Selection Criteria

SC1 Demonstrated knowledge and understanding of initiatives in students

learning including the Principles of Learning and Teaching P-12 and the
Assessment and Reporting Advice and the ability to implement curriculum
programs consistent with their intent.
Each student attends school with the common goal to attain knowledge to further
themselves in their educational and professional life, as well as to develop social
attributes. As teachers, to assist students in achieving these goals it is important that we
create rich and valuable lessons that are guided by the standards, PoLTs, ACARA and the
Melbourne Declaration. Using these guidelines with the Understanding by Design frame
work, it ensures that planned units result in successful student learning. The UbD method
creates a framework for units and lesson plans by focusing firstly on the various
standards student learning must achieve. This method also allows for successful creation
of formative and summative assessment which in turn indicates the progression of
student learning. The Australian Curriculum Assessment Reporting Authority ensures that
learning is not simply subject based but covers a range of priorities allowing for rich and
purposeful learning experiences. These standards, designed from Foundation to Year 10,
indicate the knowledge and expertise that students should have ideally met by the end
of their specific level. While planning units of work thus far, I have used indicators from
both AusVELS and ACARA, allowing for a range of experiences in using curriculum
documents in my lesson planning. During my practicums, I have also been able to vary
my use of documents in accordance to what each school prefers to use. This ensures that
I develop truly meaningful lessons for my students and that I am able to provide the
opportunity for my students to develop the skills and knowledge suitable to their learning
level.
The Essential Learning Standards of the Australian National Curriculum in Victoria also
provide teachers with a clear set of points for assessment of student achievement. This is
demonstrated through the reporting system and progression points at each level. During
my practicum at Loyola College, I was fortunate enough to assist with regulating the
semester reports. Beginning my placement with this process ensured that the lessons I
created activated students prior knowledge from previous indicators, and through
formative and summative assessment specified whether their goals were being met. As
well as being able to indicate this to myself, lessons were scaffolded in a way that
allowed for the learners to clearly monitor their own progression in meeting their goals.
I also used the Principles of Learning and Teaching (PoLTs) to further assist in developing
my lessons and units of work. I believe that the PoLTs is vital to address when planning,
as it prioritises the role of the student within the learning experience. As both a teacher
and a student I place a large emphasis on the classroom needing to be an environment
where students feel their right to learn is achievable through safety, care and respect. In
order to do so, I used the PoLTs in all of my practicum classes to ensure I am achieving
my classroom goals as follows:
1.4) ensures each student experiences success through structured support, the
valuing of effort, and recognition of their work.
During my placement at Loyola, after establishing a safe and respectable learning
environment, students gained the confidence to share their work with their peers. Once
all students were attentive, the effort of their peers work would be valued and used as a
class example. This process not only created a positive classroom environment but also
scaffolded positive examples of work. Each lesson was organised leaving time for
students to share their work so that their peers would be able to discuss the success of
the shared piece of work and what they would use to better their own efforts. This led to
a classroom where effort was valued, work was recognised and most importantly,

structured support was consistently available and utilised.

3.4) capitalises on students' experience of a technology rich world.
ACARA promotes the need for the use of ICT and as a digital native, I ensured lessons
were scaffolded with the use of various websites and apps that allow for students to
make the most out of their work. I was challenged on my rounds at Parade College when I
found classes were taken in a one to one learning environment. I found this not only
affected the behaviour of the students but also the quality of their work. After extensive
research, and communication with my peers and experienced academics I was equipped
with the information and tools to create rich lessons with students personal iPads in
which they were enabled to explore the world of slavery through an interactive webpage
moderated by BBC and then using an app called Padlet, students were to create a poster
demonstrating their learning in which they could share with myself as a part of their
formative assessment.
I strongly believe students learn most efficiently when they are in a safe and
cooperative learning environment. Students should be presented with achievable goals
and the opportunity to be acknowledged for their efforts. In planning units I believe such
an environment is achievable when using the varying standards as a guideline.

