Victoria 2007
The thesis, titled Cultural Politics and Dialogical Pedagogy in TESOL was awarded a HD
Postgraduate Diploma of Education, TESOL, Faculty of Education 2005
Monash University, Victoria
Postgraduate Certificate of Education, TESOL, Faculty of Education 2004
Monash University, Victoria
Postgraduate Diploma of Education, Faculty of Letras 2004
Federal University of Minas Gerais (UFMG), Brazil
BA Education (Languages), UFMG, Brazil 2004
Desirable Qualifications
- Cambridge DELTA, registration as an IELTS examiner, current registration as a CELTA trainer
While I do not currently hold these registrations, I have extensive comparable educational qualifications, including a Bachelor of Arts in Education, a Postgraduate Diploma of Education, a Postgraduate Certificate of Education, and a Master of Arts in TESOL Education.
Essential Knowledge and Skills
Demonstrated effective teaching skills at a variety of English language proficiency levels in both General English and English for Academic or Special Purposes
I have extensive experience in teaching a variety of English language proficiency levels within TAFEs and AMES (an Adult Education Institution in Victoria). I have completed several post-graduate qualifications in the field of TESOL education, and am currently completing a PhD focused on this area through the Faculty of Education at Deakin University. The working title of my thesis is An Investigation of a ‘Southern’ Professionalism in English Teaching, which focuses on aspects of TESOL education.
Most recently, I was employed as a Language Educator at the Bremer Institute of TAFE, where I developed and delivered English language educational programs at a variety of levels. The classes I delivered ranged from introductory English for vocational purposes, through to students undertaking Certificate III level courses to progress through to university level studies. In this role I utilised a variety of teaching methods (including flexible delivery), which reflected best practice teaching methodology.
I also developed and modified assessment procedures, provided advice to students, participated in student orientation, and conducted student entry level assessment. The position also incorporated a range of administrative and co-ordination duties related to the teaching program delivery function.
Prior to this I was employed as a Language Educator (ESL) at AMES, delivering English language and literacy training to a wide range of adult learners through the Language Literacy and Numeracy Program (LLNP). Once again I was required to develop and deliver English language programs to all levels of learners, then monitor and assess the progress of students through the courses. I also liaised extensively with staff from government agencies with regard to levels of support and assistance available to students.
I also have worked as both a Language Educator (ESL) and LLNP Project Assistant at the Holmesglen Institute of TAFE in Victoria. The TAFE’s Language Centre provides students from non-English speaking backgrounds with access to a range of courses from beginner to advanced levels. As in the previously discussed roles, I delivered English language courses in this position ranging from basic classes through to preparatory courses for students transitioning into university studies. At Holmesglen I also worked closely with students, providing them with an orientation to the TAFE’s resources and facilities. Another relevant position I held was as a Language Educator at UGFM in Brazil. In this role I participated in delivering university level English language programs to students.
I have a proven record in delivering effective education to a variety of adult learners across a range of English language proficiency levels. My professional career and academic studies have given me exceptional skills in developing, coordinating and teaching TESOL programs.
Demonstrated ability to develop innovative programs and materials appropriate to a wide range of programs
I have excellent skills in developing a wide range of innovative educational programs to enhance learning outcomes. The foundation of my approach to teaching is to create positive relationships with my students, focusing on their interests and shaping their learning experience based on this. I also aim to help them make connections between the lesson, their world and contemporary culture. The classroom should connect to the real world for learning to be relevant and sustainable. I achieve this by drawing on stories, current events, practical applications, real life environments, and media examples, to build layers of information that relate to, and reinforce, the core learning outcomes. These layers of multiple connections imbed the knowledge gained, and help students to develop a deeper understanding of the material, as well as an ability to extrapolate the knowledge to a broader context.
I have also developed language programs structured around the required level of learning outcomes of the student. This has varied from basic language proficiency, to students preparing to progress to university studies. I build flexibility into the learning process by providing broad options that align to the required learning level, as well as various common interests and pursuits. Once again, I aim to match learning to needs and interests, while giving students some flexibility in how they pursue set goals in order to maximise participation and retention. For example, a project may vary from researching and preparing documentation for job applications, through to visiting a museum and preparing a project on various aspects of exhibitions. I have a learner-centred teaching approach that focuses on actively engaging students in their learning activities.
