Resume
Professional Experience Reports
2016 St Aloysius Chisholm - Year 5/6
2016 St Pauls Rutherford - Year 3
2015 St Josephs East Maitland – Year 5
2015 East Maitland Public School – Year 1
2014 Nillo Infants School – Kindergarten
Parish Priest Recommendation
Priest Recommendation from Fr. Joyce 2018
Priest Recommendation From Fr. Paul 2019
Priest Recommendation from Fr. Paul 2020
Priest Recommendation from Fr. John 2021
Priest Recommendation From Fr. Paul 2019
Priest Recommendation from Fr. Paul 2020
Priest Recommendation from Fr. John 2021
Position Requirements
Must be able to full fill the requirements of the diocesan Education Accreditation Policy
I am currently in the final semester of a Graduate Certificate of Religious Education with Australia Catholic University which will be finalised in November 2021. This degree complies with the CSO Accreditation to Work, Teach and Lead Policy to teach religion Category D. I have met all other requirements including Faith Witness Story and K-12 Syllabus module.
A relevant understanding of the philosophy of Catholic Education
I have a sound understanding of the philosophy of the Catholic Education system stemming from my own catholic school experience, attending both St Joseph's Lochinvar and St Mary's Maitland. Both my children also attend a catholic primary school, St Patricks Lochinvar and St Joseph’s Lochinvar. It is my understanding that the foundations of teaching and learning are to be modelled and influenced on the teachings of Jesus. Catholic education embodies the gospel values through spirit, mind, body and character, giving students the necessary skills to enhance academically, spiritually, physically and emotionally. At the heart of everything there is always Jesus Christ is a vision that I whole-heartedly share with the Maitland-Newcastle Catholic Schools Diocese.
This vision is evident through all my interactions with colleagues, parents and students, explicit teaching and integrating religion in all KLAs, attending and being involved school mass and liturgies, modelling the catholic faith, staff prayer, daily school and classroom prayers, being an active member of my own parish community and having my own relationship with God. I believe that I demonstrate ability in all these areas throughout my life as a teacher, mum, and student and will continue to grow in God's faith and model the teachings of Jesus.
An ability to teach in the primary curriculum area K-6
I have shown ability in teaching well-developed, effective and engaging lessons in all KLAs from K-6 throughout my full time appointment on Year 1 at St Patrick’s Lochinvar, Year 2 at St Paul's Rutherford, on Kindergarten at Holy Spirit Infants Abermain and casual employment across K-6 prior. I have a sound understanding that every child learns differently and the importance of using a variety of different teaching strategies across all KLAs. I believe that the ability to get to know my students and differentiate lessons to meet their individual needs is a strength of mine. Providing different learning experiences and giving students the opportunity to make decisions about their own learning, personalises the learning process for more effective understanding. An example of this is through triangulating student data I have been able to identify the gaps in student learning that need extra attention. It has allowed me to also identify those who require focus on broadening or deepening understanding and opportunity to apply that concept or skill to different situations when a student has demonstrated understanding. Strategies I have used for this is streaming the grade for Maths and Literacy according to the data, giving students or small groups project based tasks, investigation groups during maths, STEAM and goal walls so students can direct their own learning.
As a teacher, understanding the students individual physical, social and intellectual needs is vital for planning, and implementing of effective learning programs. The research based teaching strategies I use includes the structure of how the students participates for example whole class, small groups, pairs or individual as well as the teaching pedagogy of how the content is taught. The teaching strategies I used are based on research and understanding of child learning and development.
I have demonstrated ability in providing students with rich and meaningful learning experiences focusing on skills and giving them opportunity to explore, collaborate and engage with hands on activities. I have demonstrated ability to provide students with opportunity to learn in this way across all key learning areas in my pod classroom at ST Patrick’s Lochinvar. This collaborative learning space allows students to participate in lessons that are taught as a grade, class or small groups. They are often given the choice of how they would like to learn or demonstrate understanding with different activities on the concept set up in each classroom. Students are encouraged to talk, explore, create, listen and build on their knowledge together.
I believe that although organisation and preparation are key elements to effective teaching on any grade, it is also important to adapt well to changes and think quickly as there are many changes and distractions in a primary school. I am very confident in my skills to change, adapt and think on my feet. Although my teaching appointments so far have all been infants, I am confident in my ability to teach k-6. I taught upper primary for a considerable amount of time during casual employment and while on my Pracs and loved working with this age group just as much as I love working with infants. I believe that the importance of explicit instruction, classroom management, organisation and curriculum knowledge needed for an infants classroom is transferrable to the older grades and is just as important.
High Level of knowledge of the relevant key learning area (K-6) and has a proven capacity to improve student learning
I have excellent content knowledge across all key learning areas and understand the importance of selecting and sequencing relevant learning activities to teaching syllabus outcomes. Before starting on any grade I study the syllabus, read the stage statements, look at work samples, outcomes and skills. I believe that this gives me an extensive knowledge of the content and allows me to teach in a variety of ways to enhance deeper understanding. I have demonstrated this ability through various scope and sequences, units and lesson plans that I have created and taught throughout my teaching career.
I work closely with the syllabus not only at the planning stage but I constantly refer to outcomes, skills and indicators throughout each unit and lesson. An example of this is during maths lessons I refer to and explicitly teach the language that students should be aware of and learn in order to meet that outcome. I find it helpful to refer to the language listed in the syllabus and depending on the age of the student I might show them the ‘snip’ of the syllabus and highlight the focus words for that day or modify it by just showing them a few words, modelling or using wall displays.
Through the implementation of the InitiaLit Year 1 program this year, I have demonstrated my ability to improve student learning in all areas of Literacy. This improvement has been assessed and recorded using a variety of assessment strategies including InitiaLit assessment data, work samples, observation, language and discussions. Students have shown significant growth in applying spelling rules, sounds and fluency and writing. I have also implemented (with my grade team) strategies for intervention and extension.
Another example of my proven capacity for student improvement is through the implementation of student goal walls for both writing and maths. I have 2 displays in my room, a maths goal wall that changes each week according to the outcomes taught and a writing goal wall. Each of these walls are a simple reminder of the level each student is working at and what they need to achieve for the next level. At any time you could walk into my classroom and my students will know what goal they are currently focusing on for maths and what they are focusing on with their writing to achieve their writing goal. These displays have samples that students can match their work to and allow students to see what is required to achieve their goal. This student centred method motivates students to achieve their ‘best work’ and is also a great visual for me as the teacher to group students within a lesson for differentiation.
I collect assessment data using a variety of methods including CoGat data, Acadience, bench marking, PAT testing, checklists, work samples and observation. With the assistance and advice of my LST I have also off level tested students to gain a better understanding of their capability. I keep thorough records of assessment and achievement. Mapping student’s achievement allows me to look at improvement trends and areas that require intervention or additional focus. The last couple of years I have been very focused on improving each students learning from their own individual level and have proven through this assessment data that all students below, on and above stage level have all achieved significant growth. I map growth in students who were working below and above due to interventions for those below and extension for those students above. I also saw a significant growth in my students who were working at stage level through targeted individual goals.
High quality classroom teaching skills in the area of ES1-3 which enables students with a diverse range of needs to achieve their full potential
I understand and respect the difference in student’s needs and abilities within the classroom. I believe that all students who are accepted for 'who they are' as well as 'where they are' in their education journey have the ability to learn and achieve to their potential. Knowing the individual is vital to the facilitation of learning. It is important that students know that you believe in them, their ability and their dreams and are encouraged, supported and appropriately challenged.
