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SC1

Demonstrated understanding of initiatives in student learning


including the Standards, the Principles of Learning and Teaching P-12 and
Assessment and Reporting Advice and the capacity to implement curriculum
programs consistent with their intent.

To encourage high standards of education for our students, the Victorian
government have implemented a number of educational frameworks, with the
purpose to assist schools, and teachers, to create appropriate and engaging
curriculums, in order to enhance student outcomes, enhance teacher practice
and provide meaningful and quality learning experiences. The Melbourne
Declaration on Educational Goals for Young Australians is one of the
frameworks, which can assist schools and teachers to devise new and enriching
curriculum objectives, with a focus on more holistic development of each
individual learner. It provides a focused framework for teachers to plan, and
implement new curriculum and pedagogical practice, and relevant assessment
strategies, resulting in the encouragement of student performance and
engagement within the curriculums subject matter.

The Victorian Essential Learning Standards (VELS) is another imperative
foundation for developing the content of curriculum and assessment strategies
in schools. The standards provide teachers with curriculum frameworks,
strategies to deal with the broad range of learning styles within classrooms.
Throughout the duration of my post-graduate studies, teaching practicums, and
teaching practice, I have had intensive experience with the document, linking my
lessons and their anticipated student learning outcomes to the relevant Strand,
Domain and Dimensions with the topic and VELS level for the students,
concurrently keeping in mind the reflective nature of VELS progression points
and the Principles of Learning and Teaching as a guide for assessment. The
Assessment and Reporting advice provided by these frameworks ensures that
the high standards of education are being met by the students while provides
several modes of analytical data to draw on implemented units of work, and
assists with planning for individual and diverse learning needs when planning
and implementing new curriculum. I am highly engaged with the educational
frameworks, and understand the need to adopt my own style to cater for
effective teaching and assessment within my own class.

My Professional Practice:
Through my studies and teaching experience I have been able to employ my
understanding to curriculum and assessment by use of these approaches
through:

Participation in university subjects and assessment tasks, which all required
my examination, reflection and implementation of the Victorian Essential
Learning Standards and Principles of Learning and Teaching frameworks.

Professional Practicums, which provided valuable opportunities to observe my
supervising teachers implementation of VELS and PoLT, together with providing
a forum to apply the frameworks into group and individual planning and
development of term units and lesson plans.

Creating individual lesson plans utilising VELS.

Incorporating elements of a Thinking Curriculum into my teaching: including
Gardiners Multiple Intelligences, De Bonos thinking hats, and Blooms
Taxonomy throughout learning sequences.

Critically reflecting on my own teaching practices and pedagogical
understandings using the components of PoLT, in order to provide students with
quality and efficient leaning experiences.

Collecting assessment resources, such as: assessment rubrics, writing samples,
and tables, which show student progression and understandings of various
topics. The majority of these pieces conform to the VELS progression points.



What I will bring to your school:

In order to work effectively, putting my understandings into practice to provide
high quality pedagogy for my students, I will work collaboratively and
proficiently with the other teaching staff to ensure that the learning
environments and teaching practices I am implementing are reflecting the values
of the above frameworks. I believe that working together as a team provides
beneficial and learning opportunities for all who are involved, and allows
professionals to support each other to provide paramount pedagogical
experiences to engage their class. Furthermore, by engaging in a strong and
supportive team of professionals, teachers can provide challenging and engaging
curricula for students. I am eager to participate in your strong team
environment, and look forward to sharing my own ideas about putting VELS and
PoLT and methods of Assessment into action, to ensure our student achieve
success in their learning.



SC2 Demonstrated high level classroom teaching skills and the capacity to
work with colleagues to continually improve teaching and learning.