Demonstrated skills in the use of technology to enhance language teaching and learning
I have always embraced the use of technology to deliver a blended learning experience in education delivery. I have found this type of approach offers certain efficiencies, along with flexibility of design, delivery and access to learning activities. In turn this can enhance the independent learning experience of students.
The use of multimodal ways of presenting content, and the reduction in the amount of print text that the use of technology allows, often appeals to learner preferences for the visual or the kinaesthetic. Also, online content can provide a more flexible learning environment, and learners can access information at other times and from other places than the classroom. I have also found that presenting information in multimodal ways can benefit student learning in relation to difficult topics. Once again, this is about providing connected layers of information that imbed and sustain the learning process. I draw on Google images and video clips on YouTube, to illustrate particular ideas and information that I am trying to teach. For instance, one project incorporated students developing a guide to visiting Brisbane. This required that they use their own experiences to decide what type of information to include, and then to research and collate the information from various internet sources based on this.
This again reflected my belief that the classroom must connect to the real world for learning to be relevant and sustainable. A creative, technology enriched curriculum allows this to occur in ways that are immediate, contemporary and accessible to students beyond the classroom. It also allows the build-up of multimodal layers of information that relate to, and reinforce, the core message. These types of multiple connections imbed the knowledge gained and allow a deeper understanding of the material to be achieved. Finally, technology allows a much greater range of learning styles to be catered for, therefore maximising the uptake of information by students.
Desirable Knowledge and Skills
Demonstrated specialist knowledge in the areas of teacher training/professional development for pre-service and in service English teachers, both native and non-native speakers
My educational qualifications, along with my current PhD studies, reflect my interest in, and extensive knowledge of, the area of teacher training and the professional development of English teachers. In particular my Master’s thesis, titled Cultural Politics and Dialogical Pedagogy in TESOL, and my PhD thesis, An Investigation of a ‘Southern’ Professionalism in English Teaching, are focused on the motivation and academic and professional development of TESOL teachers. I also have provided advice, guidance and coaching to teaching colleagues within the TAFE environment, and was considered a source of expert information for educators within the TESOL field.
Essential Experience
Evidence of at least five years equivalent full-time experience in teaching in the designated program areas for adult learners, and substantial experience in curriculum/syllabus design and materials development
I have approximately ten years of experience delivering quality English language educational programs to a wide range of adult learners, across a range of proficiency levels. For several years I was employed as a Language Educator at the Bremer TAFE, where I designed and delivered a range of courses to students. I held a similar position for over a year at the Holmesglen TAFE, coordinating a number of classes in language education, and developing materials for use within lessons.
Working at TAFEs also included having my lesson plans, course materials and other relevant documentation reviewed and assessed by external auditors to ensure compliance with various curriculum standards. There were never any issues raised regarding the quality of the courses and materials that I developed and delivered during this process. I was also employed as an Educator at AMES, an Adult Education Institute that provides a range of settlement services for refugees and migrants, including English language and literacy training delivered through LLNP. As with previous roles, I developed and delivered a variety of courses to a range of adult learners.
Prior to migrating to Australia I held the position of Language Educator in the Faculty of Letras at UGFM in Brazil. In this role I worked with Chinese students who were undertaking a range of English language studies. My postgraduate studies, including a Postgraduate Diploma of Education, a Postgraduate Certificate of Education, a Master of Arts in TESOL Education, and PhD also contribute to my experience and knowledge in teaching, and in curriculum and syllabus design.
Knowledge and experience in the areas of student supervision, arrival orientation, placement and exit interviews, test and assessment marking and course administration
During my time as a Language Educator at both the Bremer and Holmesglen TAFEs, I undertook all aspects of student supervision. In particular, I was responsible for providing students with a comprehensive orientation to the facilities and services available to them, and ensuring that I provided them with any information they needed. I also undertook placement interviews, assessing students’ current level of ability, and determining the appropriate course level for them to pursue. At the completion of courses I managed the exit interviews as well. This included the assessment of students wishing to progress or transition to other studies.
Working at the TAFEs also included developing meaningful and appropriate methods of assessment. I have always found that assessment works best when it is varied, continuous, cumulative and part of the learning process, not an add on at the end of the process. This enables the teacher/student partnership to work effectively, and to improve the learning outcomes for the student.
