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ELISE WYETT Key Selection Criteria Response

SC1 Demonstrated understanding of initiatives in student learning including the AusVELS, VCE, VCAA guidelines, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and demonstrated capacity to implement curriculum programs consistent with their intent for students of higher ability. Based on my education studies at the University of Ballarat and my varied experiences in schools I have well developed understandings of how to use AusVELS, VCE guidelines and POLT to design curriculum and assess students learning in my specialist teaching areas: Psychology and Health. I have worked collaboratively within an interdisciplinary team to design an engaging middle years curriculum unit which incorporates a focus on Literacy, Numeracy, Science, Art and Health. We used the Backward Design model to document lessons and assessment tasks which have an explicit focus on AusVELS and POLT. In line with POLT our tasks included opportunities for students to learn beyond the classroom. At the core of our curriculum design was a student-led expedition night, showcasing students achievements, of which students designed, implemented and evaluated the entire evening. In line with Assessment and Reporting Advice, each assessment task is accompanied with explicit criteria for assessment and regular formative assessment opportunities are embedded in the unit. An example of formative assessment I have utilized within my own classroom, includes the use of exit-slips, sentence starters and quizzes to examine individual students progression towards the desired learning outcomes. While on professional placement within Christian College Geelong, I was given the opportunity to develop a unit of content for the Year 10 Psychology students from initial introduction to assessment. The formation of the unit, including the development of the assessment task and rubric, content focus, delivery, adherence to curriculum standards and appropriateness of information conveyed, was based purely upon my own initiative. Under the guidance of my mentor I developed the unit of study according to current AusVELS standards, used formative assessments to monitor student progress and level of understanding, utilising this information to make necessary adjustments. Following the unit of study, I devised a summative assessment to gauge students overall level of knowledge and understanding, marked and provided the appropriate feedback to ensure students fully comprehended areas requiring further development. The entire unit was well received by students and my mentor, both providing positive feedback regarding content and delivery of information. In devising units of work I based lessons upon Julia Atkins Whole brain model or learning, ensuring each students diverse learning needs were accounted for ensuring each student had the opportunity to achieve their utmost potential. Also, whilst at Christian College I had the invaluable opportunity to develop, implement and assess Year 11 and 12 VCE Psychology units of content. Specifically, under the guidance of my mentor I developed units of content in adherence with the current VCE Psychology study guide, implemented the devised units and using formative assessment techniques, managed and adapted the content, if need, to better reflect students individual levels of understanding or learning requirements. Further, I was involved in the formation of the Year 12 SAC, of which I developed under the guidance of my mentor, implemented and assisted in the marking and feedback process. This opportunity was invaluable in enhancing my ability to devise engaging, content-focused curriculum, in accordance with VCE guidelines.

Elise Wyett

elise_wyett@hotmail.com

One of the most important qualities of my teaching is that I have high expectations of learners. Through careful lesson design I ensure that learning intentions and success criteria are made explicit to students. I also provide adequate scaffolds so that students can move beyond their current understandings and skills. As the AISTL National Standards suggest, knowing students and their learning needs, backgrounds and interests is at the heart of effective planning and teaching. I use a range of strategies to get to know the students I teach and I believe my Psychology and counseling background is useful in this regard. In Psychology I implemented a literacy jigsaw activity, involving students first brainstorming all relevant information they could think of in relation to the new unit of work (intelligence testing), thus accessing students prior knowledge, allowing me to gain an informal insight into their initial depth of knowledge. Students were then given an area to investigate and following this investigation peer teach other members of the class. I found peer teaching helped students take ownership of their learning and extended more proficient students even further in their learning as not only did they require a personal understanding of the material, becoming an expert regarding their topic, ensured their understanding was not on a superficial level, but a deeper understanding was required to enable them to teach their peers. This strategy also enabled students to build their metacognitive understanding.

Elise Wyett

elise_wyett@hotmail.com

SC2 Demonstrated high level classroom teaching skills, including skillful use of flexible learning spaces and routine high-level use of ICT for learning and the capacity to work with colleagues to continually improve teaching and learning for students of higher ability. The ability to adapt and incorporate innovative teaching techniques based upon current educational trends or facilities available is a vital component of teaching and can play a significant role in a students development, learning and understanding. Within my professional placement I had the opportunity to design and implement diverse units of work from both a Psychology and Health perspective. Whilst undertaking student placement within Clonard College, Geelong, I was fortunate to be invited to partake in an innovative health program implementation with the schools year 9 students. Working within a team of experienced health teachers and representatives from the Centre Against Sexual Assault (CASA), I was fortunate to be involved in the development, redirection and implementation of the Sexual Assault Prevention Program for Secondary Schools (SAPPSS). The experience of working within a team of highly experienced health teachers and professionals, implementing an innovative change within school curriculum was a very rewarding experience. Unfortunately my placement ended prior to the conclusion of the nine-week program, however as the experience was such a rewarding one and due to the relationships established with the students, I continued my involvement outside of my student placement to enable me to see the program through until competition and gain a full understanding of the impact of the program upon the students health education. Due to my background in Psychology, I have a strong awareness of the ways in which young people learn most effectively and the individual nature of learning, with individual approaches to learning, the significance of prior knowledge and experiences and the effect a teacher can have in scaffolding a students education (i.e. the zone of proximal development). What has really solidified this awareness is the teaching experience Ive had over the past year. Combing theory with experience, alongside the wealth of knowledge gained from the teachers I have been fortunate to work alongside, gaining insight, experiences and knowledge. Through my teaching experiences it became apparent the enhancement of learning cannot be established without the consideration of ICT in planning content and implementing strategies to effectively engage students within learning. The use of ICT provides not only new activities, but also new methods of classroom interaction, enhanced organization and presentation and greater communication possibilities within the teacher-student-parent relationship. Within my experiences on professional experience I was fortunate enough to be able to incorporate diverse ICT resources within my lessons such as smart boards, iPads and ICT based activities and strategies within openlearning spaces, enhancing engagement by students and overall lesson outcomes.

