Visual Arts and Visual Communication and Design (VCD) Teacher Years 7 – 12

Organisation: Coburg Senior High School

Job Title: Visual Arts and Visual Communication and Design (VCD) Teacher Years 7 – 12

Location: Coburg Senior High School, Melbourne

SC1 Demonstrated knowledge and understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the ability to implement curriculum programs consistent with their intent

 Possessing a Graduate Diploma in Secondary Education and a Bachelor of Fine Arts, facilitated by Victoria University and Monash University respectively, I am fully qualified to teach Victorian school-based curriculums. Demonstrated through my experience, I have acquired an in-depth understanding of the Principles of Learning and Teaching (PoLT) P–12 in a variety of school environments. My ability to understand student learning, and allowing that knowledge to influence my pedagogy, is demonstrated by my:

• Becoming a founding member of the Year 9 iPad pilot program. According to Principle 6.3 of the PoLT, teachers are encouraged to use technologies in ways that support quality learning behaviours such as exploration, conjecture, or collaboration. I am conscientious about keeping up-to-date with emerging technologies and exploring various methods to incorporate information and communications technology (ICT) into my teaching practice. As evidence of that fact, at Sacred Heart College in Kyneton, I strongly supported an iPad program as a contemporary learning tool, and worked with the Year 9 team who instigated the program. During one particular art class, the learning objective was to create a simple animation, focusing on movement in art and how objects move during animation. Using an overhead projector, I showed a simple animation I created, tasking the class with creating their own animation, while I roamed the room offering assistance. The students gained a good understanding of movement and how to use the Animation Creator HD App. Using an iPad, I collated the resulting activities and animations of the entire class and made a presentation to my colleagues, who were impressed and further encouraged to participate in the iPad program.
• Teaching in a way that ensures that learning connects strongly with communities and practice beyond the classroom. As a practicing Artist, I have created strong relationships within Melbourne’s visual arts community that I have been able to draw upon. Based on this accessible resource, I created two comprehensive Visual Arts programs at Sacred Heart College in Kyneton and St Anne’s Catholic Primary School in Sunbury. Part of the programs involved regular visits to working Artists’ studios as well as workshops that I have run myself on stencil making, image transfer and environmental and ephemeral art. Additionally, using school resources wisely, I have invited to my classroom various artists who offer skills I do not possess so they can present a different voice and perspective on art, which has reinforced my own teaching, providing double-layer benefits of increased exposure to art for the students as well as an opportunity for professional development for myself.
• Ensuring that student needs, backgrounds, perspectives and interests are reflected in the learning program. As a Visual Arts Teacher, I embrace creativity with a thirst and passion for the experiences that an investigative journey through the arts brings. My teaching strategies are tailored to the needs and interests of my students, enhancing the learning capacity of my students and providing ample opportunity for participation in the creative process. For example, I supported a Year 10 student in her desire to create a piece of contemporary artwork, expressing her political views on the conflict between America and the Middle East. She was awarded as the most successful student for Visual Arts and Visual Communication, and then went on to be the Year 12 Dux for Visual and Visual Communications.

My teaching experience to date demonstrates my capacity to understand and apply initiatives in student learning and provide an appropriate focus on curriculum outcomes. As a Visual Arts Teacher at Coburg High School, I will continue to be guided by the Standards, the Principles of Learning and Teaching P–12, and Assessment and Reporting Advice, in planning and delivering teaching and learning activities that reflect and achieve the intended curriculum outcomes.