SC2 Demonstrated understanding of how students learn and effective classroom

teaching strategies and the capacity to work with colleagues to continually
improve teaching and learning.
Each and every student learns differently, whether it be that they are advanced learners,
developing needs, or simply have a learning style different to the peer seated by them.
Each student has had different life experiences, they have different personalities,
different interests and are individuals not just as people but as learners. Being able to
fully understand this prompts me as a teacher to develop and continue developing a
library of classroom teaching skills to ensure each of my students achieve their goals in a
way in which they find challenging but in a way that also ensures that the outcome is
always achievable. By having an extensive repertoire of teaching strategies that will not
only assist in achieving the goals of differentiated learners but also keep students
engaged I feel I have come out of many of my placements with successful classroom
experiences. I have been fortunate enough to have placements in which I taught in very
different schooling environments; one of my very first placement schools received very
little funding and were unable to provide aids for each classroom, thus working with
colleagues such as other educators who have taught the students, school councillors and
the students themselves I was able to formulate lessons in which an array of needs were
met. Each practicum and schooling environment I have been in I have developed and
refined a number of effective classroom teaching strategies to engage students. I believe
that my range of teaching strategies has provided my students with opportunities to
learn where they may previously not have thought possible. These strategies include:
Understanding Gardiners theory of Multiple Intelligences in many ways has
allowed for me to adapt lessons to suit the needs of classes that normally do not
combine well. I found especially in my English classrooms, spatial and
kinaesthetic learners were often limited, and through Gardiners theory of Multiple
Intelligences, role-play exercises and using open space learning environments
where students could discuss their work allowed for active participation and a
deeper understanding of the text. This was a strategy I used on my practicum in
Malaysia where the students were ESL learners. Many spoke English quite well but
there were a select few in each class that refused to learn English. Through the
use of role play of traditional fairy tales such as Rumpelstiltskin many of the
students showed interest and participated quite actively. This led them having an
understanding of the spoken language and in turn, finding ways to adapt when
having to create a portfolio for their assessment.
Scaffolding lessons and easing students into independent classroom has been a
successful strategy in not only ensuring instructions are fully understood but
managing lesson times to ensure that I have been available to each individual
learner. During my time at Loyola, I found that breaking the 65 minute lessons
into blocks allowed for intimate sessions. The first ten minutes would be spent
providing both verbal and presented instructions (through PowerPoint
presentations, written instruction sheets) and then twenty minutes would be
spent in which students would individually work on a part of their essays. As a
class we would then come back and revise what was initially discussed and then
students would spend fifteen minutes presenting what they were most proud of.
The final twenty minutes, students would return to their essays and I would spend
time moving around and reading through their work and discussing with them
individually how they feel they are working towards achieving their goals with
their work and making suggestions to assist with their learning.

I have often introduced new units using Direct Instruction. When using this
method, ICT is an extremely helpful tool, and I have often employed the
assistance of designing slides using presentation software such as EMAZE.

My skills as a teacher are continually developing each time I step into a classroom.
During my placements I found that no matter what textbooks or theories I may have
learnt during my theoretical classes, nothing compares to the assistance of my
colleagues. I found that by creating healthy and respectful relationships with co-workers,
team work not only benefits myself but also benefits the learning of students.
During my studies of the Bachelor of Teaching I found that Professional Learning
Teams really assisted in furthering my skills. On many occasions I found myself
working closely with my PLTs to ensure that units of work were successfully
completed and where my weaknesses as a teacher were prevalent their strengths
as teachers would support my learning.
I have gathered information on effective teaching strategies by observing the
classes of my mentors, other teachers within my faculty, and teachers within
other faculties. I have noted their effective teaching strategies and worked to
implement them into my own practice. During my time at the Immigration
Museum I was able to see a very vast range of learners walk through and was
able to see how the educators had to adapt to classes they had very little
knowledge of. This was done successfully each lesson through personal anecdotes
and creating lessons in which students could generally relate to. If students could
not relate to the lesson at hand for whatever reason, I observed how well the
educators could use what was around them such as the students themselves to
prompt class discussions which allowed for students to express their interests.
Through attending a range of staff meetings and professional development
sessions, I have come to recognise the importance of reflecting with colleagues
and sharing resources with one another. Through my experiences in personal
development sessions, I have been able to refine my teaching strategies further
develop an understanding of the large variety of learners.
In my collaboration with colleagues, I have realized that learning occurs in different ways.
As teachers, we must continually work to improve our craft to achieve the best learning
outcomes for students. Learners will forever be differentiated, and will with each coming
day change and so as teachers it is important our techniques are adaptable.