I have demonstrated ability to cater for students needs through differentiation of content and delivery, meeting the needs of a student by providing extension activities, implementing intervention, desk position and providing adjustments such as lined paper, margins, a different colour workbook, computer instead of workbook and also using a MF system for a hearing impaired student. I work closely with LSAs in the room when available to ensure that students are appropriately supported and have the required strategies in place to effectively participate and engage. In catering for behavioural, social and intellectual needs of a student, I have worked closely with the Learning Support Teacher to create behaviour support plans that are followed for consistency. I have had a couple of students with significant behaviour needs and this has required me to work very closely with executive staff, school psychologist and behavioural staff from the CSO. I am very open to trying different approaches and have implemented many with the support of my principal such as rewards systems and calm down times, alternate timetables and differentiated approaches to delivering the curriculum. I have a vast experience in creating and maintaining Individual support plans through both practical experience and also my prior job at the Mai-Wel group.
Just as important as differentiating for additional needs is differentiating for gifted students. As a result of a highly-gifted student in my Kindergarten class in 2017, extension for gifted students is an ongoing focus of mine. I have attended training, participated in MN learn courses, researched and met with the CSO Gifted representative to gain knowledge and support, and implemented many of those ideas and strategies effectively. This year I work in a GEL school and I am apart of our gifted committee, assisting to implement whole school strategies and contributing to our action research project. All students should be provided with a learning experience suited to their ability that is appropriately challenging, interesting and relevant. I have demonstrated ability to differentiate lessons for support, core and extension groups within the class. An example of this is my Maths program, which is something I have worked really hard on this year as part of our school goal and implemented an approach across our Year 1 grade that caters for the needs of all students. Our 3 Year 1 classes are streamed during Whole Number strand for Maths using pre assessments, CoGat data and any other data available. The program is amended to suit the supported, core and extension groups with the supported using more manipulatives and moving at a slower pace and the extended class working on activities to apply strategies to other situations and higher order thinking and problem-solving. Extended students and/or CoGat identified students also participate in an ongoing maths investigation once a week where students lead an open-ended investigation that has been designed around the outcomes that they are learning. All students are mapped on the goals wall so students know the goal that they are aiming to achieve for that week and these can be moved when students demonstrate achievement throughout the week. On Fridays all students participate in hands-on maths activities that are laid out throughout the pod. Students are aware on what section of the pod has the activities for each maths goal and they are given time to practice their goal they have been working on.
During non- whole number weeks, differentiation occurs differently in my class as these lessons are not streamed and we have our own class. I provide students with the same explicit teaching and modelling to ensure that content caters for the needs of the entire group and then during guided and independent construction of knowledge is directed at their learning ability and needs, focusing on their goal. Groups are determined through diagnostic assessment strategies such as a pre-test and placed on the goal wall. For example some students might be working on friends of ten with concrete materials, some without materials and some students working on friends of 20 and extended might be working on double +1.
Exemplary values and attributes appropriate to professional practice and the intellectual, physical and social development of students
I understand that within catholic schools students are nurtured and supported to achieve academically, spiritually, physically and emotionally. I strongly believe in the concept of educating the ‘whole child’ and that the responsibility is on both the classroom teacher and school community. Throughout the learning process students develop intellectual, physical and social skills in a variety of ways.
Intellectual skills are developed through effective researched based teaching and learning strategies allowing students to learning new concepts built on the foundations of prior knowledge and the ability to connect it to relevant context. Interaction, experience and engagement are strategies implemented in the classroom to allow this to occur. Play-based Learning is one of the strategies I have implemented in my classroom over the last couple of years giving students the opportunity to learn, organise and connect their ideas of concepts to real world experience while in a social environment. Each year my rooms have a variety of invitation to play sections including a puppet theatre, reading corner, maths table, science table with light box and an office space, invitation to write table, a craft table with butchers paper to create, a STEM area with an extensive amount of STEM material boxes, invitation to play baskets with blocks, letters and shapes, a big white board hung on the wall at their height for students to use and topic areas to provide students with the opportunity to explore further in a KLA topic. Students are given time weekly throughout KLAs and in free time to use these.
Skills are taught through explicit instruction and then practice. Whether it is teaching a student to hold a pencil correctly or kicking a ball I use the same modelled, guided and independent process to scaffold their learning. Firstly, I make the learning intention clear and its application to real world context. I explicitly inform students of the information required for the physical task for example, when you hold a pencil this is the formation of your fingers, the pencil goes here and this is why we do it. Next I model and demonstrate the physical skill and how it is performed through showing them how to create the pencil grip, pointing out where my fingers sit and how it is applied to the page. Then I guide the student to hold the pencil, adjusting their position and helping them to write on the page. The next stage is where the student practices independently with feedback and encouragement. Teaching a physical skill in using this process allows students to be supported and scaffold to correctly perform the physical skill and practice.
The social development of a student is extremely important as social interaction doesn’t always come naturally to begin with and is a learning process especially for younger primary students. My role firstly as a teacher is to ensure students are in a safe social setting through clear expectations, guidelines and rules. During class activities collaboration and communication is vital to the learning process so group roles and structures need to be explicitly taught and supported. Group activities assist students in practicing effective communication strategies and interacting with peers. Feedback, modelling and explicit teaching is required for students to build strong social skills. Last year in particular I have had a group of girls that required social development due to ongoing friendship problems. Working with my grade partner and pastoral care many different strategies were tried with this group of girls to help them develop these skills which included implementing bounce back within the classroom with the girls in one room and the boys in the other room both focusing on the different skills they needed. Lunchtime discussions with the group of girls, role-plays and visual prompts they can refer to when issues arise, time with our pastoral care worker 1:1 and in the group and continual communication with parents were also implemented. When the issues continued to impact this group myself along with my grade partner, pastoral care and executive staff came up with a play ground roster in which the girls would have time apart, time together supervised by pastoral care where they work on the skill they need to be good friends and then time when they can all play and put it all in practice. This was a great way for them to be supported in developing their social skills using a gradual release model. This strategy worked really well and I received positive feedback from both students and the parents.
Ability to successfully implement and evaluate curriculum initiatives in accordance with curriculum and standards framework
I am trained in and have implemented the Year 1 InitiaLit program this year, along with my other grade partners. I found the program to be a great direct instruction program that provides students with comprehensive literacy instruction. This program is continually evaluated through student assessment data, where the results are showing its effectiveness. I use this data to inform me of any gaps in learning and more focus is needed in a particular area. I also use this data to extend students who have demonstrated understanding.
Other key curriculum initiatives such as a well-rounded approach to assessment, effective teaching practices, and languages, arts and e-learning. I have demonstrated experience and ability to implement within the classroom effectively. My effective teaching practices are evidence in my ability to first get to know my students to adequately cater for individual adjustment, and then adapt the learning to their individual academic and social needs. My lessons are effective due to the relevant content and the engaging way it is taught through many resources such as visual, tactile and audio.
I am a very creative person and art is strong area of mine. I believe that creativity comes from passion and when directing creativity there is a fine line between encouraging and influencing. I am capable of linking creative projects to other KLAs in order to expand student’s deeper understanding of content and provide a creative outlet to explore and create. An example of this is during creative writing students acted out in groups their pebble, rock and boulder in 5 second freeze frames. This creative writing lesson provided students with another way to experience their writing and perform to their peers. Another example is during a religion task students demonstrated their understanding of the Christmas story through painting a stain glass window on plastic wrap outside that was stretched out between two poles making their art look like a window.