I also have extensive course administration experience. At AMES I liaised extensively with staff from government agencies with regard to levels of support and assistance available to students, and completed a range of reports required to ensure compliance with funding arrangements. At AMES, and at both TAFEs, I undertook a diverse range of administrative and co-ordination duties related the teaching program and student supervision.
Evidence of interest and involvement in professional development activities
I have a proven commitment to self-development and enhancing my professional skills through ongoing study and training. In addition to my previous postgraduate academic pursuits and my current PhD studies, I regularly attend workshops, training courses and retreats to continue my development. These include:
- ACSPRI Workshop, Melbourne University 2014
- Deakin Summer School, Victoria 2014
- Deakin Summer School, Victoria 2013
- Writing Retreat: Women Writing Away, New Zealand 2013
- Deakin Summer School: Writing workshops, Victoria 2012
- Feminist Writing Group: Writing for publication, New Zealand 2011
- Deakin Winter School: Methodology and PhD Research, New Zealand 2011
- Human Research Ethics Seminar, Deakin University, Victoria 2011
- Endnote Training Course, Deakin University, Victoria 2011
My interest in professional development activities is also evidenced by the number of conference papers I have developed, such as:
- A Journey to ‘South’: (re)imagining the intellectual in the politics of educational reforms 2012
BERA Annual Conference, University of Manchester, England
- Exploring the endangered future of schooling in Australia from a ‘Southern’ perspective 2012
Summer School, Deakin University, Victoria
- Dialogical experiences in Brazil and in Australia 2008
8th International Conference of AILASA
- Education in Public and Private Schools: The reality of teaching English as a foreign 2004
language in both Schools – a case study
6th International Conference of AILASA
- Evil: Human and Inhuman 2004
5th SEVFALE, Conference of the Faculty of Arts, UFMG
- Contemporary Evil in Deadeye Dick, by Vonnegut 2003
12th Semana de Iniciacao Cientifica (Scientific week), UFMG
Essential Personal Qualities
Ability to work collaboratively and flexibly with colleagues
I have extensive experience and skills in working collaboratively with colleagues, and throughout my professional career I have frequently partnered with other teachers to improve student learning outcomes. I build and sustain collaborative and cooperative relationships to leverage the skills and expertise of others, to deliver excellent educational results.
I am a life-long learner, and progress my own development through study and by embracing and harnessing the knowledge of my colleagues. I have always made the most of the wealth of experience that can surround you at TAFEs and universities, and have always been willing to share my own learning with others. At TAFE, classes were often delivered by two teachers. Usually there was a teacher in charge, with the additional colleague there to provide support and assistance. I have worked successfully in both roles, and always recognised the power of collaboration and partnerships in generating new ideas, and in refining my own techniques and strategies.
High level communication and interpersonal skills
I have exceptional written and verbal communication skills, with proven abilities in developing and sustaining constructive relationships with all stakeholders in the education process. I am an influential and persuasive communicator, who can easily adjust their presentation and delivery based on the knowledge and experience of the audience. I tailor the key messages to suit the capability base and learning styles of students, and use a range of appropriate mediums to deliver and reinforce critical information.
I have always had excellent relationships with my students and my professional colleagues. A key aspect of being a teacher is encouraging and supporting the contribution of others. This can be achieved by fostering an environment of trust and respect, where issues can be raised and constructive feedback delivered directly and appropriately. I have had excellent results with taking responsibility for students experiencing difficulties with both their studies and the learning environment. This is due in part to my excellent cross-cultural skills and my commitment to building respectful relationships with students.
Professional personal presentation
I have an excellent professional presentation style, which I use to effectively deliver quality educational outcomes. I am a confident communicator, with a proven record in engaging students in the learning process. I recognise that voice is an important tool, and I use my tone to create interest and excitement, or to emphasise a point. I also understand the importance of using non-verbal communication to express ideas and concepts. This can include body language, such as facial gestures, body and hand gestures, as well as the use of resources, such as pictures, texts or technology. I always remember that cultural differences can exist in non-verbal communication, and I am aware that to communicate effectively, teachers need to learn and understand the backgrounds and cultures of their students.