In order to engage students in their learning and enable them to achieve to their
capabilities I feel it is important to incorporate teaching and learning strategies
that take into account the diverse learning styles that will be present in each
room. Understanding and taking into account such theories as Gardners theory
of multiple intelligences and the Herrmann Brain Dominance Instrumentation
(HBDI) when planning student learning enable a student to perform at a higher
level within the classroom environment. HBDI showed me that as learners we
are predisposed to learn in a particular way, for example an individual who is
extremely logical and analytical will learn differently from one who is more
artistic or intuitive. As teachers we are also pre-programmed to teach in our
preferred method of learning, recognising my own predispositions was
important for this knowledge allowed me to develop teaching strategies, which
encompassed the other quadrants of the HBDI model. I took Gardners multiple
intelligences theory into consideration when developing activities for learning,
planning activities which span as many of the abilities proposed by Gardner as
possible, which lead to powerful learning within my classrooms.
During my professional practicums at Western Port College and John Paul
College I demonstrated my understanding of these concepts by introducing
content in varied formats such as multimedia presentations, group discussions
on varied topics, set inquiry based tasks and storytelling to name a few of the
methods I implemented. By experimenting and changing methods of teaching I
broadened my understanding of how others learnt.
Whilst on both my placements I had opportunities to work with my mentors on
making changes to their junior school music curriculum in order to rearrange the
learning of the students, my input to the changes was considered sound and
valued by my mentors.
Placement was also an opportunity for my own personal growth through
reflection of the teaching strategies I used in each lesson, analysing whether
learning intentions were met and theorising on alternative pedagogy that might
work were such situations to arise again in the future.
Alongside these personal reflections was the feedback given to me by my
mentors, their experience within the classroom proved to be invaluable,
suggesting changes to my developing skills, strengthening my weaknesses and
consolidating my strengths.
Observing fellow teachers whenever possible whilst on placement exposed me to
further varied examples of pedagogy across multiple curriculums from maths
and science to VCAL and PE. Each area has their own focus for learning and I was
able learn and adapt some techniques observed for later use in my own
classroom.
I have demonstrated my capacity to work with colleagues and to continually
improve teaching and learning throughout my time at Melton Secondary College.
I attend Weekly team and staff meetings, which cover a variety of topics around
the school: from student behaviour to developing new lessons for the week.
During team meetings, I meet up with the other instrumental staff and discuss
issues that arose during the week, areas for improvement and successful
outcomes. I believe that it is extremely important to work as a team with
colleagues in order to strengthen, teaching practices and to further own learning.
I have developed that ability to work with other teachers to improve teaching
and learning by;

Working effectively, team teaching along side my mentor and the fellow
classroom teachers and instrumental staff.

Constantly seeking advice and seeking out information from other teachers.

Continually meeting with my working teams and planning as a team.



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

Assessment of student learning is an essential element of quality and effective
education, especially when catering for diverse learning strategies. It provides
teachers, and parents, with data as a reflective tool to measure the effectiveness
of the curriculum content and teaching practices being implemented in the
classroom, to identify the level of understanding that each student has achieved
from the pedagogy, and allows for the continual improvement of student
outcomes in their learning. Therefore it is the responsibility of the teacher to
implement a variety of ongoing assessment techniques, involving each student,
in order to achieve authentic assessment results for individuals, and an accurate
outline of each individual students progression though the curriculum content.

Assessment can be accessed in three different phases:
Formative Assessment The goal of formative assessment is to monitor
student learning to provide ongoing feedback that can be used by teachers to
improve their teaching practice and enhance student learning.
Formative assessments are generally low stakes, which means that they have
low or no point value. Examples of formative assessments include asking
students to:
Draw a concept map in class to represent their understanding of a topic
Submit one or two sentences identifying the main point of a lecture

Summative Assessment The goal of summative assessment is to evaluate
student learning at the end of an instructional unit by comparing it against some
standard or benchmark.
Summative assessments are often high stakes, which means that they have a high
point value. Examples of summative assessments include:
Exam
Final project
Recital

Information from summative assessments can be used formatively when
students or faculty use it to guide their efforts and activities in subsequent
courses.

Assessment as learning - which provides opportunities for the students to self
assess their own knowledge and understandings, and is fundamental in
encouraging students to set their own learning goals and take responsibility for
their individual learning in future tasks.

My Professional Practice:
Through my studies and practical experiences, I have been able to employ my
understanding of assessment and monitoring students learning for improvement
by:

Implementing formative and summative assessment tasks for guitar students
while working at Melton Secondary College

Coaching VCE performing ensembles, providing written and verbal feedback
and identifying areas for improvement

A portfolio of example assessment tools including: Work samples, assessment
rubrics create from VELS progression points

Throughout my teaching practice, I have implemented lessons, which have
allocated reflection time for the students to brainstorm what they have learnt
from the lesson, or discuss their learning using a PMI (plus, minus,
interesting/improvement) approach, while moderating with other experienced
teachers to ensure my assessment is consistent.

What I will bring to your school:
As a teacher at your school, I will endeavour to apply my experiences with
assessment and learning, and ensure a variety of ongoing assessment practices
are implemented within my classroom. I will maintain comprehensive
documentation of formal and informal assessment items, and will utilise this
data to inform implemented curriculum and my teaching practices, while
keeping in mind the Key learning Areas and values of student learning outcomes
in accordance to the VELS progression points. With the support from my
experienced colleagues, I believe I would be able to develop and refine
comprehensive assessment method to effectively assess for quality learning.


