Ability to Meet the Australian Professional Standards for Teachers

Professional Knowledge
When planning units of work, I incorporate a range of differentiated instructional
strategies that address the specific learning needs of each student. This is achieved
through collaborative discussions between colleagues, Education Assistants and the
use of Individualised Education Programs. When planning, I aim to use a vast range
of teaching methods that encourage higher order thinking through varied activities
such as class discussions, refusal skills and role-plays. To achieve higher order
thinking I integrate Blooms Taxonomy and cooperative learning strategies as they
encourage students of different abilities to work together. Throughout my practicums,
in particular to my Internship I incorporated Gardners Multiple Intelligences in the
planning phase of my lessons. Throughout my practicums, I have provided a range
of activities where learning can be assessed through a variety of means. For
example, an activity I have tailored to the visual-spatial learners includes drawing a
comic strip that outlines the action and consequence of drink driving; an activity I
have tailored to the bodily-kinaesthetic learners includes role-playing a scenario that
develops refusal skills; an activity I have tailored to the musical learners includes
analysing negative drug messages hidden in song lyrics and using new knowledge to
create a rap.

Having successfully taught all secondary year groups I understand the cognitive
development that students build each year. Throughout my practicums and my
employment as an Education Assistant I have worked with a vast range of students
with special needs. During School Experience 2, I successfully integrated students
with special needs into my learning programs. I had one student in my year eight
Physical Education class with a severe physical and intellectual disability due to a
head injury. The student struggled with her sight and was unable to perform the
header technique in Soccer. Therefore, with this student in mind I incorporated
multi-sensory techniques such as visual and tactical stimulus into the lessons. This
was achieved by having the student use a softer ball and when playing a game her
teams bib colour would hang over the oppositions goal post so she knew which way
to kick.

I strongly believe that learning should be a holistic, relevant and lifelong journey. I
understand and appreciate the importance of effective teaching and learning. I also
understand the importance of sequencing lessons, including varied teaching

Molly Scott
methods and providing opportunities for students to consolidate a skill. During my
Internship when planning units of work I used my strong field of professional
knowledge to plan and implement sequenced lessons that included varied teaching
methods. I planned and executed innovative learning programs that provided a
practical approach to learning. For example, my year seven ten-week Health unit
included a written assessment where students had to create an informative puberty
pamphlet. For the first eight weeks of term, I scaffolded and taught students the
specific knowledge and skills such as analysing the difference between male and
female reproductive systems using play dough and I also taught students to identify
the physical, emotional and social changes males and females experience through
board games. These skills enabled students to consolidate their learning to construct
an informative pamphlet on puberty.

My acquired knowledge and implementation of the Western Australian Curriculum

provides my students with relevant, meaningful and developmentally appropriate
learning experiences. To ensure my learning programs are socioculturally relevant, I
gather my information from evidenced based Australian resources that are up to
date. For example, during my Internship when implementing the Keys for Life
(SDERA) program I used Western Australian road statistics to ensure the information
was relatable and therefore relevant.

Professional Practice
Throughout my vast teaching experience I have been commended and recognised
for my thorough planning and outstanding organisational skills as I have
demonstrated high levels of proficiency in key areas such as planning, teaching,
evaluation and classroom management. I recognise that every student is an
individual with his or her own abilities, imagination, knowledge, culture and family
values. I aim to keep this in mind when planning, implementing and assessing as it
enables me to tailor my teaching methods to the individual needs of the student.
When planning for my students I always commence my teaching practice with a
diagnostic assessment and from this assessment I am then able to plan and
implement challenging and engaging lessons. During my Internship, I successfully
planned and implemented term programs across the Health and Physical Education
and English curriculum areas. In doing so, I effectively differentiated for students of
differing abilities. In English for example, I had a few students well below the year
seven writing skills level who were supported with a computer to write their short
story. In Health, I had a few students who had recently transferred into mainstream

Molly Scott
from the Intensive English Centre (IEC). As the school had a strong Literacy focus, in
order to continue to develop their Literacy skills in a safe and supportive environment
I placed students into groups of various abilities. In their groups students would
complete activities that required them to read aloud to their group members.
Encouraging students to read aloud to a small number of students was an indirect
way for students to continue developing their literacy skills.

