Informational Documentation

TEACHING PHILOSOPHY

As Whitney Houston once sang “I believe that children are our future. Teach them well and let them lead the way. Show them all the beauty they possess inside. Give them a sense of pride”

To me, education is not just simply learning “2+2=4”. It has so many elements and factors that are needed to provide each unique child with a stimulating and stable learning environment to foster their physical, mental, social needs. I firmly believe that every student is entitled to an enriching education filled with engaging lessons, respect and a safe, inclusive environment. My main goal is to motivate students to achieve the very best of their abilities. My aim is to provide an active learning environment that fosters confidence, supports individual needs, and encourages students to reach their fullest potential.

On one of my first ever weeks of teaching, my mentor teacher gave me this quote that I truly live by each day: “A student may forget a lesson that you had taught, but they will never forget how you made them feel” As an educator, I truly believe that with our passion, our caring hearts, our relentless advocacy and our drive to ensure that each child has a voice; we will truly make a difference in their futures.

Planning and Curriculum

To ensure that students are able to achieve the greatest outcomes in the classroom, I incorporate a range of high impact teaching strategies in my teaching practise. I believe that educators must be able to continually develop their own pedagogy, philosophy and skills every day to ensure that students are being assisted and supported with the correct knowledge and teaching strategies in order to reach their potential and have growth in their learning.

In order to achieve the above mentioned student outcomes, an understanding must be present that all students bring their unique learning styles and differences to the classroom environment. This means that I must be well versed and prepared to cater to a vast array of individual needs.

To help support and foster learning, an environment should be stimulating, engaging and offer a range of resources that cater to individual needs. The learning program needs to be inclusive and integrated to allow students to enter at their own level and pace. In doing this, effective teachers understand the importance of their students’ backgrounds and cultural differences.

I have demonstrated a high level of classroom teaching skills in the following ways:

Effectively using and contributing to a learning sequence for Literacy, Numeracy, Integrated, and Technology to ensure the structure of scaffolding with all lessons: including a Learning Intention, specific Success Criteria, Whole Class Introduction, an Individual Task, and time for the students to reflect and share their learning.
Reflecting on student data to inform a sequence of learning by using the Clinical Teaching Model.
Using number talks and problem-based learning activities to encourage expression of Mathematical concepts and understanding.
Drawing on the students’ interests to engage learners within the classroom in the warm Ups and activities. Some examples of this include: created Pokémon problem solving questions, used song lyrics and rhythm to connect students to the features of a poem, viewing Pixar silent short films to explicitly teach inferring.
Using a variety of approaches to ensure students with all learning styles are included: visual/auditory/kinesthetic.
Creating differentiated focus groups in Literacy and Numeracy to target specific learning needs.
Collaborating with students to reflect on their learning and creating S.MA.R.T learning goals.
Creating and using a variety of classroom management strategies with all learning styles in mind. For example: using ‘call and response’ to gain student focus and attention back to the teacher, positive reinforcement for behavior welcomed into the learning space, table points for appropriate and effective behaviors in the classroom.
Following the Brookside Behavioral Model to support each learner in the classroom.
Using eye contact, physical gestures, and verbal cues to ensure student engagement and focus.

Assessment and Evaluation

Assessment is an essential part of teaching and learning; it informs teacher practice with the goal of improving student outcomes. Ongoing monitoring provides students with meaningful feedback to build their confidence and encourage continued effort. To monitor student learning, I have used the format of For, As, and Of Learning throughout the collaborative planning sequences with my team. To correctly assess a student’s entry point in learning a process of ongoing formative assessment creates specific goals and provides valuable feedback for the student. Summative assessment targets the student’s specific learning through the Standards set by the Victorian Curriculum. After the summative assessment takes place, I have assessed the task by using a Developmental Rubric. By using a Developmental Rubric, students are able to see what they have achieved, and where they are heading to next.

I understand that assessment should be ongoing throughout the learning sequence. The following examples show how I assess student learning and understanding with formative assessment:

I have created pre-assessment tasks to determine each learner’s prior knowledge and understandings before a unit begins, in accordance with the Victorian Curriculum standards.
I have used a variety of formative assessment practices that include (but are not limited to) exit passes, KWL charts, Y-charts, brainstorms, questioning, discussions, and physical gestures to gage understanding (thumbs up- thumbs in the middle- thumbs down)
I have created and implemented checklists with the learning intention and success criteria for a specified lesson to assess student progress in a Numeracy Unit.
I utilize conferencing with each student individually in Reading and Writing to discuss progress, challenges faced so far, and give feedback for the information/project completed. I also give students the opportunity to self-assess their learning and create S.M.A.R.T goals.
I have structured feedback for students throughout a project or task. An example of this is in Term 4, the Year 1 students are completing an Information Report over the course of 6 weeks. During this time, I will create conference arrangements with each student to listen to student’s thoughts and progress and to provide timely and constructive feedback.

