Standard 2: Know the content and how to teach it
2020 - 2022 Application
While knowing the subject and subject matter is a crucial part of being a teacher, I believe it is important for a teacher to be passionate and enthusiastic about teaching and learning.
As I have stated in previous Leading Teacher Applications I recognise the value of thoroughly preplanning my lessons, researching the content, carefully selecting and collecting useful resources and reference materials for students, well before I step into the classroom and launch into “teaching”.
As a leading teacher I know that it is necessary to develop not only a broad repertoire of teaching strategies, but also an awareness of what pedagogies are most effective in supporting students’ learning in particular curriculum areas. I endorse and utilise constructivist, student-centred approaches to teaching which position the learner as the active participant and agent in their education in the classroom. However, I also regard guided participation, direct instruction, as well as occasionally more positivist “drill and practice” and rote learning programmes, as effective and necessary instructional strategies to support and promote learning, competency and understanding.
EXAMPLE 1: Assessment for learning
I confidently use assessment for learning strategies to monitor and provide feedback on students’ learning, as well as to gauge the efficacy of my lessons, to identify learning or processing difficulties as a way of working out what additional learning aides or resources I need to provide particular students to better assist their understanding and mastery in a unit.
While knowing the subject and subject matter is a crucial part of being a teacher, I believe it is important for a teacher to be passionate and enthusiastic about teaching and learning.
As I have stated in previous Leading Teacher Applications I recognise the value of thoroughly preplanning my lessons, researching the content, carefully selecting and collecting useful resources and reference materials for students, well before I step into the classroom and launch into “teaching”.
As a leading teacher I know that it is necessary to develop not only a broad repertoire of teaching strategies, but also an awareness of what pedagogies are most effective in supporting students’ learning in particular curriculum areas. I endorse and utilise constructivist, student-centred approaches to teaching which position the learner as the active participant and agent in their education in the classroom. However, I also regard guided participation, direct instruction, as well as occasionally more positivist “drill and practice” and rote learning programmes, as effective and necessary instructional strategies to support and promote learning, competency and understanding.
EXAMPLE 1: Assessment for learning
I confidently use assessment for learning strategies to monitor and provide feedback on students’ learning, as well as to gauge the efficacy of my lessons, to identify learning or processing difficulties as a way of working out what additional learning aides or resources I need to provide particular students to better assist their understanding and mastery in a unit.
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EXAMPLE 2: Year 3 Timely Feedback
In my role of Head of Innovation and Learning Design I have had the opportunity to work with the Year 3 teachers in planning their Timely Feedback Canvas course. This has required me to understand the learning standards of the core subjects and the standard of knowledge a student would need to demonstrate in order to reach a particular standard. From here I am able to offer advice on the type of work sample that should be uploaded to be assessed. It is here that I can influence both the type of task and the type of feedback that is given (verbal, video, written etc).
In my role of Head of Innovation and Learning Design I have had the opportunity to work with the Year 3 teachers in planning their Timely Feedback Canvas course. This has required me to understand the learning standards of the core subjects and the standard of knowledge a student would need to demonstrate in order to reach a particular standard. From here I am able to offer advice on the type of work sample that should be uploaded to be assessed. It is here that I can influence both the type of task and the type of feedback that is given (verbal, video, written etc).
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2016 - 2018 Application
Fundamentally my aim is to teach students to learn how to learn (as inspired by Jean Piaget and Lev Vgotsky) and to motivate them to regard learning in any subject area as an exciting and ongoing learning journey that never ends!
In order for me to teach students effectively, and to ensure that they gain deep authentic understanding and mastery of the curriculum, I recognise the value of thoroughly preplanning my lessons, researching the content, carefully selecting and collecting useful resources and reference materials for students, well before I step into the classroom and launch into “teaching”.
As well as a solid understanding of my own curriculum areas; Mathematics and Science, I have an excellent grasp of how to develop teaching and learning programs across other disciplines to incorporate content, assessment and reporting requirements. On a daily basis I empower other Heads of Learning to develop student-centred, rich 21st Century tasks that emphasise the important effective use of technology. I regularly team-teach with colleagues until they develop their confidence in the use of technology and I have been an integral part of the eProfessional Development sessions which take place every Monday night.