Elise Wyett

elise_wyett@hotmail.com

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning for students of higher ability. Developing appropriate methods of assessing and monitoring students learning is an integral component of teaching. When used correctly, student data gained from both formative and summative assessment has the ability to not only communicate to a student or a parent the standard of their learning, or how far it has developed, it further enables a teacher to gain an essential awareness of which students learn best under which conditions; an awareness enabling a teacher to enhance their own personal learning and teaching ability. Learning goals, success criteria and clear classroom expectations are essential in the gathering of appropriate and useful student learning data. A strong focus of my university studies has been upon the use of student data to guide and enhance student learning and assessment. While completing my degree I was fortunate to experience insight into a school which places high importance on the collection and utilisation of student data based on the guidance of John Hattie. Northern Bay College, which has implemented Hatties Visible Learning model throughout the school, placing primary focus upon the collection and effective utilization of student data, focusing upon student ownership of data and consequent goal setting and achievement all upon the basis of the student data formulated. Based upon this experience I was able to view first-hand the importance and relevance of student data and consequently implement the collection and application of student data within my own classroom. Across my professional placements I have continuously developed and communicated clear, effective learning intentions and success criteria to students, enabling students to establish a clear understanding of what is required of them in relation to their learning and providing insight into the future direction of learning. Clear, relatable, and understandable learning intentions provide direction for private study, as well as acting as a useful revision tool. Establishing clear and concise learning intentions enables the application of both formative and summative assessments such as exit-slips as students are able to gauge their understanding according to a previously established standards and personally assess their own understanding in accordance to these guidelines. The collection of appropriate data can gauge the level of understanding, both prior to the learning process and postlesson, enabling adjustments within a unit of study ensuring desirable zone of proximal development for students learning and appropriate scaffolding can be used. Within my professional placements I utilised student data to establish prior knowledge and skill. Prior to the introduction of a new unit of study, I utilized classroom discussion, individual and group brainstorming, keyconcept outlining and pre-testing, to gauge an understanding of students prior knowledge within the area. Across my placement I incorporated formative assessments (exit-slips, quizzes, fill in the gaps, sentence starters) in order to gain greater insight into the content I was teaching, highlighting the knowledge gained from each lesson by students and the providing greater insight into each students individual understanding. Utilisation of student data in this way provided valuable insight into the future direction of lessons and highlighted essential concepts and areas of which prior knowledge had been established. When used as a formative approach, student data can be used to manage devised curriculum and lesson content and can also highlight students of higher or lower ability, enabling individual learning plans to be devised and implemented. Further, I was fortunate enough to be given the opportunity to devise, mark and provide feedback for a Year 12 VCE Psychology SAC while on professional placement within Christian College. The opportunity to devise a summative assessment was extremely rewarding as it provided extreme insight into the standard, layout and wording needed when devising a VCE assessment to ensure it adheres to VCE and VCAA guidelines. Further, the student data gained from this summative assessment provided valuable insight for personal reflection regarding knowledge that had been established while I taught them.

Elise Wyett

elise_wyett@hotmail.com

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.

