Lindfield Public School (LST, Grade 3, Kindergarten)
2013-Current

Mosman Church of England Preparatory School (LOTE K-6)
2011-2013

West Ryde Public School (Grade 2, PE)
2012

Beaumont Road Public School (LOTE 3-6, Science and Technology ES1)
2011

In 2015 I was accredited at proficient level according to the Australian Professional Standards for Teachers. As an experienced teacher I demonstrate a strong determination to facilitate effective teaching and learning environments throughout all primary stages, on a wide range of educational platforms. This is achieved through my continuously evolving pedagogy which targets the individual learning outcomes, of my students, with high but achievable expectations. Through experience gained at Lindfield Public School, whilst teaching Kindergarten and Year 3, I have been able to improve on and implement engaging and innovative teaching practices, which cater for a wide range of learning styles and abilities. My NSW DoE approval to teach K-6 is supported through:

• The creation of a dynamic learning environment, which is achieved through using the kinesthetic, audio-visual, spatial and competitive learning preferences of my students. This consistently encourages them to become independent workers and more engaged learners, who develop a greater sense of ownership for their learning. A vital component in this process is an ongoing assessment process. As learning is fluid, I utilise different forms of assessment, to maintain and efficiently monitor the forward direction of my students learning. As a teacher of Kindergarten it is essential for me to assess and record assessment data, using Best Start at the start of the year. This is critical for establishing a learning environment that is supportive of the needs of all my students. Ongoing collection of assessment data, throughout the year, using different forms of both formative and summative assessment, ensures that all students are working at a level that both engages and challenges them. The assessment process in my class involves regular pre and post-testing across different mathematics strands, weekly sight word knowledge recall and using the PM Benchmarking kit for reading assessment. The numeracy and literacy continuums are used to track this data and my teaching and learning programs are adjusted according to needs of my students. My teaching and learning programs consist of early learning strategies from Count Me In Too, Letterland and Jolly Phonics. Whilst teaching Stage 2, I have similarly used data assessments to help direct and design programs that best facilitate learning outcomes of all students, in a learning environment of high but achievable expectations.

• Using established and highly successful teaching and learning strategies within the classroom environment, which cater for students who come from a wide range of socio-economic backgrounds and learning needs. This includes dyspraxia, dyslexia, ADD, ADHD, ODD, autism spectrum disorder and students with emotional disturbance. In order to cater for these diverse needs, I have successfully implemented visual timetables, set realistic goals, developed individual and group behavior plans and written highly detailed Individual Learning Plans. This has resulted in every child’s needs being met within my classroom which has ultimately enhanced student learning outcomes.

• Extensive experience gained through my role as a teacher of Relief from Face to Face, at Mosman Preparatory School for Boys, Beaumont Rd Public School and West Ryde Public School. This role involved teaching over twelve classes across all stages and designing and implementing highly differentiated French, Spanish, PE and Science and Technology teaching and learning programs, which included implementing significant behavior management strategies catering for the individual emotional and learning needs of all students. These highly engaging programs were designed to ensure all students were working towards successful achievement of the NSW syllabus outcomes appropriate for each grade.

• Effective teaching of EAL/D students within an integrated classroom setting. Providing these students with optimum teaching and learning conditions allowed the children to develop further their English language skills. As a result all EAL/D students within my classroom have been able to develop an appreciation and understanding of the cultural needs of the school. Some of these learning conditions include incorporating the differing cultures of my students into lessons as a way of validating their identity, seating EALD students with sympathetic and encouraging native speaking students, and including cooperative and communicative activities into my daily teaching practice.

Establishing and maintaining the elements of quality teaching and classroom practice are paramount in being an effective teacher. I continually demonstrate quality teaching and outstanding classroom practice through:

• Integrating the use of technology into all Key Learning Areas. Technology is integral for future focused learning of learners in the 21st Century. Through knowledge gained by attending professional learning courses such as the SMART Teachers ‘See, Share and Shape the Future Workshop, I have been able to effectively integrate technology into my regular classroom practice. I have successfully implemented the strategies I learned which engage students and enhance their learning through the use of interactive technology, such as the IWB, internet, Web 2 tools and Notebook Software. I have successfully collaborated with other schools through video conferencing and connecting to other teachers using social network, which has given me additional opportunities for professional development and has enhanced my skills in implementing a broad range of learning applications using both laptops and iPads.

• Establishing a supportive learning environment for all students, in which students feel secure in taking risks with their learning. I achieve this through creating a framework of high but achievable expectations of my students, in both behavioural and learning outcomes. I establish these expectations at the beginning of each term, ensuring all students continually feel emotionally and physically safe and have a solid understanding of the role they play in their learning, within both the classroom and whole school setting. This also allows students to feel a sense of ownership for their achievements and learning outcomes.

• Having a strong understanding of all pedagogical content knowledge. This allows me to design and implement effective and engaging teaching and learning programs which meet the individual learning needs of students. These programs are developed collaboratively and incorporate differentiated activities, which cater to the range of skills, interests and intellectual development of all students. My outstanding skills in planning and programming, combined with my experience in interpreting and reading data allows me to mould my pedagogical framework and foster ongoing improvement of student outcomes. As a result I am able to deliver both timely and effective feedback to my students which further increase their learning potential. Through my involvement with the ‘”Enhancing Success in Mathematics” project , as part of an alliance between Macquarie University and primary schools within the Hills District of Sydney, I was able to develop these skills further and share my experience and knowledge with my colleagues. This project centred on analysing data from the NAPLAN assessment, in all mathematical strands, and creating differentiated units of work which extended the students consistently achieving results in the highest bands. The outcome of this project was the successful strengthening and challenging of Gifted and Talented students’ abilities, through a series of superior practical learning tasks, developing their higher order thinking skills.

Macquarie University : 2004-2010
Bachelor of Arts with a Diploma of Education and a minor in Italian.

Queenwood School for Girls : 2007-2012