SC1 Demonstrated knowledge and
understanding of initiatives in
student learning including the
Principles of Learning and
Teaching P-12 and the Assessment
and Reporting Advice and the
ability to implement curriculum
programs consistent with their
intent.
SC2 Demonstrated understanding
of how students learn and effective
classroom teaching strategies and
the capacity to work with
colleagues to continually improve
teaching and learning.
SC3 Demonstrated capacity to
monitor and assess student
learning data and to use this data
to inform teaching for improved
student 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.
SC5 Demonstrated commitment
and capacity to actively contribute
to a broad range of school
activities and a capacity to reflect
on, evaluate and improve
professional knowledge and
practice.
SC1 Demonstrated knowledge and understanding of
initiatives in student learning including the Principles of
Learning and Teaching P-12 and the Assessment and
Reporting Advice and the ability to implement curriculum
programs consistent with their intent.
(Graduate Criteria)
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.
(Classroom Teacher Criteria)
SC2 Demonstrated understanding of how students learn
and effective classroom teaching strategies and the
capacity to work with colleagues to continually improve
teaching and learning.
(Graduate Criteria)
SC2 Demonstrated high level classroom teaching skills
and the capacity to work with colleagues to continually
improve teaching and learning.
(Classroom Teacher Criteria)
SC3 Demonstrated capacity to monitor and assess student
learning data and to use this data to inform teaching for
improved student learning.
(Graduate Criteria)
SC3 Demonstrated ability to monitor and assess student
learning data and to use this data to inform teaching for
improved student learning.
(Classroom Teacher Criteria)
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.
(Graduate Criteria)
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.
(Classroom Teacher Criteria)
SC5 Demonstrated commitment and capacity to actively
contribute to a broad range of school activities and a
capacity to reflect on, evaluate and improve professional
knowledge and practice.
(Graduate Criteria)
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.
(Classroom Teacher Criteria)
SC6 Demonstrated ability to use Student Learning Data to
plan and implement a differentiated classroom program.
SC6 Demonstrated ability to plan and implement a
sequential junior and middle school Physical Education
program.
SC6 Demonstrated understanding of Japanese culture and
language and the capacity to develop and implement an
effective Japanese language program.
SC6 Demonstrated ability to create a supportive classroom
environment where positive student welfare and
management practices are implemented.
SC6 Demonstrated capacity to engage children of all
ability levels in their learning, including children with
severe learning and behavioural needs.
SC6 Demonstrated knowledge and competency in the use
of Information and Communication Technology to
support learning within the classroom, including the
effective use of interactive whiteboards.
SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to
continually improve teaching and learning.
The manner in which teachers teach affects not only the students’ knowledge and skills, but also
their attitudes and behaviours. An important part of my role as a teacher is to build positive
relationships within the classroom, thus creating a supportive learning environment where students
feel confident to seek help, acknowledge and learn from their mistakes, take risks, and know they
belong.
I have been fortunate in my practicums to be able to implement a variety of teaching strategies,
enabling students to achieve their full potential. My experiences at Kingston PS, George Street PS,
King Street PS and James Street PS allowed me to:
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Use a variety of visual aids, concrete materials, explanations and examples students could
relate to, assisting them to understand the concepts being covered
Place emphasis on classroom management, as I believe this has a direct relationship to student
learning, my capacity to teach effectively and my commitment to building strong relationships
within the classroom
Develop comprehensive planners which informed my daily teaching and directed my thinking
as to what my students needed to know next
Incorporate ICT into student learning to increase engagement and extend each student’s skill
base
Utilise small group and individual activities to foster motivation and provide opportunities for
explicit teaching
Plan activities that incorporated Gardner’s Multiple Intelligences and students’ preferred
learning styles
Plan Units of work (Discovering Australia) using Bloom’s Taxonomy and De Bono’s Thinking
Hats
Integrate Brain Gym (kinesiology) as a ‘methodology’ to prepare the mind and body to process
new information
During my Professional Experience practicums, I have developed numerous Lessons and Units of work
based on an Integrated Curriculum approach using inquiry based learning, as it allows for open-ended
activities and promotes negotiated tasks, encouraging all learners to work at their own pace, extend their
understandings and research issues they feel are important to them. Throughout my placements, I have:
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Facilitated inquiry based learning across a range of year levels. One such unit enabled students to step
back in time and learn about the goldfields, and the effect the gold rush had on people’s lives. This
Unit enabled students to reflect on the changes brought about by the discovery of gold and allowed
them to present their findings in a variety of formats.
Designed an Integrated Unit of study exploring emotions titled ‘Why Do we Cry?’ where students’
ideas were recorded, then a series of Literacy, Science, ICT and Art activities were used for students to
come up with answers and present them accordingly
Used ongoing evaluation of both my teaching and student learning, to assess which methods and
activities employed were most effective in achieving individual and classroom goals
I have attended numerous staff meetings and been involved in several team meetings and whilst at James
Street PS, I was actively involved in a curriculum planning day for the following term. This gave me an
opportunity to contribute ideas and be aware of the effort and the resources required to develop engaging
activities. The main objective of this planning was to improve the outcomes for students and to engage and
connect them to their learning. I am very passionate and dedicated to my chosen profession and feel that it
is important to share ideas, knowledge and resources with other professionals, so as a teaching team we are
able to provide a positive working relationship and the best education possible for our students.
