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Key Selection Criteria

1. Demonstrated understanding of initiatives in student learning including the Principles of


Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement
curriculum programs consistent with their intent.
I believe that a great teacher is one that can inspire and develop students love of learning in an
environment in which their needs are supported, challenged and relevant to their experiences. I have
successfully created positive and supportive learning environments by developing strong relationships with
students. I foster collaborative and interdependent cultures in the classroom based on trust, respect and
the intrinsic reward of learning. This contributed towards providing a safe place for student exploration and
contribution.
In my year long placement at the Teaching School at Charles Latrobe Teaching College (CLTC), I have
been fortunate to observe and teach in an environment that actively promotes the PoLT. The initiatives of
the PoLT create the foundations on which consistent, comprehensive and effective teaching practices and
learning experiences for students can be developed. My understanding of their importance can be
demonstrated by the following examples:
In alignment with CLTC Behaviour Management Policy, I ensure students are made explicitly aware
of their right to learn and their right to feel safe. I set high expectations of behaviour and provide
students with choice to encourage self-regulation of behaviours. This creates and maintains
supportive, safe and positive learning environments.

Drawing upon the principles of Ramon Lewiss Developmental Management Approach, I


understand that Referent power is the most influential in developing quality relationships with my
students, one that is built on the reciprocity of respect, trust and responsibility. I take a holistic
approach to getting to know my students and use humour to build a rapport. Knowing my students
allows me to focus on how each of them learn and plan accordingly.
o Authentic insight into my students lives developed during weekly social skills sessions
dedicated to the Ripple Kindness Program. During these sessions all students have spoken
about things that fill their bucket or make them happy. This provided opportunities through
which I could instigate and engage in meaningful conversations with all students.

I plan for learning opportunities that address the needs, backgrounds and interests of my students.
Using student diversity as a means of engagement, I have developed authentic learning
experiences that are connected to the local and global community. In the Energy Assassins Inquiry
unit, I used the United Nations Sustainable Energy for All initiative to explore how renewable
energy can help people living in poverty or remote communities. The organisation Power the World
was chosen to engage students who love sport by exploring the SOCCKET, an energy harnessing
soccer ball. Other organisations such as SELF and Solar Sister explored exciting acts of change in
African communities. As a result of this experience student made meaningful connections between
their prior work on renewable energy and the opportunities it provides for people in the global
community.

Developing connections between a students school life and the broader community helps
them understand their role as active citizens. During the Energy Assassins unit, students recorded
their energy use at home, transferred this information into graphs and look at any trends in data
across the class. From this activity students were able to create connections between their learning
and how it relates to home. They were also able to identify the need for sustainable energy
solutions due to the large amounts of energy consumption within their household, and created
efficiency plans based on this need.

A focus of my CLTC placement, was developing 21st century skills my students will need now and
in the future to be active, resilient citizens. Using the Habits of Mind framework, the focus was on
targeting the needs of our students through the gradual development of thinking skills; specifically
Managing Impulsivity and Persistence. As a collective students discussed their importance within
daily life and developed strategies to implement them. The concepts of Persistence and Managing
Impulsivity were explored through role-play and students developed plans that incorporated
appropriate strategies. As a result students were able to self-regulate their behaviour, with fewer
interruptions during sessions.

In my placements, I have taught across all years, from P-6, planning and implementing lessons in
accordance with the AusVELS curriculum and Assessment and Reporting Advice. I have worked
extensively within all AusVELS domains and various literacy and numeracy approaches in order to
develop clear structured lesson sequences that are informed by pre-assessment.

I have utilised the CAF reading model and John Munros High Reliability Literacy
Teaching Procedures to plan for effective literacy sessions in alignment with the AusVELS
standards to understand WHAT I need to teach and HOW to teach it.

This year I used students assessed prior understandings alongside the AusVELS curriculum to
inform the basis of a unit of work, including: outcomes, understandings, knowledge, skills, key
questions and success criteria. These informed learning activities that were appropriate and
flexible for students as they learned and progressed. This backward design planning model
helped me maintain learning goals and structure, while enabling inquiry-based exploration.