The following examples show how I assess student learning and understanding using summative assessments:

I have assessed student’s reading levels by using Fountas & Pinnell to direct student goals for each student.
I have used the Single Word Spelling Tests, L.E.M dictations and Motif CC2 testing to determine which blends/phonetics students are challenged with and where the students are knowledgeable at already.
I have used Zone of Proximal Development(ZPDs) to ensure the student’s individual needs are met while still having the ability to measure the growth within units.
I have assessed student growth in Numeracy using the Mathematics Online Interview (MOI) for each unit before and after the learning sequence.
I have created moderation tasks for each unit at the beginning of the planning process.
I have moderated assessment tasks with my cohort team to determine a scoring for the assessment in regards to below, at, and above standard.
I have frequently used technological programs to track student learning and growth (eg: Microsoft Excel)
I have given written and oral feedback for each student while completing a task.
I have analysed and reflected on PAT and NAPLAN results to assist in the teaching that takes place in the classroom.

Wellbeing and Community

Student wellbeing is truly the core of education.I truly believe that if the classroom environment does not promote healthy mental, physical, emotional and social wellbeing then learning cannot take place. To create this environment, it takes not only the classroom teacher but the school community as a whole. Student wellbeing must also underpin everything taught in the classroom: not just focused lessons. This will help improve student outcomes as students feel they are able to achieve and feel heard.

I have demonstrated promoting a Positive Student Wellbeing environment for my students in the following ways:

I have completed professional development regarding student wellbeing with the Berry Street Instructional Model.
I have completed professional development,implemented and delivered structured lessons regarding student wellbeing and metal health from "Resilience, Rights and Respectful Relationships"
I have created a classroom where students feel safe and included by ensuring every students' voice matters, classroom rules and regulations and respect for all learners, teachers, and members of the community.
I have modelled and promoted using self regulation for students to assess how they are feeling and what are the appropriate responses to certain emotions.
I have promoted a growth mindset in my classroom by encouraging motiviating "self talk" and targeting lessons for students to practice using such mindset.
I have provided my students with opportunities to use their voices and opinions in the classroom by having weeky "classroom meetings"
I have promoted connected and belonging by having Cultural Days where students share about their cultures and backgrounds.
I have been an active member in the RU Okay day initiative in the school community which promotes openly discussing one's emotions and mental state to a trusted person.

A motivator for positive student wellbeing is also a strong sense of community. Family engagement within the school community not only plays a role in academic success,

but success in life as well. Creating a community within and outside of the school s dependant on building strong relationships and accessible

communication. Also, according to PIa-Maria Niemi's study “Creating A Sense of Membership in Basic Education: The contributions of Schoolwide Events" school wide events both promote and reflect the culture and community of the school. The atmosphere and connectedness of these events help students feel as though they belong. It goes without saying that when students are excited about events at school and feel like they belong, they will be more likely to come to school and contribute to the culture on a daily basis. (https://researchportal.helsinki.fi/en/persons/pia-koirikivi-née-niemi) Connectiveness and belonging comes from these events: as well as promoting engagement with the students and other members of the school community.

Below are examples on how I have engaged with my school's community:

I have created a Music Club for students in Prep-6 to further develop their passions for music and perform in front of an audience.
I participated and assisted teaching the Stephanie Alexander Kitchen Garden Program: a program where students learn to garden and harvest fresh produce and use the food to prepare delicious and healthy meals.
I have built a strong rapport with students using student interests and hobbies. and dedicated time with students to speak with them and listen to their thoughts and opinions about their world.
I have connected with students using their specific and personal interests, skills, and hobbies (eg: Star Wars, Shopkins, Art, Sports, etc)
I have dedicated time to learn about the passions of the students and immersing self into new activities (eg: Aussie Rules Football)
I have completed a daily “Morning Circle” where students share their celebrations, concerns and feelings openly.
I have held transparent discussions about expectations with the students by showing and discussing rubrics before the assessment task is complete
I have shared assessment work pieces with the students and celebrated alongside at the growth shown.
I have kept communication open and frequent with parents and guardians regarding celebrations of learning.
I have demonstrated empathy and a truthful-caring energy to discuss a concern with a student or family.
I have celebrated success with the learners and the parents of learning taking place in the classroom.
I welcomed parent helpers into the classroom openly.
I have participated in parent teacher interviews, SEM and Progress Reports.
I have formed meetings with parents to discuss situations, student progress, achievements, and concerns by using the format of the “Positive Sandwich”
I have participated actively in our school community in regards to the Christmas Concert (which was a major event for the school each year)
I have taken an active role in planning and presenting Whole School Assemblies.
I have organised and attended School Fun Runs and Sports Days.
I have created "dress up days" to promote a fun way for all members of the community to take part in.