PROFESSIONAL PROFILE

QUALIFICATIONS

Bachelor of Education (Primary) Degree
Religious Education Minor
Conditional Accreditation

PROFESSIONAL EXPERIENCE

I have completed three practicums at both public and Catholic schools, ranging from Early Stage 1 to Stage 3. The areas I have taught at include Glendenning, Stanhope Gardens and St Mary’s.

INTERNSHIP

This year I received a part-time paid internship working twice-a-week at a school through Sydney Catholic Schools. I have been placed with a Year 2 class in Meadowbank for the entire school year, working closely with a mentor. This has allowed me to establish connections with staff, develop my own programs, build relationships with students in my class and learn administration processes.

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TEACHING PHILOSOPHY

My teaching philosophy aligns with fostering an authoritative and positive-based approach that is firm yet fair, where students are praised for positive behaviour more often than they are criticised for misbehaviour (Lyons, Ford & Slee, 2014). Professional knowledge requires teachers to connect theoretical knowledge, such as curriculum content and programming, to practical knowledge through developing relationships with students and responding to their needs (Australian Institute for Teaching and School Leadership, 2011). To learn about each of my students and provide equitable opportunities, I often ask students about their interests, consult with learning support staff, and study syllabus documentation.

Research suggests that behavioural problems can effectively be reduced and classroom climate improved, if teachers actively model and reward positive behaviour expectations in the classroom (Mitchell and Bradshaw, 2013). This is an element of professional practice, which I foster through reward systems, seeking advice from colleagues, being observed by mentors and setting goals for my students. Through professional engagement, I build strong, positive and respectful relationships with students, colleagues and parents (AITSL, 2011). I believe that learning should be student-centred, and every student, regardless of their background or learning needs, deserves to be cared for and valued. Just like students, teachers are “successful life-long learners” and I strongly believe we should seek regular professional development to improve ourselves and the learning outcomes of students (Department of Education, 2019).

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