2. Demonstrated an understanding of how students learn and effective class teaching strategies
and the capacity to work with colleagues to continually improve teaching and learning.
Every student has a unique personality and learning style, with different needs, interests and prior
experiences. In response to the individuals within my class, I work both independently and with my
colleagues to incorporate a variety of teaching and learning strategies and perspectives into my practice to
maximise student engagement.
Expectations of Learning & Behaviour
My instructions are always clear and explicit so that the students know what is expected of each
session, this also serves to ensure I have a clear focus for my teaching. This is reiterated by having a
learning intention and success criteria for each lesson written on the board

I develop strong rituals and routines within my classroom providing my students with a structured
learning environment.

In alignment with school policies, I set high expectations of both learning and behaviour within my
classroom. I create a supportive classroom dynamic through the use of positive reinforcement and
encouragement, consistently referring to the students collective and individual rights and
responsibilities. I follow the DMA strategies, such as hinting and physical proximity, and logical
consequences in a fair and consistent manner to deal with misbehaviour.

Teaching Strategies
When planning lessons I use the whole-part-whole model, ensuring I model the necessary skills for
students, then allow individual or group time to explore and build upon understanding, followed by
reflection with the whole group reflecting on learning and new understandings, helping me to plan my
successive lessons.

Self-reflection is a key element within my lesson structure, ensuring students have time to reflect on
and discuss their learning at the conclusion of each session.
o During Maths reflections I aim to develop the communicative skills of my students by allowing
ample time to share, discuss, reason and justify their ideas and approaches when tackling a
problem. By building a culture of self reflection in my class, my students have continued to
develop their capabilities to be independent, life-long learners.

I use the Gradual Release of Responsibility Model when planning sequences of lessons.
o When exploring the Somebody, Wanted, But, So, Then strategy of summarising, I introduced
the strategy by explicitly modelling its use and purpose, scaffolded by graphic organiser.
Successively, students practised the strategy through shared instruction, guided practice and
independent practice. My students were confident in practising the strategy independently,
using the graphic organiser, with great success.

I use the SAM-R model when planning for digital technology integration within my lessons. I have had
experience with a vast range of technologies, such as Makey Makeys and littleBits, which have enabled
me to facilitate new tasks that would otherwise be inconceivable. I have used programs such as Sketch
Up and 123 Sculpt for 3D printing, and coding programs using Scratch and Lightbot.

Differentiation & Learning Styles


Tasks are differentiated by mode of delivery, content and expectations to cater for a variety of
different learning styles and abilities within my classroom, ensuring multiple access points to the same
content and concepts.
o When structuring daily reading sessions on Inferring, I used pictures, videos, objects and
written texts during the whole class focus to target and support various learning styles. EAL
students found this extremely beneficial. Through utilising pictures and videos as a starting
point to support there needs, struggling students felt successful and developed confidence in
their ability, leading them to infer using written texts.

I use ICT within my classroom as a means of engagement whilst catering to visual and auditory
learners and have used the 1-1 program at CLTC to facilitate inquiry-led research and the reading
program using Onenote.
I design tasks that rely on the cooperation and collaboration amongst students, with the main goal
of developing their independence and accountability. The success of these tasks can be attributed to
establishing a culture of high expectations of student work, one in which students relied on the
conceded effort of each other to accomplish a set task.
o For example, I have used the jigsaw method, requiring each student to become an expert, to
facilitate learning about the different sources of energy.
I create open-end tasks that allow my students to draw upon their creative capacities. Drawing upon
principles of Multiple Intelligences and Blooms taxonomy, I allowed my students to explore the
events leading up to the Eureka Stockade using drama. In groups of 5 students were given a comic
depicting an important event, which they collaboratively created a short skit for. The results of this task
were truly remarkable. I gained insight into the amazing talents of my students, but most encouragingly
I saw EAL students thrive in an environment in which their peers supported them.