Numeracy and Literacy is an area of focus for me, in which I use well-researched strategies and professional development to elicit student growth. Both Literacy and numeracy are integrated across the KLA’s to apply understanding and gain relevant and specialised experience of content. An example of this is using subject specific language in a science unit, strategies might include displaying a word wall, deconstructing an information text, or using speaking and listening skills to present an argument.
Demonstrated capacity to reflect critically upon professional practice and commitment to ongoing professional learning
As displayed through my website I closely monitor my own professional performance using the Australian Professional Standards for Teachers. It is important for me that my actions and teaching practices reflect the teaching standards and that I identify areas that I can improve and follow through with these improvements. Self-reflection in the form of evaluating lessons and units is also something I practise regularly. Lessons are questioned on their effectiveness, engagement, enjoyment, ability to understand the concept and management of time and classroom. From these points future lessons are changed or adjusted as needed. I also have demonstrated the ability to make notes on the digital copy of a unit plan weekly to show what has been achieved and note effectiveness or any identified changes needed. Another way I do this is through actively seeking advice and feedback from colleagues. Throughout my career I have observed other teachers lessons, sort feedback, brainstormed and discussed teaching practices, strategies and lessons with more experienced teachers to get further input and increase the effectiveness of my teaching. I have shown ability to take this feedback on board and apply it to the classroom.
I use all of this information to write my goals for my PLTs as well as setting other little personal goals throughout the year. This year I have had a goal to implement a differentiated maths program which I have worked toward by through research, professional learning and implementing a maths program which caters for the individual needs of all our students which I have outline above. I also had a grade goal to collect, analyse and use data effectively. For this goal we started with our InitiaLit data and triangulated it with other assessment data such as acadience, CoGat, Pat, off level testing, observations and work samples. We have then used this data to direct students into appropriate intervention and design programs to extend our students who required more then the directed program.
Last year my goals were to continue to improve my well-balanced literacy block and increase the fluency, accuracy and comprehension of all my students. To achieve this goal I attended training sessions such as Focus on Reading and Gifted Education - Differentiation for K-2 teachers. I analysed my student’s data and implemented strategies in my modelled reading and literacy groups that will assist them reaching this reading goal. I also sat with other teachers and looked at their literacy block, sort advice, ideas and feedback from executive staff and leading teaching on my literacy block. These strategies assisted me in reaching my PLT goal and resulted in adjustments in my planning and lesson delivery to maximise student learning.
I understand the importance of engaging in relevant and appropriate professional learning. I actively seek and participate in personal development to improve my teaching practices and will continue to do so in all KLAs throughout my teaching career. Some of the learning opportunities I have engaged in are a 2 day Gifted Education Specialised Program to meet student needs, Acadience training, focus on reading, Gifted Education - Differentiation for K-2 teachers, MAPA, ‘Identifying and responding to the needs of young gifted children’, ‘Making literacy visible’ conference, a 6 week online course on Dyslexia, Cued Articulation, 'Seven Steps to Writing Success' and 'PrimaryConnections Ready: Pre-service Teacher Program'. Not only have I participated in personal development but have shown ability to implement these programs and strategies in the classroom to produce meaningful, engaging and effective lessons. With the implementation of the Seven Steps to Writing Success program there were documented improvements to students quality of writing.
Life long learning is important to me and I am in the process of completing my Master of Educational Leadership (Catholic Educational Leadership).
Commitment and capacity to actively contribute to a broad range of school activities as a member of the school team
This year at St Patrick’s Lochinvar I have displayed my commitment and contribution proving myself to be a value member of the team. I have run the Maths Olympiad for a team of 30 students in stage 2 and 3. This involved regular training sessions as well as the maths competitions that were held at lunchtime. Another lunchtime activity I organised was a STEAM group for stage 1 where students were given an ongoing STEAM activity to complete over a series of lunch breaks. I have also have been apart of the grandparents day/ book week planning committee and the gifted committee. I organised the soccer sporting events for the year taking 3 teams to the regional gala day as well as assisting or planning with extra activities such as liturgies, stage mass, ANZAC day, sports carnival, assemblies and excursions.
I have demonstrated ability to be a productive and reliable team member during my appointment at St Pauls Rutherford. I have been involved in the PBL committee and have assisted with planning the sequence of topics according to the school needs, writing lessons for the school and launching fortnightly themes. I have also assisted with extra activities such as colour run, ANZAC day, liturgies, assemblies, sports carnivals and excursions. I was also the director of the whole school Christmas play/musical, managing 400 students on the stage, music, costumes, dances and actors.
At Holy Spirit Infants Abermain, I have lead the school choir who participated in the Abermain Eisteddfod, organised Jump Rope for Heart which involved 6 weeks of activities and a whole school jump off afternoon, I was apart of the Kids Matter committee, assisted with assemblies, liturgies and sport carnivals, I have organised excursions and other school based or project activities such as swapping prayers with another schools cohort or writing away to author Mem Fox as well as staff meetings, prayers and other event days.
I understand that being a teacher doesn't start and finish with your classroom, I am committed to the whole school approach and have the enthusiasm and motivation to be involved in all school activities. I’m not afraid to give anything a go, I am organised and hard working, with proven capacity to organise events; I thrive on challenge and responsibility. In my prior role with Mai-Wel I was involved with many sub-committees organising event such International day for people with disabilities and the Mai-Wel ball. In a school environment where the aim is to enhance students academically, spiritually, physically and emotionally it is every teacher’s responsibility to contribute to the whole learning experience and overall school vision.
High level of communication and interpersonal skills when relating to students, parents and other teachers
I have demonstrated a high and professional level of communication with students, parents and other teachers through my career. My effective communication and relationships based on mutual respect with students is important to enhance their learning. I think that getting to know the student, open communication, praising positive behaviour and establishing strong class routines and guidelines are all important in building this relationship. I have demonstrated ability in using effective explicit instruction and understand the importance of student knowing what is expected of them.
I have demonstrated my high level of communication skills when communicating with parents through Dojo messages, notes, emails, conversations, awards and good behaviour notes, communication books and social media posts. Parent involvement in student learning is encouraged and supported.
Last year, each of my students had an assessment folder that they kept some of their assessments in and build on throughout the term. These folders went home to parents twice a term (week 5 and 10) for students to share their work. The assessments in the folders vary slightly each time but normally include every post maths assessment and 2 english assessments and depending on what they have completed 1 science or/and HSIE assessment. Included in the folders are the outcomes and rubrics used to mark the assessment as well as my feedback for each assessment. This year I have built on this concept and used Dojo portfolio to make it an easier and more effective way for parents to get a snapshot of their child’s work and achievement. I take a photo of the child’s work and upload it to Dojo. Their portfolio builds throughout the year including assessments for all KLAs as well as work that students are proud of or want to share with family. Parents and students have both found this to be a positive experience as the students have the opportunity to go home and explain their work, how they got their answers and discuss how they can improve for next time. Many parents have also provided positive feedback as it keeps them informed about what their child is doing at school and how they are going.