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 confident and experienced communicator, I possess high level oral and written
communication skills which can be demonstrated throughout my teaching where
I have communicated with internal and external stakeholders both verbally and
in writing on a daily basis including students, teachers, parents, administrative
personnel, government and community organisations. I believe strongly that a
teachers practice is dependent on effective communication. Communication is
necessary in teaching to convey expectations, develop productive collegial
relationships, discuss issues with parents and effectively communicate lesson
content.
I have completed a Bachelor of Music Performance (Honours in Improvisation)
at VCA, a Masters of Music (Performing Teaching) at Melbourne University and a
Masters of Secondary Teaching at Monash University. Throughout my studies I
have maintained a high distinction average, which without exceptional high
written and verbal communication skills would be unattainable. I strive to
maintain an exemplary record as a professional who exhibits high-level
communication and interpersonal skills with students, parents, colleagues and
the broader community. I work effectively with team members and actively
participate in quality shared planning, teaching and evaluation.
Examples of written communication I have performed include the following:

Writing of students reports and assessment tasks as a Teacher.
Preparation of lesson plans and teaching resources
Preparation of formal and informal emails to teachers, parents, etc.
Original honours thesis.
Practice-based practicum research project.



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.


In order to develop meaningful relationships with parents, students and
colleagues it is important for teachers to actively contribute to school programs
and activities, allowing teachers, parents and colleagues to become involved in
the students education. This is highly beneficial as students gain the opportunity
to interact with their teachers in a different social context. It helps to develop
and promote a sense of community within the school and can lead to the
development of new skills and the pursuit of different interests. It can assist
students to achieve higher test scores and grades, better attendance, more
completion of homework, improved positive attitudes and behaviour, higher
graduation rates together with increased enrolment in higher education.
In my teaching experiences as a pre-service teacher, I formed successful
relationships with mentor teachers and also with the other staff at the school.
This was particularly evident during my pre-service practicum at Western Port
College, where I was involved in a staff band. The band included staff members
from numerous faculties and was an excellent opportunity to foster positive
collegial relationships with staff outside my subject area. I have a strong
understanding of how to work collaboratively and support professional learning
communities. These initiatives require aspects such as a shared perspective,
orientations towards growth and operational procedures to effectively deal with
professional tension. During my employment at Melton Secondary College I have
been involved in a profession learning team with instrumental staff, which
centres on building student self-efficacy for music learning and
researching/implementing strategies for fostering creativity within lessons. I
believe it is essential to engage with students outside of the instrumental
teaching room. Thus, I endeavour to be actively involved in a range of school-
based and extra-curricular activities. As a pre-service secondary teacher at John
Paul College Frankston, I engaged in numerous school-based activities. I was an
active participant in the schools musical production, in which I assisted the
Musical Director in running rehearsals after school, and supported the costume
department. I also had the opportunity to accompany staff on the Year 9 camp,
where I led students through a series of trust/confidence building exercises.
Additionally, I direct a number of extra curricular performing ensembles at
Melton Secondary college, including: Junior rock band, senior jazz band and
junior guitar ensemble. I believe maintaining collaboration between parents and
myself is critical for a consistent approach to student learning between home
and school and promotes a strong student rapport. I believe that teachers need
to build these connections between parents and students, to not only create open
communication with regards to the students learning and to give feedback, but
to also gain insight into the students background, values and lifestyle, which in
turn becomes key to finding effective solutions. As an Instrumental teacher with
10 years experience I have developed productive relationships with parents,
collaborating on best practices for student learning. I have extensive experience
writing reports and communicating progress and areas for improvement to both
parents and students.

My Professional Practice:

My commitment and passion and involvement in being an active member of the
profession, and wider community of school activities have been qualified
through:

Attending and supervising a number of excursions through my practical
placement experiences.

Assisting in the planning and implementation of school recitals, music
curriculums and school productions.

Attending a variety of professional development seminars to enhance and
extend my professional practice skills and knowledge.

Consistently update my professional knowledge through current literature and
professional discourse with peers, colleagues and with previous supervising
mentor teachers.

Engaging in an action research project focused on developing students self-
efficacy for music learning and engaging in creative practices.



What I will bring to your school:
If employed at your school, I would continue to develop my own professional
knowledge through involving myself in extra-curricula activities through the
school and its community. Furthermore, I would encourage my commitment to
the teaching profession by attending professional development seminars to
enhance, extend and reflect on my professional practices. Through these extra
curricula activities, I believe each event would encourage a positive and
collaborative learning environment for students, families and teacher, and I am
eager to participate in the development and implementation of these.