I have developed the capacity to work diligently with colleagues to improve learning and teaching by:
Working with another PST in a team-teaching environment at CLTC. Over the year we have planned,
taught and reflected on a range of teaching and learning activities. This involved sharing, discussing
and synthesising ideas, supporting one another and assisting each other to improve our teaching and
learning.

Collaboratively analysing data from the 5/6s Essential Assessment pre-test on fractions, identifying
commonalities in understandings and misunderstandings. This diagnostic assessment helped
shape the focus and direction of the unit by targeting areas of need and differentiating students within
their ZPD. Using student evidence in consultation with the Maths P-7 Continuum, AusVELS and
George Booker text (2011), a logical plan was developed. This was a continual process of
modification catering to all students as they naturally progressed at differing rates. Through this
process teaching opportunities were targeted and differentiated tasks were used to increase student
learning and outcomes.

3. Demonstrated capacity to monitor and assess student learning data and to use this data to
inform teaching for improved student learning.
Assessment in central to teaching and learning; it is the foundations for which educational experiences, for
both the learner and the teacher, can be developed, supported and enhanced. When planning for
assessment I use the principles for, as and of assessment in order to gain a holistic understanding of my
students learning. I believe in making assessment multi-faceted in terms of accessibility and structure,
allowing my students to demonstrate their understanding in a variety of ways, both formative and
summative.
I have demonstrated my ability to monitor and assess student learning and use this data to improve student
learning in the following ways:
Assessment FOR Learning:
I have had experience in using diagnostic tools such as Fountas and Pinnell, Essential
Assessment, and Soundwaves Spelling tests, transferring results into spread sheets and using
student data to plan for future teaching and learning.
o Using the Soundwave Spelling test data, my colleagues and I successively planned to focus
on areas of weakness, creating targeted teaching opportunities specific to our students
needs.
I have collaboratively analysed NAPLAN results during a whole college PD day with both Primary
and Secondary teachers. We identified commonalities in strengths and weakness across the
college for reading and numeracy. Evident within the data, inferring was major weakness across the
college, prompting a collective decision to further develop this skill in a consistent approach.

I have utilised the Maths Online tool to conduct and interpret student results in order to develop an
Individualised Learning Plan with a comprehensive 4-week plan of teaching and learning activities. I
was able to identify an individual students strengths and weaknesses around addition, subtraction,
multiplication and division concepts, and create learning goals in alignment with AusVELS
standards.

Using the whole-part-whole model, reflection at the conclusion of lessons enables me to gain
insight in my students level understanding through the use of questioning and discussion. This
form of diagnostic assessment informs my teaching practice.

Assessment OF Learning:

I have facilitated Maths On-Demand testing to assess student progression across the year. I
focused on providing students with the feedback of their results, emphasising individual progression
rather than solely focusing on whether they were at, above or below standard. In this way
assessment is meaningful for all students in that confirmation of their efforts are recognised and
celebrated.

This year I have dedicated time and effort to collating, recording and reporting on student data in an
organised and efficient way. During the finding out stage of their inquiry unit students were marked
on their expert topics and peer assessed on their listening and managing impulsivity skills. The
marks were collated into Excel and the data was used to inform the students grades for their mid
semester reports.

I believe that assessment should be transparent so I therefore create rubrics with clear criteria
that are challenging yet accessible for all students. As a summative assessment task, I created a
design problem in which the students responded by developing a design brief portfolio. I introduced
the problem in conjunction with clear reference to the rubric. In doing so, students knew exactly
what was expected of them and the individual criteria were deconstructed, discussed and clarified
with the students, resulting in high quality design portfolios and excellent presentations.

Assessment AS Learning:
I provide timely and appropriate feedback to students and allow them to incorporate this
feedback into subsequent opportunities. For example, when video recording their reading fluency, I
played it back with students asking them to self assess their fluency and combined this feedback
with my own. Students would then incorporate this into successive recordings, resulting in improved
understanding of strategies to read fluently.