Creating and maintaining a supportive and safe learning environment is something I

always strive to achieve. Throughout my practicums students have been involved in
establishing classroom rules; I believe sharing the decision-making encourages
students to take responsibility for their learning and students are also more inclined
to follow the rules if they helped create them. Maslows hierarchy of needs is a
learning theory I integrate to create and maintain a supportive and safe learning
environment. As an educator I help my students progress through the model by
establishing classroom rules and routines, developing positive professional
relationships, setting realistic and achievable goals and incorporating creative
activities. I strive for my students to feel respected and valued by their peers and
myself. I aim to achieve this by applying the one-person speaking rule, encouraging
active listening and promoting challenge by choice.

I am strongly committed to creating a classroom environment that is inclusive, caring

and safe where students feel comfortable to take educational risks, by building self-
esteem through positive reinforcement and activities that target students strengths.

A positive environment also occurs through my effective use of behaviour

management strategies. During my Internship, I effectively implemented the whole-
school classroom management system, which involved promoting a positive learning
environment by building relationships, knowing my students and using positive
reinforcement. Any following negative behaviour was approached with verbal
negotiation, removal from class, contacting parents and involving the HOLA and
deputy principal.

As a result of my positive and supportive approach along with implementing

behaviour management strategies that align with the whole school policy I had the
ability to build a rapport with my students and demonstrate a safe, happy and
engaging atmosphere both inside and outside of the classroom.

Molly Scott
As an effective teacher, I personalise all learning experiences and assessments for
my students. This knowledge and understanding derives from incorporating the
multiple intelligences at the commencement of term.

Assessment is a process I use to develop and enhance both student and teacher
learning in order to create optimal learning. It is imperative that tasks and
assessments are valid, fair and educative to ensure I am able to provide accurate,
timely feedback to students and parents to improve the effectiveness of my teaching.
I understand the importance of providing prompt verbal feedback to students; during
my Internship I would enable students progression by circulating the classroom and
provide specific feedback to each student on their work so far. Some methods of
assessment I incorporate into my teaching include oral testing, rubric work, peer and
self-assessment, open and closed tasks with varied questioning techniques and
checklists. I believe that planning for and implementing innovative, purposeful and
real world learning experiences will meet the outcomes set by the Western Australian
Curriculum.

Professional Engagement
I am strongly committed to reflecting and engaging in professional learning and have
always been proactive to extend my skills and knowledge in a variety of learning
areas, Outdoor Education for example. Recently, during my Internship I participated
in an ICT professional development focusing on the Connect program, which
encourages communication between teachers, students and parents.

I always ensure I model exemplary ethical behaviour in all professional dealings with
students, parents, colleagues and the community. I have familiarised myself with the
Teacher Registration Board of Western Australia (TRBWA) Code of Conduct and
during my practicums, the schools Code of Ethics.

During School Experience 2 and my Internship, one way I engaged professionally

with students and parents was through the schools online portal known as SEQTA
and Connect. These online portals provided a platform for teachers, students and
parents to communicate in regards to behaviour, class notices and/or daily reporting.

I am proactive to seek and apply constructive feedback from supervisors and mentor
teachers to improve my teaching practices. Throughout each practicum in particular
to my Internship, after each lesson I would receive feedback from the supervising

Molly Scott
teacher and engage in reflection. To improve my teaching practices I would apply the
feedback to the following lesson for example; the constructive feedback involved
learning students names, my mentor suggested instructing students to write their
names on their worksheet so as I am walking around the room, I can look at a
students work and remember their name. I found this process successful because I
was demonstrating to my mentor that I was applying the feedback and as the weeks
passed, the areas to improve diminished.

With my colleagues I have been involved in many collaborative tasks such as the
sustainability week expo, year 12 health expo, writing newsletter articles, athletics
carnivals, cross country and interschool sporting carnivals. Regular communication
with my colleagues and the wider community is imperative to improve practice and
student learning.

I am a strong advocate of becoming a lifelong learner. New studies, resources and

classroom strategies are always being developed and it is my priority to remain up to
date, as I am committed to perform to the best of my abilities. I will strive to improve
my teaching practice and continue to grow as an educator for all the years to come. I
firmly believe teaching is my vocation and I will continue to engage in professional
development to ensure I enrich the learning experiences for all students.

Kindest Regards,

Molly Scott.

Molly Scott