I am a strong team member and at all times act in a professional and positive manner. My communication with fellow colleagues and executives reflects this and my ability to contribute in a meaningful to a team. I have open and effective communication with my grade partners to ensure that our students are getting a consistent learning experience as well as working together for team teaching and collaborative grouping. Compromise and open communications are skills that I possess and are needed in order for this to be effective. I also actively seek and value feedback and staff reflection in order to enhance my teaching skills. I believe that establishing a strong rapport and mutual respect with students, parents, teachers and the wider community is vital to the learning process. My grade partners and myself have also networked effectively with other Year 1 teachers in other schools, sharing and gaining advice and feedback with implementing programs such as InitiaLit and effective strategies for collaborating in a pod learning environment. These opportunities to collaborate and communicate with other schools are a valuable way to strengthen my own teaching practices.
Experience in dealing with students who present challenging behaviours
I have worked closely with Learning Support Teachers create and implement an individual support plan for a number of students to address their behavioural, social and intellectual needs. This process involved various meetings with the student, parents, learning support teacher and other professionals, as well as assessments, identifying goals and strategies and timetabling. I have also used established individual supports plans and individual teacher notes about students behaviours or needs as a casual teacher. This information enables me to differentiate my teaching style, lessons and the environment in order for the students to be comfortable and have the best opportunity to learn. Individual support plans are a process I am very familiar with as a result of my past employment at Mai-Wel. During my role at Mai-wel, I created and used individual support plans for every student and client which were updated 6 monthly. Over my 8 years of employment at Mai-Wel I have seen how individual support plans have assisted the student to take ownership over their behaviour and achieve to their potential. When students are involved in the process they take more ownership over their goals and learning, they understand the process involved and the support they have around them.
I understand the need for consistency and routine with students who present challenging behaviours. Therefore when plans and behaviour strategies are identified I ensure that they are followed through. Behaviour strategies I have implemented or used in the classroom have included time out (using a timer for 5 mins) after breaks for a young boy who comes into the classroom over stimulated and excited, texture cushions to sit on, fiddle toys to help concentrate and emotions charts, rewards charts, first this then strategy, behaviour cue charts or a behaviour book/story to assist students self regulate their behaviour and visuals. I also use a seating plan to ensure that students who display challenging behaviours are seated in the best place for their learning. Sometime this may mean closer to the front, or sitting next to students who will have a positive impact on their learning or closer to the back or door so that if they need some time out they don’t distract the class.
An interest and ability to implement programs for gifted students
I have a keen interest in implementing strategies and activities to extend gifted students. I believe that all students should be educated for ‘where they are at’ academically and according to their needs, therefore differentiation is vital for student progression. This is just as important for the top 10% of gifted students as it is for the students who require extra support. I understand and apply Dr Francis Gagne’s Model of gifted and talent (DMGT) and the factors such as environment, intrapersonal that affect the development process in order to turn natural abilities into talents. My knowledge is also informed by the Gifted and Talented K-12 Policy, Maitland-Newcastle Catholic Schools Office, training and consultation. Provisions for gifted students should challenge and extend the students learning. This can be achieved through curriculum differentiation, acceleration and learning beyond the classroom. I understand that this should begin in the classroom with strategies such as supportive environment, opportunity to pursue learning in depth, engaging parents, differentiation of task, content and resources, higher order thinking and reflection. These opportunities need to be also extended beyond the classroom through many in school and out of school programs. I use programs such as writing competitions, leadership days, competitions such as debating or UNSW tests, Maths Olympiad, tournament of minds and diocese gifted and talented workshop days. I am very passion about developing programs that nurture progress and extend students abilities and would love the opportunity to implement opportunities for gifted students.
I have had experience with a gifted student in my class last year in which I worked with closely with Sally brock to implement strategies within the classroom to extend this student. This involved research based projects, STEM, individual and differentiated tasks, different homework program and opportunity to participate in high level spelling during whole school spelling. I have completed lots of personal development around Gifted Education including K-2 Gifted Education day, Identifying and responding to the needs of Young Gifted Children at UNSW Sydney and gifted PD on MN learn. This is an area that I am very passionate about and interested in perusing.
Have an understanding of contemporary educational trends and be willing to teach within a flexible classroom environment
I have an excellent understanding of contemporary educational trends and proven willingness to be open to incorporating them into my teaching pedagogy. I also provide a flexible classroom environment and through personal development, further study and whole school goals/focus I continue to strive to create learning experiences and environments that enhance students learning. Collaborate learning is an important part of this and something that is an integral part of my pedagogy. Using the desks and furniture I have designed my classroom to form learning ‘hubs’ that are conducive to group work and cooperative learning. Students in my class frequency work collaboratively on tasks across all Key Learning Areas. This enhances the student’s creativity, teamwork and problem solving ability while they are interacting and communicating. I have worked in a variety of different classrooms that include open plan with flexible seating or more then one class in it. I also have experience in and enjoy team teaching.
The Early Years Learning Framework has informed not only the way I have set up my classroom but also the activities I include in my programs. Research tells us that when we give the students time to play, explore, create and interact, deeper learning occurs with real world relevance. This learning style also has great social benefits as students learn to build relationships, negotiate, problem solve and regulate their behaviours. I have had the opportunity to collaborate with Kim Moroney on a couple of units to incorporate play-based learning and I continue to incorporate this approach in all units I write. I have also considered my classrooms and the areas in my classroom that enhance the students learning through experience and play. I have set up areas such as office desk, maths exportation tables, invitation to write, invitation to play, puppet theatres, building tables, art tables, reading corners and science areas. These areas are used during different KLA’s, free time and as fast finishers. I am also a big advocate of STEM activities. I have a designated STEM area in my classroom that have a huge variety of stem boxes with cards and materials. I have also set up stem boxes for both maths and literacy that are used in literacy group time, maths groups and for intervention. STEM is also integrated into my HSIE, science and Maths programs.
Technology is an important tool to enhance outcomes and build on student knowledge and experience. I have worked at schools with BYOD and have experience in planning lessons on onenote, integrating computers in all KLAs and digitally marking students work for feedback. Incorporating technology within my lessons provides students with instant access to the outside world, knowledge and ability to research, question and apply it to the task. Digital literacy is extremely important for the future of our students and at an early age they need to be taught how to use technology, why we use it and the responsibility that comes with using technology. Most students have basic skills but they need to be explicitly taught to use technology beyond google. I have taught students to create 3D models that they can annotate in English using 3D paint, Shapes in geobra for maths to explore concepts, still shot movies in Imovie and also PowerPoint, word, email and many more. When I taught kindergarten this was in the form of Ipads during lessons, coding robots and computer skills in the lab. I integrate coding in various KLA's using resources such as BeeBots in a maths lesson on position, Dash and dot in a science lesson of forces, programs such as hour of code. Other technologies I use to enhance deeper understanding are viral tours. In Geography this year we were learning about places in Australia and through viral tours we were able to tour the Sydney opera house and great barrier reef without leaving our classroom in an interactive session where students could participate and ask questions.
I am currently in the final semester of a Graduate Certificate of Religious Education with Australia Catholic University which will be finalised in November 2021. This degree complies with the CSO Accreditation to Work, Teach and Lead Policy to teach religion Category D. I have met all other requirements including Faith Witness Story and K-12 Syllabus module.
A relevant understanding of the philosophy of Catholic Education
I have a sound understanding of the philosophy of the Catholic Education system stemming from my own catholic school experience, attending both St Joseph's Lochinvar and St Mary's Maitland. Both my children also attend a catholic primary school, St Patricks Lochinvar and St Joseph’s Lochinvar. It is my understanding that the foundations of teaching and learning are to be modelled and influenced on the teachings of Jesus. Catholic education embodies the gospel values through spirit, mind, body and character, giving students the necessary skills to enhance academically, spiritually, physically and emotionally. At the heart of everything there is always Jesus Christ is a vision that I whole-heartedly share with the Maitland-Newcastle Catholic Schools Diocese.