As a classroom teacher at James Street PS, I will plan, implement and evaluate quality teaching programs
using my understanding of how students learn and my high level classroom teaching skills to provide
engaging and successful teaching and learning experiences to enhance student achievement in all areas of
the curriculum. I will collaboratively work with my colleagues to develop my teaching skills and improve
my teaching to ensure positive outcomes for all students within my care.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform
teaching for improved student learning.
Effective monitoring and analysis of assessment allows for accurate judgments to be made about
student progress and therefore inform focused teaching and learning. Assessment is an ongoing
process that requires the gathering of data, analysis of that data and subsequent reflection – where
to now?
To monitor and assess means to observe, understand and act on the knowledge gained. Monitoring
and assessment forms an integral part of teaching and learning. Observing students as they learn
and interact assists teachers to understand their students and fully develop their abilities and
capacities.
Monitoring and assessment of students is a process which occurs both formally and informally,
inside and outside the classroom. Whether assessment is undertaken as anecdotal records or
structured tests, a variety of methods are required to ensure that the data collected and collated is
reliable, valid and useful for planning future instruction to ensure improved student learning.
Throughout my Professional Experience placements, I have demonstrated my ability to use
assessment to improve my teaching practice by:
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Using Assessment as Learning by facilitating group discussion and reflection at the end of each
lesson, in which students identified what they had learned, what they would like to know
more about and what they enjoyed
Using Assessment of Learning by making observations of student engagement, noting
comments made during discussions, and collecting and evaluating work samples
Using Assessment for Learning by beginning each lesson with a class discussion to elicit prior
knowledge about each topic to inform my teaching
The ability to critically assess and reflect is an essential skill for an effective teacher. By undertaking
ongoing student assessment (formal and informal) a teacher gathers, analyses and reflects on
student work, monitors progress and achievement, and has a basis on which to plan for future
instruction.
During my practicums, I used a number of different assessment practices to monitor student learning.
These included:
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Anecdotal records – making daily notes on students in my class to ensure that I observed and gave attention to
individual students, heightening my awareness of their learning progress
Classroom support – assisting students in the completion of their work and providing immediate feedback on their
progress, both formally and informally
Samples of student work – gathering students’ work and through thorough analysis assessing their level of learning
Numeracy testing – assisting with the Mathematics Online Interview (to assess students’ growth in the dimensions of
Number, Measurement and Space)
Reading assessment – completing running records on students operating at various reading levels and displaying an
array of reading strategies, or lack thereof, and making anecdotal notes re their text comprehension
Report writing – observing the process of collating evidence and developing reports to document student academic
progress against the Standards
Learning displays – assisting students to create presentations to showcase their learnings in Literacy, Numeracy,
Creative Arts and Information and Communication Technology
Rubrics – developing rubrics to guide students in their completion of learning tasks i.e. The Rush for Gold (project)
With each type of assessment, I took the time to review and reflect on the information obtained. I used
this information to increase my knowledge of individual students and their ability to complete a given
task. It is this knowledge that improves teaching and the outcomes for students.
Assessment takes many forms (diagnostic, summative, formative) and must be chosen to best fit the
purpose in mind. It is essential for teachers to ensure that the needs of individual students are being met
and that measurable progress is being made by each student.
As a classroom teacher at James Street PS, I will continue to develop my understanding of and skills in
assessment. I will provide students with varied assessment opportunities and keep detailed and accurate
observations and records of student work. I will also use this data to improve my own teaching practices,
inform future instruction and engage in reflection.
CURRICULUM VITAE ~ Erin SMITH
Personal Details:
Name:
Address:
Contact Phone:
Email:
Erin Smith
17A Eureka Street Ballarat VIC 3350
0418 220 990
smith.erin.e@gmail.com
Education:
2011 – 2014
University of Ballarat / Federation University
Mount Helen Campus
Bachelor of Education ( P – 6 )
Majoring in Psychology
Golden Key International Honour Society ( member )
2005 – 2010
Baimbridge College
Stephen Street Hamilton
Victorian Certificate of Education ( ENTER : 94.75 )
Other Qualifications:
Community Coach Training Program
( Facilitated by the Australian Government Sports Commission )
Level 1 Coaching Certificate
( Facilitated by Gymnastics Victoria ~ fully accredited program )
AMEB Grade 8 Piano ( Theory and Musicianship )
Career Objective:
To create a safe, positive, supportive, engaging and caring learning environment that
encourages all students to reach their full potential
Pre - Service Teaching Experience:
2014
James Street Primary School
Grade 3 / 4
Result: High Distinction
During this placement I designed an Integrated Curriculum Unit using Bloom’s
Taxonomy focussing on Environmental Sustainability.