SC3 Demonstrated capacity to monitor and assess student learning data and to
use this data to inform teaching for improved student learning.
Much like our students, teaching is a process in which we further learn in accordance to
our experiences and our ability to develop from there. As a student myself, I have not
been able to progress through my studies without the continuous feedback from my
teachers. I feel that as a teacher it is important to also constantly assess myself to
ensure I am providing my students with a fruitful education. The relevance in monitoring
assessment for, of and as learning in order to improve their abilities. Retaining data of
each students progression is a part of what greatly improves their learning and this can
be done so through formative and summative assessment. Ongoing monitoring of
students abilities is imperative in assisting both teacher and student in promoting the
learning progress of each individual student whether it be done through formative and
summative in class assessment or through high stakes assessments such as NAPLAN in
the middle years. As a pre service teacher I found using a spread sheet to map out
student progression quite useful in not only demonstrating to me their development but
also having a visual guide for the students themselves in which they can have access to
in any time they wish. In turn, this information would also benefit during report writing
time to refer back to how theyve progressed in each part of their learning.
Further to this, throughout my placements I have been exposed to different methods of
assessment in which in practice I have found quite useful:

Creating rubrics to complement each of my created unit assessments using either

AusVELS or ACARA for middle years, and separately for VCE.
Assisting students in translating rubrics to apply to their understanding so they
can better achieve their results.
Creating and editing existing rubrics at Loyola College using data from previous
years in order to better achieve the goals of the unit.
Using the school LMS at Parade College to share feedback on formative and
summative assessment to students at Parade College
Holding one on one sessions with students when providing assessment tasks to
discuss how they felt they went and what we can do together to improve from
there on.
Marking summative assessment at Parade College on end of semester
examinations.

As an educator I feel that both formative and summative assessment not only help
students progress in how they learn but also supports teachers progress in how they
teach. My intention is to consistently keep track of each student in their learning in order
to ensure each lesson is tailored to suit their individual needs and that they can see that
each time the produce a piece of work, it matters. Students strive on knowing that they
are improving and providing feedback that is constructive to them and that demonstrates
that their efforts are noticed and are making a different creates a drive in the classroom
like no other.

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.
To cultivate practical relationships with students, parents and other staff within a school
community, I feel it important to demonstrate a high level verbal and written
communication skills and interpersonal skills. In order to do so successfully teachers
must first recognise the individuals they are addressing.
Reports, parent teacher interviews, and information evenings are avenues for teachers to
come into contact with parents. Further to these, teachers can also act as an insight to a
students persona away from the family unit for parents. Many parents rely on personal
and confidential conversations with teachers regarding their children. These factors are
crucial in building teacher-parent relationships. Parents and guardians play quite a
significant role in their child's attitude towards education and therefore as a teacher it is
important to demonstrate to the guardians that the classroom is a place where each
individual is safe. When communicating with parents and guardians it is important to
understand that they are not necessarily teachers and do not understand technical
jargon that we may have become accustomed to and thus communication between
teacher and guardian must be levelled. During my placement at Loyola my mentor was a
house coordinator and a very large part of his job was to be in constant contact with
families and guardians. During this time I observed the importance of getting to know the
family member and ensuring they feel they are a part of the community rather than a
customer of the school. It is always important to understand that both the
parents/guardian and teacher have the students best interest in mind and treating any
information as strictly confidential is of upmost importance. A father of two young girls at
Loyola College was serving in Bagdad and my mentor ensured that each time a school
news letter came out, it was sent to their father. He would constantly reply with emails of
heartfelt thanks and appreciation towards the college and in turn this created a very
trustful relationship between not only the family and the students as well. This kind of
effortless communication is something I feel very important to carry through into my
teaching practice.
Such clear communication thus also extends between teacher and student. Written forms
of communication as well as verbal clarifies to students exactly where they need to be