This vision is evident through all my interactions with colleagues, parents and students, explicit teaching and integrating religion in all KLAs, attending and being involved school mass and liturgies, modelling the catholic faith, staff prayer, daily school and classroom prayers, being an active member of my own parish community and having my own relationship with God. I believe that I demonstrate ability in all these areas throughout my life as a teacher, mum, and student and will continue to grow in God's faith and model the teachings of Jesus.
An ability to teach in the primary curriculum area K-6
I have shown ability in teaching well-developed, effective and engaging lessons in all KLAs from K-6 throughout my full time appointment on Year 1 at St Patrick’s Lochinvar, Year 2 at St Paul's Rutherford, on Kindergarten at Holy Spirit Infants Abermain and casual employment across K-6 prior. I have a sound understanding that every child learns differently and the importance of using a variety of different teaching strategies across all KLAs. I believe that the ability to get to know my students and differentiate lessons to meet their individual needs is a strength of mine. Providing different learning experiences and giving students the opportunity to make decisions about their own learning, personalises the learning process for more effective understanding. An example of this is through triangulating student data I have been able to identify the gaps in student learning that need extra attention. It has allowed me to also identify those who require focus on broadening or deepening understanding and opportunity to apply that concept or skill to different situations when a student has demonstrated understanding. Strategies I have used for this is streaming the grade for Maths and Literacy according to the data, giving students or small groups project based tasks, investigation groups during maths, STEAM and goal walls so students can direct their own learning.
As a teacher, understanding the students individual physical, social and intellectual needs is vital for planning, and implementing of effective learning programs. The research based teaching strategies I use includes the structure of how the students participates for example whole class, small groups, pairs or individual as well as the teaching pedagogy of how the content is taught. The teaching strategies I used are based on research and understanding of child learning and development.
I have demonstrated ability in providing students with rich and meaningful learning experiences focusing on skills and giving them opportunity to explore, collaborate and engage with hands on activities. I have demonstrated ability to provide students with opportunity to learn in this way across all key learning areas in my pod classroom at ST Patrick’s Lochinvar. This collaborative learning space allows students to participate in lessons that are taught as a grade, class or small groups. They are often given the choice of how they would like to learn or demonstrate understanding with different activities on the concept set up in each classroom. Students are encouraged to talk, explore, create, listen and build on their knowledge together.
I believe that although organisation and preparation are key elements to effective teaching on any grade, it is also important to adapt well to changes and think quickly as there are many changes and distractions in a primary school. I am very confident in my skills to change, adapt and think on my feet. Although my teaching appointments so far have all been infants, I am confident in my ability to teach k-6. I taught upper primary for a considerable amount of time during casual employment and while on my Pracs and loved working with this age group just as much as I love working with infants. I believe that the importance of explicit instruction, classroom management, organisation and curriculum knowledge needed for an infants classroom is transferrable to the older grades and is just as important.
High Level of knowledge of the relevant key learning area (K-6) and has a proven capacity to improve student learning
I have excellent content knowledge across all key learning areas and understand the importance of selecting and sequencing relevant learning activities to teaching syllabus outcomes. Before starting on any grade I study the syllabus, read the stage statements, look at work samples, outcomes and skills. I believe that this gives me an extensive knowledge of the content and allows me to teach in a variety of ways to enhance deeper understanding. I have demonstrated this ability through various scope and sequences, units and lesson plans that I have created and taught throughout my teaching career.
I work closely with the syllabus not only at the planning stage but I constantly refer to outcomes, skills and indicators throughout each unit and lesson. An example of this is during maths lessons I refer to and explicitly teach the language that students should be aware of and learn in order to meet that outcome. I find it helpful to refer to the language listed in the syllabus and depending on the age of the student I might show them the ‘snip’ of the syllabus and highlight the focus words for that day or modify it by just showing them a few words, modelling or using wall displays.
Through the implementation of the InitiaLit Year 1 program this year, I have demonstrated my ability to improve student learning in all areas of Literacy. This improvement has been assessed and recorded using a variety of assessment strategies including InitiaLit assessment data, work samples, observation, language and discussions. Students have shown significant growth in applying spelling rules, sounds and fluency and writing. I have also implemented (with my grade team) strategies for intervention and extension.
Another example of my proven capacity for student improvement is through the implementation of student goal walls for both writing and maths. I have 2 displays in my room, a maths goal wall that changes each week according to the outcomes taught and a writing goal wall. Each of these walls are a simple reminder of the level each student is working at and what they need to achieve for the next level. At any time you could walk into my classroom and my students will know what goal they are currently focusing on for maths and what they are focusing on with their writing to achieve their writing goal. These displays have samples that students can match their work to and allow students to see what is required to achieve their goal. This student centred method motivates students to achieve their ‘best work’ and is also a great visual for me as the teacher to group students within a lesson for differentiation.
I collect assessment data using a variety of methods including CoGat data, Acadience, bench marking, PAT testing, checklists, work samples and observation. With the assistance and advice of my LST I have also off level tested students to gain a better understanding of their capability. I keep thorough records of assessment and achievement. Mapping student’s achievement allows me to look at improvement trends and areas that require intervention or additional focus. The last couple of years I have been very focused on improving each students learning from their own individual level and have proven through this assessment data that all students below, on and above stage level have all achieved significant growth. I map growth in students who were working below and above due to interventions for those below and extension for those students above. I also saw a significant growth in my students who were working at stage level through targeted individual goals.
High quality classroom teaching skills in the area of ES1-3 which enables students with a diverse range of needs to achieve their full potential
I understand and respect the difference in student’s needs and abilities within the classroom. I believe that all students who are accepted for 'who they are' as well as 'where they are' in their education journey have the ability to learn and achieve to their potential. Knowing the individual is vital to the facilitation of learning. It is important that students know that you believe in them, their ability and their dreams and are encouraged, supported and appropriately challenged.
I have demonstrated ability to cater for students needs through differentiation of content and delivery, meeting the needs of a student by providing extension activities, implementing intervention, desk position and providing adjustments such as lined paper, margins, a different colour workbook, computer instead of workbook and also using a MF system for a hearing impaired student. I work closely with LSAs in the room when available to ensure that students are appropriately supported and have the required strategies in place to effectively participate and engage. In catering for behavioural, social and intellectual needs of a student, I have worked closely with the Learning Support Teacher to create behaviour support plans that are followed for consistency. I have had a couple of students with significant behaviour needs and this has required me to work very closely with executive staff, school psychologist and behavioural staff from the CSO. I am very open to trying different approaches and have implemented many with the support of my principal such as rewards systems and calm down times, alternate timetables and differentiated approaches to delivering the curriculum. I have a vast experience in creating and maintaining Individual support plans through both practical experience and also my prior job at the Mai-Wel group.