A teachers ability to effectively communicate information to students in a relatable and engaging format is an integral and inherently difficult task. The formation of meaningful and respectful relationships with students, parents and staff is essential in a teachers ability to effectively communicate. Throughout my university studies, especially throughout the development of my research thesis, I have consequently developed a high level of both written and verbal communication skills. Further, through my customer service role within my current position, my ability to effectively and meaningfully communicate with individuals from a range of backgrounds has been enhanced. Throughout my professional placements I have established respectful and friendly relationships with both students and colleges, for which I have received extensive positive feedback from both students and colleges, regarding my ability to develop meaningful professional relationships. I have demonstrated my ability to communicate and build positive relationships with other staff by attending staff meetings, and gatherings, by sharing my knowledge and prior experiences to proactively enhance my personal teaching capabilities and provide any assistance to my colleges I can offer. By establishing constructive and respectful relationships with other staff members, I was able to apply my skills within a team-teaching environment, of which requires a level of respect and trust from both your colleges and students. My ability to effectively communicate in a meaningful and professional manner was highlighted within my profession placement reports, specifically my ability to effectively communicate in a friendly professional manner. Whilst the ability to effectively communicate is vital in the formation and enhancement of rapport, a teachers personal skills, knowledge or interests beyond the classroom, can directly relate and enhance their skills and knowledge as a teacher. One of my passions in my personal life is sport and from a young age sport, in particular basketball, netball and surf lifesaving, has greatly influenced my life and my development, enhancing not only my physical abilities but my social and emotional development also. Being part of a community such as a surf lifesaving club has enhanced my sense of community spirit, enabled me to develop leadership skills through my mentoring of younger competitors and enhanced my skills and ability to effectively communicate and relate to other members within the community. The experiences and knowledge I have gained through my involvement within sporting communities has provided me with many life lessons, and has enhanced my ability to communicate and develop meaningful relationships with young people. I believe this common interest between myself and the students enhanced my ability to relate on a personal level and build deeper more meaningful relationships, evident throughout my professional placements. While undertaking my undergraduate Psychology degree I volunteered as a student counsellor within St Ignatius College, Drysdale and volunteered with young people through Bethany Community Support, Geelong. These experiences working with young people, both within a social context, through my sporting commitments and within a professional context, through my counseling roles, have enhanced my ability to effectively relate and communicate with young people, especially disengaged young people or young people experiencing emotional difficulties. Establishing and enhancing positive and constructive relationships with students is one of the key reasons why I decided to become a teacher. I believe a meaningful and supportive relationship with a mentor, such as a teacher, is the sort of relationship that can enhance a students development and learning, essentially gaining the most of an individual. If employed within your school, I believe my well-enhanced communication skills, counseling skills and ability to establish meaningful relationships and rapport could be a great assist within the well established relationships that currently exist within the school. Effective and constructive communication, regardless of its form, is an imperative skill which I see to be valuable in every aspect of a students life and extends above and beyond their time at school. Elise Wyett elise_wyett@hotmail.com

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. While on professional placement I was fortunate to attend two Professional Development sessions, one which focused upon Brain-based intervention strategies to enhance Learning and the other which was presented by the Centre Against Sexual Assault, Geelong, providing guidance to teachers in how to support a student who may disclose sexual assault. The information I gained, regarding student learning and teaching practices was invaluable for my future teaching career, enhancing my abilities and expertise as a teacher. My involvement within the Sexual Assault Prevention Program for Secondary Schools (SAPPS) was also a very rewarding experience, involving both school based and community based commitments. As a facilitator of the program I was involved in the merging of the Clonard College girls with the local all boys school (St Josephs College) who had also completed the program. This integration of the two groups was insightful and rewarding, benefits of which transferred to the broader community also. The two schools worked together to formulate sexual assault awareness campaigns which were implemented within the local community. This experience of transferring school-based implementations to the broader community was extremely rewarding. Further, while on professional placement I was involved in an extra-curricular excursion to the Melbourne Museum and I participated in the schools fundraiser trivia night, raising funds for the schools association with their partnership school in East Timor. Involvement in these school activities enabled me to further enhance my relationships with both students and colleges, becoming a member of the school community and contributing to school spirit and values. Due to my keen sporting interests I was also involved in athletic sports and other sporting related activities while on professional placement. I believe the common interest between myself and students in relation to sport and exercise enhanced my ability to relate to them on a personal level as extracurricular activities provide a basis for the development of deeper, positive relationships between students, teachers and the community. Across my university studies I have been involved in a number of multidisciplinary teams, working within schools across a number of different implementations of extra-curricular school activities. Recently I was involved in a school-based activity day called Dynamite for the Mind, at Ballarat High School. The day involved working within multidisciplinary teams to devise and implement an interactive student activity based upon Howard Gardners Multiple Intelligences. The implementation of the school activity was a huge success and valuable for my own person development as it enabled me to work within a team of teachers, devise an engaging and diverse activity, which we then implemented to a large group of students. Although the activity was intellectually based, the need to create an activity which was interactive, enjoyable and thought-proving was an excellent professional development opportunity, as it was a process not normally undertaken. Not only was the experience valuable in developing and enhancing my teaching skills and capacity, the personal reflection upon my performance following the activity, provided great personal insight from which I was able to take away and build upon. Further, my experience volunteering as a student counsellor with St Ignatius College and Bethany Community Support and the experience they have provided, working with young people, establishing trusting, respectful relationships enables me to contribute both within the classroom and the wider school community. My ability to establish rapport and meaningful and trusting relationships is enhanced by these previous experiences with young people, paired with my knowledge and experience within the field of Psychology and my passion for sport, my ability to contribute both within the classroom and the wider school community, is enhanced. Therefore, as a young female teacher I believe I can be a strong, positive role model for the students, bringing the diversity and experience of my previous education, counseling ability, sporting interests and life experiences to the college, enhancing learning, relationships, school values and spirit. Elise Wyett elise_wyett@hotmail.com