2013
King Street Primary School
Grade Prep
Result: High Distinction
This placement provided me with a sound introduction to the Early Years Literacy and
Numeracy Programs.
2012
George Street Primary School
Grade 5 / 6
Result: High Distinction
During this placement I designed and implemented an Integrated Curriculum Unit on
Discovering Australia using the inquiry approach with students to facilitate their
learning.
2011
Kingston Primary School
Grade 1 / 2
Result: Pass ( Pass or Fail mark only )
This placement taught me much about rural school communities, which inspired me to
instigate a community project recognising the local environment and culminating in the
production of a school mural.
Voluntary Experience:
2014
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2013
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2012
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2011
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James Street Primary School
Planning and teaching of Music lessons
Henty House Sports Day
Grade 3/4 Outdoor Camp Experience
Sports Teams Preparation
Assembly Item Preparation
King Street Primary School
Prep Parent Picnic Tea
Prep Parent Information Evening
George Street Primary School
School Concert choreography and practices
Grade 5/6 Melbourne Urban Camp Experience
Kingston Primary School
Activity Leader ( Dance ) CLUBS Program
Circus Skills Activity Day
Professional Development:
Walk on Words
Presenter : Mem Fox
Early Years Literacy Conference
Success for Boys
Presenter : Lyn Watts
Hamilton Cluster of Schools Conference
The Silent E Speaks Out
Presenter : David Hornsby
G - TEN ( Grampians Teacher Education Network )
Building Positive Relationships
Presenter : Gayle Moore
James Street PS Curriculum Day
Other Work Experience:
2011 – Present
Ballarat YMCA
Gymnastics Coach / Active After School Communities Coach / Vacation Care Leader
Skills involved :
Lesson planning and skill assessment
Management of groups of up to fifty children and ten staff
Organisation and facilitation of excursions
Liaison with parents and the wider community
2011 – Present
COLES Supermarket
Office Clerk / Assistant
Skills involved :
High level customer service
Training of staff in office procedures
Responsibility for rostering of staff
Time management
Personal Qualities:
Caring
Enthusiastic
Conscientious
Responsible
Reflective
Resilient
Diligent
Optimistic
Persistent
Organised
Creative
Innovative
Mrs Jane Brown
Grade 3/4 Classroom Teacher / 4th Year Mentor
James Street Primary School
Hamilton VIC 3300
03 5568 5217
Jane will be able to indicate my ability to differentiate curriculum when working with a diverse range of
abilities and my commitment to developing engaging lessons for all students.
Mrs Lisa Black
Prep Classroom Teacher / 3rd Year Mentor
King Street Primary School
Hamilton VIC 3300
03 5571 6684
Lisa will be able to provide feedback on my relationships with students and parents, along with my
detailed incorporation of the AusVELS within my planning of lessons and units of work.
Mrs Karen White
Grade 5/6 Team Teacher
George Street Primary School
Hamilton VIC 3300
03 5583 2524
As one of my supervising teachers during the delivery of an Integrated Curriculum Unit and the teaching of
concert choreography to Grade 5 and 6 students, Karen will be able to comment on my utilisation of ICT,
my capacity to work cooperatively in a team-teaching situation and my ability to build positive rapport
with students.
Erin Smith
17A Eureka Street
Ballarat VIC 3350
Contact Phone: 0418 220 990
Email: smith.erin.e@gmail.com
Mr David Jones
Principal
James Street Primary School
Hamilton VIC 3300
Re: Classroom Teacher – Reference 855178
Dear Mr Jones and Panel Members,
I wish to apply for the Classroom Teacher position offered within your school through Recruitment Online, as advertised on the
DEECD (Jobs in Victorian Government Schools) website.
I am graduating from Federation University (Ballarat) with a Bachelor of Education (P – 6) this year. I am a conscientious and
enthusiastic teacher seeking entry into the teaching profession. My professional experiences have reinforced my passion for teaching
and learning and the importance of working collaboratively with associate teachers. With further experience in a school environment
and opportunities to maintain and extend my learning, I hope to continue growing as the exemplary teacher I aspire to be.
The culture supporting education encourages a strong sense of community within schools, thus promoting a safe place for students to
learn. Following the completion of a practicum at your school this year and spending some time volunteering, I took note of the
positive sense of community within the school and the dedicated and friendly nature of staff. If I were to gain a position at James
Street Primary School, I would endeavour to maintain this culture and commit to making an active contribution to programs such as
the Science Night, Family Picnic, Arts Performances and other extra-curricula activities.
Throughout my practicum experiences, I have been able to work collaboratively and cooperatively with a variety of staff from a
variety of schools. This has assisted my growth as a teacher and my professional development, as it has allowed me to experience
different teaching methods and a variety of classroom management strategies and styles. I believe strongly in the ‘team’ culture within
schools and that school staff, prepared to share knowledge, talents and skills, promote excellence in education.
Please find attached my Curriculum Vitae and responses to the Selection Criteria, as outlined in the advertised position. If you have
further questions regarding this application, please don’t hesitate to contact me on the details provided. Thank you for taking the time
to read my application.
Yours sincerely,
Erin Smith