Just as important as differentiating for additional needs is differentiating for gifted students. As a result of a highly-gifted student in my Kindergarten class in 2017, extension for gifted students is an ongoing focus of mine. I have attended training, participated in MN learn courses, researched and met with the CSO Gifted representative to gain knowledge and support, and implemented many of those ideas and strategies effectively. This year I work in a GEL school and I am apart of our gifted committee, assisting to implement whole school strategies and contributing to our action research project. All students should be provided with a learning experience suited to their ability that is appropriately challenging, interesting and relevant. I have demonstrated ability to differentiate lessons for support, core and extension groups within the class. An example of this is my Maths program, which is something I have worked really hard on this year as part of our school goal and implemented an approach across our Year 1 grade that caters for the needs of all students. Our 3 Year 1 classes are streamed during Whole Number strand for Maths using pre assessments, CoGat data and any other data available. The program is amended to suit the supported, core and extension groups with the supported using more manipulatives and moving at a slower pace and the extended class working on activities to apply strategies to other situations and higher order thinking and problem-solving. Extended students and/or CoGat identified students also participate in an ongoing maths investigation once a week where students lead an open-ended investigation that has been designed around the outcomes that they are learning. All students are mapped on the goals wall so students know the goal that they are aiming to achieve for that week and these can be moved when students demonstrate achievement throughout the week. On Fridays all students participate in hands-on maths activities that are laid out throughout the pod. Students are aware on what section of the pod has the activities for each maths goal and they are given time to practice their goal they have been working on.
During non- whole number weeks, differentiation occurs differently in my class as these lessons are not streamed and we have our own class. I provide students with the same explicit teaching and modelling to ensure that content caters for the needs of the entire group and then during guided and independent construction of knowledge is directed at their learning ability and needs, focusing on their goal. Groups are determined through diagnostic assessment strategies such as a pre-test and placed on the goal wall. For example some students might be working on friends of ten with concrete materials, some without materials and some students working on friends of 20 and extended might be working on double +1.
Exemplary values and attributes appropriate to professional practice and the intellectual, physical and social development of students
I understand that within catholic schools students are nurtured and supported to achieve academically, spiritually, physically and emotionally. I strongly believe in the concept of educating the ‘whole child’ and that the responsibility is on both the classroom teacher and school community. Throughout the learning process students develop intellectual, physical and social skills in a variety of ways.
Intellectual skills are developed through effective researched based teaching and learning strategies allowing students to learning new concepts built on the foundations of prior knowledge and the ability to connect it to relevant context. Interaction, experience and engagement are strategies implemented in the classroom to allow this to occur. Play-based Learning is one of the strategies I have implemented in my classroom over the last couple of years giving students the opportunity to learn, organise and connect their ideas of concepts to real world experience while in a social environment. Each year my rooms have a variety of invitation to play sections including a puppet theatre, reading corner, maths table, science table with light box and an office space, invitation to write table, a craft table with butchers paper to create, a STEM area with an extensive amount of STEM material boxes, invitation to play baskets with blocks, letters and shapes, a big white board hung on the wall at their height for students to use and topic areas to provide students with the opportunity to explore further in a KLA topic. Students are given time weekly throughout KLAs and in free time to use these.
Skills are taught through explicit instruction and then practice. Whether it is teaching a student to hold a pencil correctly or kicking a ball I use the same modelled, guided and independent process to scaffold their learning. Firstly, I make the learning intention clear and its application to real world context. I explicitly inform students of the information required for the physical task for example, when you hold a pencil this is the formation of your fingers, the pencil goes here and this is why we do it. Next I model and demonstrate the physical skill and how it is performed through showing them how to create the pencil grip, pointing out where my fingers sit and how it is applied to the page. Then I guide the student to hold the pencil, adjusting their position and helping them to write on the page. The next stage is where the student practices independently with feedback and encouragement. Teaching a physical skill in using this process allows students to be supported and scaffold to correctly perform the physical skill and practice.
The social development of a student is extremely important as social interaction doesn’t always come naturally to begin with and is a learning process especially for younger primary students. My role firstly as a teacher is to ensure students are in a safe social setting through clear expectations, guidelines and rules. During class activities collaboration and communication is vital to the learning process so group roles and structures need to be explicitly taught and supported. Group activities assist students in practicing effective communication strategies and interacting with peers. Feedback, modelling and explicit teaching is required for students to build strong social skills. Last year in particular I have had a group of girls that required social development due to ongoing friendship problems. Working with my grade partner and pastoral care many different strategies were tried with this group of girls to help them develop these skills which included implementing bounce back within the classroom with the girls in one room and the boys in the other room both focusing on the different skills they needed. Lunchtime discussions with the group of girls, role-plays and visual prompts they can refer to when issues arise, time with our pastoral care worker 1:1 and in the group and continual communication with parents were also implemented. When the issues continued to impact this group myself along with my grade partner, pastoral care and executive staff came up with a play ground roster in which the girls would have time apart, time together supervised by pastoral care where they work on the skill they need to be good friends and then time when they can all play and put it all in practice. This was a great way for them to be supported in developing their social skills using a gradual release model. This strategy worked really well and I received positive feedback from both students and the parents.
Ability to successfully implement and evaluate curriculum initiatives in accordance with curriculum and standards framework
I am trained in and have implemented the Year 1 InitiaLit program this year, along with my other grade partners. I found the program to be a great direct instruction program that provides students with comprehensive literacy instruction. This program is continually evaluated through student assessment data, where the results are showing its effectiveness. I use this data to inform me of any gaps in learning and more focus is needed in a particular area. I also use this data to extend students who have demonstrated understanding.
Other key curriculum initiatives such as a well-rounded approach to assessment, effective teaching practices, and languages, arts and e-learning. I have demonstrated experience and ability to implement within the classroom effectively. My effective teaching practices are evidence in my ability to first get to know my students to adequately cater for individual adjustment, and then adapt the learning to their individual academic and social needs. My lessons are effective due to the relevant content and the engaging way it is taught through many resources such as visual, tactile and audio.
I am a very creative person and art is strong area of mine. I believe that creativity comes from passion and when directing creativity there is a fine line between encouraging and influencing. I am capable of linking creative projects to other KLAs in order to expand student’s deeper understanding of content and provide a creative outlet to explore and create. An example of this is during creative writing students acted out in groups their pebble, rock and boulder in 5 second freeze frames. This creative writing lesson provided students with another way to experience their writing and perform to their peers. Another example is during a religion task students demonstrated their understanding of the Christmas story through painting a stain glass window on plastic wrap outside that was stretched out between two poles making their art look like a window.
Numeracy and Literacy is an area of focus for me, in which I use well-researched strategies and professional development to elicit student growth. Both Literacy and numeracy are integrated across the KLA’s to apply understanding and gain relevant and specialised experience of content. An example of this is using subject specific language in a science unit, strategies might include displaying a word wall, deconstructing an information text, or using speaking and listening skills to present an argument.
Demonstrated capacity to reflect critically upon professional practice and commitment to ongoing professional learning
As displayed through my website I closely monitor my own professional performance using the Australian Professional Standards for Teachers. It is important for me that my actions and teaching practices reflect the teaching standards and that I identify areas that I can improve and follow through with these improvements. Self-reflection in the form of evaluating lessons and units is also something I practise regularly. Lessons are questioned on their effectiveness, engagement, enjoyment, ability to understand the concept and management of time and classroom. From these points future lessons are changed or adjusted as needed. I also have demonstrated the ability to make notes on the digital copy of a unit plan weekly to show what has been achieved and note effectiveness or any identified changes needed. Another way I do this is through actively seeking advice and feedback from colleagues. Throughout my career I have observed other teachers lessons, sort feedback, brainstormed and discussed teaching practices, strategies and lessons with more experienced teachers to get further input and increase the effectiveness of my teaching. I have shown ability to take this feedback on board and apply it to the classroom.