SC2 Demonstrated high-level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning within the context and ethos of the school

 It is my responsibility as a Visual Arts Teacher to understand my students and their learning styles, providing engaging and beneficial lesson plans while working collaboratively with the faculty. For this reason, I am committed to creating an environment that empowers each student to explore every learning opportunity. The journey of art is a multi-faceted one and I enjoy presenting new and interesting methods to my students that open their eyes to the variety of artist expression. My capacity to effectively work in these contexts, and capacity to work with colleagues, has been demonstrated through:

• Working collaboratively with colleagues. While teaching at Sacred Heart College, I had the opportunity to participate in a ‘classroom partnership’ program. This created a forum in which collegial experiences were shared, enhancing the quality of my pedagogical approach. Collaboratively, as a teacher cohort, we shared knowledge and provided moderation for each other, creating a united front on which to teach. Here I participated in team-teaching for a Year 12 class that was involved in a long-term project, covering many lessons. The teacher to whom the class belonged had a different approach to commencing a class. Instead of immediately assigning tasks related to the project, she was less formal and encouraged each student to express themselves on where they were at, what they felt they needed help on, and what they would like to achieve. This created a class transparency that fostered interdependence and cohesion and provided the teacher with understanding on how to direct the class. During the discussion, I was able to ask a different style of questions that elicited further comments. I enjoyed this manner of beginning a class and have since used it in during my own classroom practice.
• Incorporating cross-curricular methods into my art lessons. Whilst I am a passionate Visual Arts Teacher, I endeavour to incorporate literacy and numeracy, taking a holistic approach to teaching and supporting colleagues’ subjects to improve learning outcomes. An example of this was at St Anne’s where I embedded numeracy into the tasked activity for the Grade 5 class. Prior to commencing the drawing lesson, all students were required to measure and draw a border and grid, using addition, subtraction and multiplication, to create the space that they were to draw within. On another occasion, with my Year 10 Studio Arts class at Sacred Heart College, prior to undertaking an exam, I incorporated literacy in considering the difference in word usage within the context of art and other industries. For example, the idea conveyed by the word movement in art is very different when used to describe trucks. My fellow teachers appreciate that I support learning across all subjects, which ultimately enhances the academic achievements of the students.
• Encouraging exploration of skills. At Sacred Heart College, I taught art as a specialist teacher, using a curriculum based on contemporary art. My students were often surprised at the skills and techniques they were developing. For example, during a Year 10 class we were focusing on the use of lines in artwork. The students were provided an A3 piece of paper and were to only use lines consistently 2cm long that did not touch, and draw an image of a Maori face with traditional facial tattoos. The students were amazed at the effect and unity of the lines to create a detailed picture that was clearly a Maori face. This method of teaching will support Coburg Senior Highs School’s curriculum to deliver an engaging curriculum that challenges and extends students with flexibility.

As my teaching experience grows, I intend to continue to refine and develop my practice through seizing opportunities to collaborate with, learn from, and teach alongside, my more experienced colleagues, as well as through engaging in thoughtful reflection on the outcomes of my teaching activities. In this way, I will continue to build upon my high-level teaching skills to the benefit of students at Coburg Senior High School, while supporting the school’s motto of smart thinking, smart learning, smart choice.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning

 As a qualified Visual Arts Teacher, I am enthusiastic about the opportunity to work within a school environment that boasts curriculum differentiation. In my teaching practice, I incorporate a range of formal and informal assessment tools and methods to observe student learning to inform my teaching and learning activities. Having had the opportunity to teach a variety of students, my capacity to monitor, assess and utilise student learning data has been demonstrated through:

• Participating in self-reflection. Throughout lessons, I keep detailed records of every completed task, focusing on student achievements while identifying gaps in knowledge or skill for future lesson planning. After a lesson, I review my notes and analyse what methods worked well and what lacked, as well as which activities were both enjoyable and academically beneficial and those that were not. For example, one day St Anne’s, I was teaching art classes end to end, but at the last minute, I was to teach Year 5 students rather than Year 4 students. Being moderately unprepared, I began classes and conducted a self-reflection at the end of each class, since I was to teach the same theme throughout the day. By the end of the day, I had perfected the class. In particular, at the beginning of the day one of the tasks assigned was to use grey lead pencil and draw an object I had set up on the table. Students were grouped in tables of eight, but this was very distracting and little was accomplished. I tried various seating plans to determine the best arrangement. By the end of the day, students sat in groups of four, which was far more productive.
• Implementing the use of a checklist. I create a checklist while marking student work and if I discover a pattern of errors, I write this down for use for future lesson planning in line with the AusVELS framework. For instance, I was marking class work that revealed a lack of ability to draw and understand the rendering of 3D objects. Based on this identified gap, I then focused attention on increasing understanding by using tones and shadowing, which is an extremely important aspect of art. Since many students did not understand this concept, I instigated a round of smaller exercises using charcoal, demonstrating techniques such as increasing and decreasing pressure. The students then used charcoal to create a piece of artwork that featured parts of the body, such as nose, ears and hands, demonstrating a far greater understanding and increased ability than the previous lesson.
• Allowing the National Assessment Program – Literacy and Numeracy (NAPLAN) data to influence my lessons. While teaching at Sacred Heart College, armed with NAPLAN results, I incorporated aspects of literacy and numeracy into my art curriculum. Rather than art being a subject separated from the others, I encompassed a variety of cross-curricular subjects into my lessons, taking a whole-student approach. For example, I often used mathematical aspects such as division, addition, subtraction and multiplication in the composition of spaces, margins and grids, increasing students’ mathematical capacity.
• Improving student outcomes for those with learning barriers. For example, at St Anne’s, I taught a student with diagnosed Attention Deficit Hyperactivity Disorder (ADHD). I monitored her abilities and performance and incorporated a highly structured behaviour management plan, modifying the curriculum to her needs and differentiating according to her specific interests. As a result, her attention span increased and she became less disruptive to the class as a whole and was able to complete the assigned tasks to an acceptable standard.

My ability to incorporate assessment appropriately into my practice and to respond to assessment data ensures that my teaching practice evolves and develops in response to the particular needs and abilities of my students. As a member of the teacher cohort at Coburg High School, I will continue to allow my teaching to be influenced by assessment methods and data. This leads to increased student engagement and positive student learning outcomes, which will benefit your faculty, students and wider school community.

SC4 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 teaching experience has heightened my awareness of the need to develop and maintain quality relationships with all members of the school faculty and wider community. Through my teaching career, I have had great exposure to communicating and interacting with a wide range of students, parents, and colleagues. Utilising my well-developed communication and interpersonal skills, I have developed successful and constructive relationships, as demonstrated through:

• Organising the Visual Arts exhibition. Recently, at St Anne’s Catholic Primary School, I played a pivotal role in the organisation of the school’s Visual Arts exhibition. This involved extensive liaison with colleagues in the delegation of tasks, clearly explaining what was required, as well as with parents, discussing how their children used their skills effectively and how various tasks were completed. The exhibition was a huge success and I immensely enjoyed witnessing my students’ sense of achievement and satisfaction at seeing their artwork on show and being admired. Additionally, I received a lot of positive verbal feedback from parents, families and fellow staff members. Further to that, from many entrants, two of my students were selected to participate in the Catholic Education Week Visual Arts Exhibition. I believe it is important to celebrate the achievements and successes of my students and share those with the whole school community.
• Communicating regularly with parents. I strive to create and nurture mutually beneficial relationships and communication links with my students and their parents. As Homeroom Teacher at Sacred Heart College, I had a student with behavioural issues and I endeavoured to be caring and understanding in order to enhance her wellbeing. Collaboratively, I kept in regular communication with her parent at least once a fortnight. Toward the end of the year, her attitude and academic achievements improved dramatically and I received a letter from the parent, thanking me for my personalised attention and concern, and expressing her gratitude for her daughter’s much-improved behaviour.
• Providing constructive feedback to students. At the conclusion of any classroom task, for each student I make hand-written notes and comments in their visual diary, always focusing on achievements and what was done well. In particular, I use effort-based praise rather than achievement-based praise, since I find this more motivational to the students, regardless of their ability level. By communicating with students and providing regular feedback in this manner, I have built interactive and trusting relationships.
• Knowledge sharing. On a formal and informal level, I enjoy knowledge-sharing discussions. I find this to be an outstanding opportunity to learn from the experiences of others, as well as share my own learnings. This is especially helpful in the area of ICT, with a steady stream of emerging technologies such as school-centric Apps and online educational resources. It is beneficial to student progression when new methods are incorporated into lessons that create a space for critical-thinking skills and exploration, particularly in the field of the arts.
• Working collaboratively with staff to drive progression. While teaching at Sacred Heart College, I had regular opportunities to have collegiate discussions regarding various strategies and techniques that I was incorporating into my lessons, including the new curriculum I had created specifically for iPads. During a number of sessions, I was able to explain the beneficial use of Apps such as Animation Creator HD, Brushes, Artrage, iMotion and a variety of Adobe CS Apps as well as the endless possibilities open for creativity.