I value my students input and opinion in assessment. Peer feedback sessions during writing
allowed my students to recognise the importance of giving and receiving constructive feedback.
Students had their transportation writing pieces peer reviewed by three people, showing ways they
modified their work in response to feedback. They were scaffolded in ways of providing effective
means of cool and warm feedback using the sentence starters such as have you thought
about, you might want to consider changing this because of and I really liked how you
used because. My students responded enthusiastically to this task and took their role as editor
very seriously as they engaged in meaningful and purposeful dialogue about their work.

4. Demonstrated high level written and verbal communication skills and high level interpersonal
skills including capacity to develop constructive relationships with students, parents and other
staff.
Appropriate and effective communication skills are crucial to developing professional, supportive and
respectful relationships with students, staff and parents within the school community. My high standard of
verbal and communication skills and high level interpersonal skills are reflected in my capacity to contribute
to a positive working environment by applying these skills within my teaching practice.
As a part of the Charles La Trobe Teaching School I have developed positive student-teacher
relationships and communication skills through:
Interacting and engaging in conversations with students at a personal level and participating in
varied school activities to build rapport. For example, STEM Club and after school games.

Maintaining an enthusiastic and engaging teaching style, incorporating principles of Multiple


Intelligences within lesson activities catering to different learning styles and bringing a sense of fun
to the classroom.

Valuing my students input and opinion. My partner and I sought feedback from our students upon
finishing our initial 4-week placement, asking what they valued about our teaching and ways we
could improve.

Providing constructive written and verbal feedback acknowledging student achievement and
explicitly addressing how they can improve in specific areas.

Introducing the ClassDojo management system, as a means of positive reinforcement of student


behaviour. In alignment with the DMA class management principles, my partner and I encouraged
behaviours that would build a collective, mutual responsibility amongst students; teamwork,
persistence, helping others and on task.
o We allowed students input into the type of rewards they received, had they met the point
benchmark for that week.

It is essential that teachers communicate with parents and involve them in the learning process, to
achieve high educational outcomes of their students. Throughout my placements I have been involved in:

Communicating with individual parents on student outcomes and behaviour.


Assisting in finding and providing resources for parents regarding student assessments.
Working with parents and their children during Science week at CLTC.

As a graduate teacher, in order to involve my students parents/carers in the learning process, I will:
Maintain an open-door policy to make myself regularly available for parents to discuss student
progress or concerns.
Personally contact parents to inform them of irregularities in student performance or behaviour.
Encourage parent helpers within my classroom.
Create a blog or learning journal as a means of communicating and celebrating student learning.
My hard-work ethic, willingness to take risks and approachable persona are the qualities that have allowed
me to develop positive relationships with my peers and my colleagues, making me an invaluable team
member. I have demonstrated these qualities and my ability to construct relationships through:
My ability to work within a team-teaching environment with another PST and 3 experienced
teachers. Within this team dynamic I have built upon my capacity to listen attentively, negotiate,
problem solve and make collective decisions in an assertive and constructive manner.

Working closely with other teachers to facilitate a Science day in which students from P-6 rotated
throughout various workshops. In collaboration with the Learning Leader of ICT, I organised and
facilitated a STEM workshop with Makey-Makeys that students from all year levels successfully
engaged with.
Developing constructive relationships with staff from all year levels by observing classes with
teachers other than my mentor.

Contributing to all staff meetings, planning sessions, professional development, and curriculum
planning in an enthusiastic manner.

Volunteering at Collingwood English Language School in both Primary and Secondary Classes.

Outside the parameters of the school environment I have demonstrated my capacity to demonstrate my
high level communication and interpersonal skills through:
My involvement with Experience La Trobe in a voluntary position, requiring me to speak to
an audience of prospective students throughout the year about the Bachelor of Teaching
(Primary). This is reflective of my passion and dedication to continually developing my
interpersonal and verbal communication skills.