I use all of this information to write my goals for my PLTs as well as setting other little personal goals throughout the year. This year I have had a goal to implement a differentiated maths program which I have worked toward by through research, professional learning and implementing a maths program which caters for the individual needs of all our students which I have outline above. I also had a grade goal to collect, analyse and use data effectively. For this goal we started with our InitiaLit data and triangulated it with other assessment data such as acadience, CoGat, Pat, off level testing, observations and work samples. We have then used this data to direct students into appropriate intervention and design programs to extend our students who required more then the directed program.
Last year my goals were to continue to improve my well-balanced literacy block and increase the fluency, accuracy and comprehension of all my students. To achieve this goal I attended training sessions such as Focus on Reading and Gifted Education - Differentiation for K-2 teachers. I analysed my student’s data and implemented strategies in my modelled reading and literacy groups that will assist them reaching this reading goal. I also sat with other teachers and looked at their literacy block, sort advice, ideas and feedback from executive staff and leading teaching on my literacy block. These strategies assisted me in reaching my PLT goal and resulted in adjustments in my planning and lesson delivery to maximise student learning.
I understand the importance of engaging in relevant and appropriate professional learning. I actively seek and participate in personal development to improve my teaching practices and will continue to do so in all KLAs throughout my teaching career. Some of the learning opportunities I have engaged in are a 2 day Gifted Education Specialised Program to meet student needs, Acadience training, focus on reading, Gifted Education - Differentiation for K-2 teachers, MAPA, ‘Identifying and responding to the needs of young gifted children’, ‘Making literacy visible’ conference, a 6 week online course on Dyslexia, Cued Articulation, 'Seven Steps to Writing Success' and 'PrimaryConnections Ready: Pre-service Teacher Program'. Not only have I participated in personal development but have shown ability to implement these programs and strategies in the classroom to produce meaningful, engaging and effective lessons. With the implementation of the Seven Steps to Writing Success program there were documented improvements to students quality of writing.
Life long learning is important to me and I am in the process of completing my Master of Educational Leadership (Catholic Educational Leadership).
Commitment and capacity to actively contribute to a broad range of school activities as a member of the school team
This year at St Patrick’s Lochinvar I have displayed my commitment and contribution proving myself to be a value member of the team. I have run the Maths Olympiad for a team of 30 students in stage 2 and 3. This involved regular training sessions as well as the maths competitions that were held at lunchtime. Another lunchtime activity I organised was a STEAM group for stage 1 where students were given an ongoing STEAM activity to complete over a series of lunch breaks. I have also have been apart of the grandparents day/ book week planning committee and the gifted committee. I organised the soccer sporting events for the year taking 3 teams to the regional gala day as well as assisting or planning with extra activities such as liturgies, stage mass, ANZAC day, sports carnival, assemblies and excursions.
I have demonstrated ability to be a productive and reliable team member during my appointment at St Pauls Rutherford. I have been involved in the PBL committee and have assisted with planning the sequence of topics according to the school needs, writing lessons for the school and launching fortnightly themes. I have also assisted with extra activities such as colour run, ANZAC day, liturgies, assemblies, sports carnivals and excursions. I was also the director of the whole school Christmas play/musical, managing 400 students on the stage, music, costumes, dances and actors.
At Holy Spirit Infants Abermain, I have lead the school choir who participated in the Abermain Eisteddfod, organised Jump Rope for Heart which involved 6 weeks of activities and a whole school jump off afternoon, I was apart of the Kids Matter committee, assisted with assemblies, liturgies and sport carnivals, I have organised excursions and other school based or project activities such as swapping prayers with another schools cohort or writing away to author Mem Fox as well as staff meetings, prayers and other event days.
I understand that being a teacher doesn't start and finish with your classroom, I am committed to the whole school approach and have the enthusiasm and motivation to be involved in all school activities. I’m not afraid to give anything a go, I am organised and hard working, with proven capacity to organise events; I thrive on challenge and responsibility. In my prior role with Mai-Wel I was involved with many sub-committees organising event such International day for people with disabilities and the Mai-Wel ball. In a school environment where the aim is to enhance students academically, spiritually, physically and emotionally it is every teacher’s responsibility to contribute to the whole learning experience and overall school vision.
High level of communication and interpersonal skills when relating to students, parents and other teachers
I have demonstrated a high and professional level of communication with students, parents and other teachers through my career. My effective communication and relationships based on mutual respect with students is important to enhance their learning. I think that getting to know the student, open communication, praising positive behaviour and establishing strong class routines and guidelines are all important in building this relationship. I have demonstrated ability in using effective explicit instruction and understand the importance of student knowing what is expected of them.
I have demonstrated my high level of communication skills when communicating with parents through Dojo messages, notes, emails, conversations, awards and good behaviour notes, communication books and social media posts. Parent involvement in student learning is encouraged and supported.
Last year, each of my students had an assessment folder that they kept some of their assessments in and build on throughout the term. These folders went home to parents twice a term (week 5 and 10) for students to share their work. The assessments in the folders vary slightly each time but normally include every post maths assessment and 2 english assessments and depending on what they have completed 1 science or/and HSIE assessment. Included in the folders are the outcomes and rubrics used to mark the assessment as well as my feedback for each assessment. This year I have built on this concept and used Dojo portfolio to make it an easier and more effective way for parents to get a snapshot of their child’s work and achievement. I take a photo of the child’s work and upload it to Dojo. Their portfolio builds throughout the year including assessments for all KLAs as well as work that students are proud of or want to share with family. Parents and students have both found this to be a positive experience as the students have the opportunity to go home and explain their work, how they got their answers and discuss how they can improve for next time. Many parents have also provided positive feedback as it keeps them informed about what their child is doing at school and how they are going.
I am a strong team member and at all times act in a professional and positive manner. My communication with fellow colleagues and executives reflects this and my ability to contribute in a meaningful to a team. I have open and effective communication with my grade partners to ensure that our students are getting a consistent learning experience as well as working together for team teaching and collaborative grouping. Compromise and open communications are skills that I possess and are needed in order for this to be effective. I also actively seek and value feedback and staff reflection in order to enhance my teaching skills. I believe that establishing a strong rapport and mutual respect with students, parents, teachers and the wider community is vital to the learning process. My grade partners and myself have also networked effectively with other Year 1 teachers in other schools, sharing and gaining advice and feedback with implementing programs such as InitiaLit and effective strategies for collaborating in a pod learning environment. These opportunities to collaborate and communicate with other schools are a valuable way to strengthen my own teaching practices.
Experience in dealing with students who present challenging behaviours
I have worked closely with Learning Support Teachers create and implement an individual support plan for a number of students to address their behavioural, social and intellectual needs. This process involved various meetings with the student, parents, learning support teacher and other professionals, as well as assessments, identifying goals and strategies and timetabling. I have also used established individual supports plans and individual teacher notes about students behaviours or needs as a casual teacher. This information enables me to differentiate my teaching style, lessons and the environment in order for the students to be comfortable and have the best opportunity to learn. Individual support plans are a process I am very familiar with as a result of my past employment at Mai-Wel. During my role at Mai-wel, I created and used individual support plans for every student and client which were updated 6 monthly. Over my 8 years of employment at Mai-Wel I have seen how individual support plans have assisted the student to take ownership over their behaviour and achieve to their potential. When students are involved in the process they take more ownership over their goals and learning, they understand the process involved and the support they have around them.