My interpersonal skills and commitment to the wellbeing of my students has allowed me to establish productive and supportive teaching and learning relationships in my career to date. Through maintaining effective and transparent communication with students, their parents and my peers, I will continue to develop mutually beneficial relationships to aid the delivery of my teaching activities, ensuring a harmonious learning environment for all my students.

SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity

During my teaching experience, I have had the opportunity to participate in formal and informal professional development and engage with a professional network in order to strengthen my own teaching practice. I actively pursue opportunities to be involved with school activities and have the capacity to meaningfully contribute to successful outcomes. Additionally, I have demonstrated my willingness to be involved with the school and the wider community. My commitment to continued learning and participation in a variety of activities includes:

• Performing the role of Homeroom and Pastoral Care Teacher. In addition to my regular classroom teaching on the subject of art, I have also focused attention on student wellbeing by being a Homeroom and Pastoral Care Teacher. At Sacred Heart College, I had the rewarding experience of being a part of the Year 9 ‘My Learning Year’ team. This engagement program was developed by the students and was likewise led by the students. The emphasis of the program was on independence, acquisition of new skills, autonomy and the ability to be cognisant of others. I was able to address the whole Year 9 student cohort regarding their end-of-year project presentation at the Expo, highlighting techniques of visual merchandising, marketing and small business design. This resulted in the overall high quality of the attendance and displays of the Expo in that and subsequent years. Additionally, participation in the program provided students with a snapshot of what a typical a Victorian Certificate of Applied Learning (VCAL) course may demand of them in the future.
• Actively pursuing professional development. I am constantly inspired by professional development (PD) sessions to become the best person and Teacher I can be. Within the school environment, I regularly participate in college professional learning opportunities as well as seeking out subject-specific PDs outside of the school, particularly relating to the arts. For instance, I attended a session run by a camera document company where I immediately recognised the huge advantages and application this would have with my art classes. From that point on I often used what I learnt, enhancing my teaching ability, artistic understanding, and abilities of my students.
• Involvement in Years 8 and 9 school camp. On one occasion, a city experience was planned for the school camp and I was able to take the students to the Dark Horse Contemporary Art Gallery to view a fellow artist’s exhibition. They received a personal tour by the artist himself, as well as witnessed other artists working in their studios. This was a highly positive and engaging experience that demonstrated a working career in Visual Arts.
• Participation in house swimming and athletics. Sacred Heart College finished last most of the time in these inter-school competitions, resulting in low morale and participation rates. I was able to present motivational speeches to the students, increasing their enthusiasm and willingness to participate. As a result, the students won the swimming competition and came second in athletics, which they were extremely proud of.
• Coaching the Years 7 and 8 boys cricket team. While I was teaching at Sacred Heart College, from 2010 to 2013, I was committed to coaching the Years 7 and 8 boys cricket team. Being the coach created many excellent opportunities to interact with students and parents on an informal level outside of the art classroom. As a cricket team, for two consecutive years they reached the Galway Pennant final.

My participation in self-reflection, sharing of professional knowledge, as well as involvement in a broad range of activities, thoroughly demonstrates my willingness, capacity, and determination to enhance my teaching. As a committed and enthusiastic Teacher, I will be delighted to take any opportunity offered to me to engage in a wide variety of activities in order to assist me in the further development of my teaching practice.