headed but it is imperative to understand that student teacher communication should

not end there. With a nature of professionalism, a teacher should also be able to level
with students and show interest in their hobbies, home life and friendships. Being able to
connect with students on a personal level provides for nurturing relationships which
fosters positive attitudes in the school community. I feel that by building such a rapport
with students and maintaining a balance between being a friendly and welcoming
teacher as well as a respected disciplinarian allows for a nurturing classroom
environment. During my placements, I found that building a friendly rapport with
students at any of the schools I attended allowed in creating a welcoming environment
where students felt comfortable enough to discuss their learning with me.
Further to this I found that interaction with other staff is crucial to cultivating the school
community. Communication between staff must always maintain a level of
professionalism that is mandatory in every workplace, as well as a high level of clarity. I
believe that the interactions between staff is important towards creating an example for
students in social interaction. During my placements at all colleges I ensured that I
introduced myself to every colleague I met and assisted where I could. During my time at
the Immigration Museum, we were able to attend meetings at all of the museums
umbrella under museums Victoria as well as through the city school program. I took this
time to network and create contacts with some fantastic colleagues in the education field
which to date remain as a wealth of resources in creating innovative and exciting lessons.

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.
Students spend so much time at school that it can become quite difficult for them to
enjoy social activities outside of it on top of spending time with their families, friends and
possibly working their first job. This is why it is important for schools to hold sport days,
excursions, camps and social activities to provide students with the opportunities to
become more confident around others as well as themselves. Such avenues also assist
students in developing and nurturing their interests and becoming active members of
society. As a teacher, I find it is important that we are able to model behaviour that
promotes becoming involved in extra curricula activities that support learning, social
skills and support the school community.
During my practical placements and my time at university, I endeavoured to be involved
in a number of school activities which included:
Volunteering to promote La Trobe University on the Open Day weekend by
conversing with families and potential students about the benefits of studying at
La Trobe, and studying for the faculty of education in specific.
To further my horizons I also volunteered to participate in the Global Practicum
Program which involved teaching in a Malaysian school as part of my practicum
experience not only representing La Trobe but also the Australian teaching
community. This was also a commitment I made to further myself a both a
professional and to further my learning with ESL students.
At Parade I participated in promoting the schools social experience program in
which students were to visit nursing homes and soup kitchens to assist those in
need in their local community. I participated with students in ensuring they were
active and responsible members of society.
During my time at the Immigration Museum I participated as a volunteer at the

Melbourne Writers Festival. This role required my assistance for various authors
who have novels read by students in their English classes, such as Alice Pungs
Growing Up Asian in Australia or Amra Paialics Coming of Age: Growing Up
Muslim in Australia in leading sessions on identity and belonging throughout the
museum.
While at Loyola College, I attended the school ACS Athletics carnival and assisted
where in organisation, student count and lunch preparation.
During my time at Loyola, a teacher in the English faculty had fallen quite ill and
was unable to attend school for a long period of time. In order to ensure her
students would not fall behind I volunteered to teach her classes under the
supervision of a CRT. I also assisted the math faculty in supervising student
examinations.
Further, while at Loyola, I assisted during the school carnival ensuring the
organisation of activities. I ensured all students were safe and enjoying their day
by providing them with lunch tickets, marking off their attendance and organising
seating arrangements.

I am highly motivated and loyal, and will ensure that even if I am not experienced in a
certain department I will assist where I can to create a stronger school community. With
such a focus on maintaining a personal healthy lifestyle in contemporary society, I
believe that my interest and experience in fitness, healthy eating and gym are an area
that I could potentially offer to the school community. I also have a passion for creative
writing, reading and historical arts and travel and would enjoy offering any of the skills I
have acquired within these fields to the school community and students. I am open and
enthusiastic to learn new skills and committed to assisting students in developing their
academic, social and physical aspirations.