My role as an Educator for Team Holiday, demonstrating my capacity to work with children of
varying ages, diverse backgrounds and special needs in a fun and active way. This role
required consistent and effective communication, and collaboration and support between all
staff to plan and facilitate daily activities for 50+ children. Through this employment I have
developed my confidence and capacity to create and maintain positive relationships with
children, parents and my colleagues, whilst strengthening my behaviour management
strategies.

5. Demonstrated commitment and capacity to actively contribute to a broad range of school


activities and a capacity to reflect on, evaluate and improve professional practice.
Teaching is a profession that I am passionate about and driven to excel in. This dedication and commitment
to my professional development, is illustrated in my choice to apply for the Teaching School at Charles La
Trobe College. As a part of this program I have seized every opportunity that has presented itself,
determined to deepen my professional practice and knowledge. Being a part of Teaching School has
allowed me to teach more classes than my peers.
Whilst working as part of the Teaching School my commitment can be demonstrated through:
Designing and teaching a 10-week unit of work in collaboration with my PST partner.
Designing and teaching a 4-week unit of work on fractions with my PST partner.
Organising a Tinkering incursion to support my students understandings in their Inquiry unit.
Attending the Sovereign Hill excursion and Banyule Hoop-time event.
Organising and facilitating a STEM workshop during Science Week.
Attending STEM club during lunchtimes to increase my awareness of learning technologies.
Assisting in the Print-a-Car competition with my 5/6 students.
Participating in workshops with the ICT, Maths and Literacy Learning Leaders.
I have thoroughly enjoyed my involvement in contributing to these opportunities. It has allowed me to
understand that my role as a teacher extends beyond the parameters of the classroom, making me
aware of the enormous opportunities afforded by these experiences.

Teachers need to be consistently reflecting on their practice to improve student outcomes. Over the
duration of my professional development a reflective approach to my practice has been at the core of my
teaching pedagogy. Team planning has allowed me to grow as a reflective practitioner as I consistently
seek feedback from both my mentor and my partner and incorporate this feedback into future teaching. I
enthusiastically try new ideas and seek feedback on their effectiveness from both my mentor teacher and
my partner. I use online resources such as teacher blogs, websites and journal articles to expand my
professional knowledge.
As well as working with my mentor teacher, I have worked closely with the other 5/6 teachers when
teaching to both classes during Reading and Inquiry sessions. This allowed me to seek feedback from not
only my mentor teacher but three experienced teachers, furthering opportunities to evaluate, improve and
guide my professional practice.
I understand that learning is a life-long journey and I participate actively in this process by asking
questions to learn as much as possible. I believe professional learning is essential within a teachers
pedagogy to ensure that learning remains effective and relevant to my students needs. My recent
professional development consists of the following:
Intels Classroom of the Future by Gary Stager at CLTC
Using Drama to engage with EAL students at Collingwood English Language School
Full day seminar on Powerful Learning and Curiosity at CLTC
Behaviour Management by Glen Pearsall through AEU
o I have successfully adopted the strategy of cross praising into my teaching pedagogy. This
focuses on noticing and recognising desired student behaviour, serving as a reminder for
misbehaving students, thank-you for reading quietly Jessica and thank-you for raising your
hand and not calling out Kaiden.
Beyond university and placement, my commitment to my profession is illustrated in my volunteering and
employment choices.
I work as a Tutor-Mentor with TutorBright, differentiating in terms of year level, content and
learning style based on the needs of my student.
As a strong advocate for Sustainability education within schools, I have volunteered at the Lead 2
Sustain Sustainability conference for Primary students and I was a volunteer in the Kitchen
Garden Program at Brunswick South Primary School throughout 2014.
I have volunteered in both Primary and Secondary classes at Collingwood English Language
School, to improve my understanding of the EAL continuum and targeted teaching and learning
for new arrivals with little English.