I understand the need for consistency and routine with students who present challenging behaviours. Therefore when plans and behaviour strategies are identified I ensure that they are followed through. Behaviour strategies I have implemented or used in the classroom have included time out (using a timer for 5 mins) after breaks for a young boy who comes into the classroom over stimulated and excited, texture cushions to sit on, fiddle toys to help concentrate and emotions charts, rewards charts, first this then strategy, behaviour cue charts or a behaviour book/story to assist students self regulate their behaviour and visuals. I also use a seating plan to ensure that students who display challenging behaviours are seated in the best place for their learning. Sometime this may mean closer to the front, or sitting next to students who will have a positive impact on their learning or closer to the back or door so that if they need some time out they don’t distract the class.
An interest and ability to implement programs for gifted students
I have a keen interest in implementing strategies and activities to extend gifted students. I believe that all students should be educated for ‘where they are at’ academically and according to their needs, therefore differentiation is vital for student progression. This is just as important for the top 10% of gifted students as it is for the students who require extra support. I understand and apply Dr Francis Gagne’s Model of gifted and talent (DMGT) and the factors such as environment, intrapersonal that affect the development process in order to turn natural abilities into talents. My knowledge is also informed by the Gifted and Talented K-12 Policy, Maitland-Newcastle Catholic Schools Office, training and consultation. Provisions for gifted students should challenge and extend the students learning. This can be achieved through curriculum differentiation, acceleration and learning beyond the classroom. I understand that this should begin in the classroom with strategies such as supportive environment, opportunity to pursue learning in depth, engaging parents, differentiation of task, content and resources, higher order thinking and reflection. These opportunities need to be also extended beyond the classroom through many in school and out of school programs. I use programs such as writing competitions, leadership days, competitions such as debating or UNSW tests, Maths Olympiad, tournament of minds and diocese gifted and talented workshop days. I am very passion about developing programs that nurture progress and extend students abilities and would love the opportunity to implement opportunities for gifted students.
I have had experience with a gifted student in my class last year in which I worked with closely with Sally brock to implement strategies within the classroom to extend this student. This involved research based projects, STEM, individual and differentiated tasks, different homework program and opportunity to participate in high level spelling during whole school spelling. I have completed lots of personal development around Gifted Education including K-2 Gifted Education day, Identifying and responding to the needs of Young Gifted Children at UNSW Sydney and gifted PD on MN learn. This is an area that I am very passionate about and interested in perusing.
Have an understanding of contemporary educational trends and be willing to teach within a flexible classroom environment
I have an excellent understanding of contemporary educational trends and proven willingness to be open to incorporating them into my teaching pedagogy. I also provide a flexible classroom environment and through personal development, further study and whole school goals/focus I continue to strive to create learning experiences and environments that enhance students learning. Collaborate learning is an important part of this and something that is an integral part of my pedagogy. Using the desks and furniture I have designed my classroom to form learning ‘hubs’ that are conducive to group work and cooperative learning. Students in my class frequency work collaboratively on tasks across all Key Learning Areas. This enhances the student’s creativity, teamwork and problem solving ability while they are interacting and communicating. I have worked in a variety of different classrooms that include open plan with flexible seating or more then one class in it. I also have experience in and enjoy team teaching.
The Early Years Learning Framework has informed not only the way I have set up my classroom but also the activities I include in my programs. Research tells us that when we give the students time to play, explore, create and interact, deeper learning occurs with real world relevance. This learning style also has great social benefits as students learn to build relationships, negotiate, problem solve and regulate their behaviours. I have had the opportunity to collaborate with Kim Moroney on a couple of units to incorporate play-based learning and I continue to incorporate this approach in all units I write. I have also considered my classrooms and the areas in my classroom that enhance the students learning through experience and play. I have set up areas such as office desk, maths exportation tables, invitation to write, invitation to play, puppet theatres, building tables, art tables, reading corners and science areas. These areas are used during different KLA’s, free time and as fast finishers. I am also a big advocate of STEM activities. I have a designated STEM area in my classroom that have a huge variety of stem boxes with cards and materials. I have also set up stem boxes for both maths and literacy that are used in literacy group time, maths groups and for intervention. STEM is also integrated into my HSIE, science and Maths programs.
Technology is an important tool to enhance outcomes and build on student knowledge and experience. I have worked at schools with BYOD and have experience in planning lessons on onenote, integrating computers in all KLAs and digitally marking students work for feedback. Incorporating technology within my lessons provides students with instant access to the outside world, knowledge and ability to research, question and apply it to the task. Digital literacy is extremely important for the future of our students and at an early age they need to be taught how to use technology, why we use it and the responsibility that comes with using technology. Most students have basic skills but they need to be explicitly taught to use technology beyond google. I have taught students to create 3D models that they can annotate in English using 3D paint, Shapes in geobra for maths to explore concepts, still shot movies in Imovie and also PowerPoint, word, email and many more. When I taught kindergarten this was in the form of Ipads during lessons, coding robots and computer skills in the lab. I integrate coding in various KLA's using resources such as BeeBots in a maths lesson on position, Dash and dot in a science lesson of forces, programs such as hour of code. Other technologies I use to enhance deeper understanding are viral tours. In Geography this year we were learning about places in Australia and through viral tours we were able to tour the Sydney opera house and great barrier reef without leaving our classroom in an interactive session where students could participate and ask questions.
Essential Criteria
Applicants will need to comply with the Accreditation to Work Teach and Lead
I have completed Faith Story Witness module, K-12 Syllabus module and have completed 2 out of the 4 postgraduate RE units within my Educational Leadership (Catholic Educational Leadership).
Be appropriately qualified as a four-year trained teacher
I am a four year trained teacher and have a Bachelor of Education- Primary Degree. I am also in the process of completing my Master of Educational Leadership (Catholic Educational Leadership).
Be a practising Catholic
I am a practicing Catholic, an active member of the Largs Holy Family Parish and value my catholic faith and relationship with God. I attend Mass regularly, I involve myself in service in the church in a variety of ways including readings, youth group and assistance with welcoming and COVID check ins.
I have been brought up as a Catholic, attended Catholic schools myself and bring up my own family up with strong Catholic values. My children attend local Catholic schools.
NESA and Working With Children
NESA Teacher Accreditation Number: 304804 Proficient
Working with Children’s Check Number: WWC0099052E
Evidence of completion of Anaphylaxis training
Updated 2021 - Certificate attached
Interview presentations
2017 21st Century Learning presentation
2018 21st Century Learning presentation
2019 Contemporary learning approaches
2020 Contemporary learning approaches
I have completed Faith Story Witness module, K-12 Syllabus module and have completed 2 out of the 4 postgraduate RE units within my Educational Leadership (Catholic Educational Leadership).
Be appropriately qualified as a four-year trained teacher
I am a four year trained teacher and have a Bachelor of Education- Primary Degree. I am also in the process of completing my Master of Educational Leadership (Catholic Educational Leadership).
Be a practising Catholic
I am a practicing Catholic, an active member of the Largs Holy Family Parish and value my catholic faith and relationship with God. I attend Mass regularly, I involve myself in service in the church in a variety of ways including readings, youth group and assistance with welcoming and COVID check ins.
I have been brought up as a Catholic, attended Catholic schools myself and bring up my own family up with strong Catholic values. My children attend local Catholic schools.
NESA and Working With Children
NESA Teacher Accreditation Number: 304804 Proficient
Working with Children’s Check Number: WWC0099052E
Evidence of completion of Anaphylaxis training
Updated 2021 - Certificate attached
Interview presentations
2017 21st Century Learning presentation
2018 21st Century Learning presentation
2019 Contemporary learning approaches
2020 Contemporary learning approaches