EVIDENCE:
Throughout my teaching practice I always:
- provide appropriate opportunities for divergent thinkers
- model and teach students a variety of ways to share their learning
- plan lessons that focus on learning intentions and communicates those intentions to students
- pre-asses (formally and/or informally) student knowledge and skills in order to plan instruction
- plan learning activities that are appropriately matched to curricular goals
- plan activities that create links between students’ prior understanding and new knowledge
- consult with colleagues to develop lessons or units
- use strategies that apply to a variety of learning styles
- check for understanding in a variety of ways and modify instructions to meet student needs ]
- integrate a variety of technology tools and applications into instructional design and implementation
- provide lessons that relate to daily life and are relevant to students; links learning to real-life applications
Fundamentally my aim is to teach students to learn how to learn (as inspired by Jean Piaget and Lev Vgotsky) and to motivate them to regard learning in any subject area as an exciting and ongoing learning journey that never ends!
In order for me to teach students effectively, and to ensure that they gain deep authentic understanding and mastery of the curriculum, I recognise the value of thoroughly preplanning my lessons, researching the content, carefully selecting and collecting useful resources and reference materials for students, well before I step into the classroom and launch into “teaching”.
As well as a solid understanding of my own curriculum areas; Mathematics and Science, I have an excellent grasp of how to develop teaching and learning programs across other disciplines to incorporate content, assessment and reporting requirements. On a daily basis I empower other Heads of Learning to develop student-centred, rich 21st Century tasks that emphasise the important effective use of technology. I regularly team-teach with colleagues until they develop their confidence in the use of technology and I have been an integral part of the eProfessional Development sessions which take place every Monday night.
EVIDENCE:
- In its pilot year I have taken a lead role in developing, evaluating and testing the Year 9 C-Change curriculum. As a CLASSe and OneNote curriculum developer I have been able to strategically adjust learning intentions and make assessment for learning strategies clear and visible within the curriculum.
- In the past three years I have continue to play an active role in developing curricula activities including the Year 7 Enviro experience and the Year 9 Urban Adventure. While I have initially assisted with the technology development for these programs, I have also ensured that a range of differentiated resources are included in such activities and I always aim to seek feedback in order to improve on these experiences.
Throughout my teaching practice I always:
- provide appropriate opportunities for divergent thinkers
- model and teach students a variety of ways to share their learning
- plan lessons that focus on learning intentions and communicates those intentions to students
- pre-asses (formally and/or informally) student knowledge and skills in order to plan instruction
- plan learning activities that are appropriately matched to curricular goals
- plan activities that create links between students’ prior understanding and new knowledge
- consult with colleagues to develop lessons or units
- use strategies that apply to a variety of learning styles
- check for understanding in a variety of ways and modify instructions to meet student needs ]
- integrate a variety of technology tools and applications into instructional design and implementation
- provide lessons that relate to daily life and are relevant to students; links learning to real-life applications
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2013 - 2015 Application
As a teacher in the 21st Century it is fundamentally important for me to understand subject matter deeply so that I can assist students in creating useful cognitive maps that relate one idea to another, and address any pre-conceived misconceptions. By providing this type of understanding, I aim to help students see how ideas connect across disciplines and into everyday life. My instructional repertoire allows me to create multiple paths to the concepts I teach and I am well versed in teaching students to pose and solve their own problems, rather than be a constant source of solutions!
I am dedicated to making knowledge accessible to all students and I act on the belief that all students can learn. I always treat students equitably, recognizing the individual differences that distinguish one student from another and take into account these differences within my teaching practice. I believe that I can confidently adjust my teaching practice based on observation and knowledge of my students’ interests, abilities, skills, knowledge, family circumstances and peer relationships.
As a teacher in the 21st Century it is fundamentally important for me to understand subject matter deeply so that I can assist students in creating useful cognitive maps that relate one idea to another, and address any pre-conceived misconceptions. By providing this type of understanding, I aim to help students see how ideas connect across disciplines and into everyday life. My instructional repertoire allows me to create multiple paths to the concepts I teach and I am well versed in teaching students to pose and solve their own problems, rather than be a constant source of solutions!
I am dedicated to making knowledge accessible to all students and I act on the belief that all students can learn. I always treat students equitably, recognizing the individual differences that distinguish one student from another and take into account these differences within my teaching practice. I believe that I can confidently adjust my teaching practice based on observation and knowledge of my students’ interests, abilities, skills, knowledge, family circumstances and peer relationships.
- I have led the OneNote Notebook initiative at Carey and have developed many ‘interactive’ textbooks, which link theoretical knowledge with multi-media real world examples. Initially these Notebooks were created for Science, but the ease of use, variety of teaching strategies and differentiated resources embedded in them have meant many faculties are eager to develop their own 'textbooks'. While my primary skill lies with the use of the technology, I have ensured that the Notebooks developed in Health, Mathematics and for the Year 9 Civics Week program contain a range of differentiated resources that cater for a range of learning styles and ability levels. These resources synthesise the knowledge, understanding and skills required to be successful in these learning areas.
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