Personal Belief Statement
Professional knowledge
As an educator in the Twenty-First Century I am active in the responsibility of developing learners skills in digital technology, innovation, critical-thinking, problem solving and global citizenship. I achieve this by providing open-ended tasks set in relatable, real-world contexts, reflective of constructivist pedagogy. This practice supports knowledge construction by basing new learning on prior knowledge, experience and social collaboration making learning meaningful and purposeful.
My practice reflects and inquiry-based approach where children’s questioning and interest is used to develop higher-order thinking and learning. This approach to learning aligns with my specialisation in the area of Science and supports current educational emphasis in STEM (Science, Technology, Engineering and Mathematics). Through this, learners are able to develop the skills necessary to succeed in our ever-evolving society through developing transferable academic, cognitive, social and emotional skills.
Through my experiences, I have taught across the primary years and incorporated knowledge from all learning areas within the Australian Curriculum. Through my practice I integrate learning areas, cross-curricula priorities and general capabilities into lesson and unit planning. This integrated approach develops student’s knowledge across all learning areas and incorporates a range of knowledge and experiences. Underpinning all learning areas is the establishment of strong literacy and numeracy skills as the foundation for the development of communication both written, aural, oral and numerate literacy.
Professional practice
Relationship formation is paramount for successful teaching and learning. I develop strong relationships with children by gaining an understanding of their lives outside of the classroom. Through this, I am able to incorporate their knowledge, reality and experience into the curriculum. Furthermore, I create a wider classroom community that involves parents, caregivers and broader school community. I maintain communication between these groups with strong written and oral communication through a number of accessible modes such as email, online platforms, telephone calls, newsletters and written notes.
I believe that social and emotional wellbeing in the classroom is important for children’s development. I have worked with children to enhance their understanding of a growth mindset as the basis of development of personal resilience and self-efficacy. With this, I set high, measureable and visible expectations with students allowing them the best opportunity and skills to flourish in a supportive classroom environment.
Following a philosophy of inclusive education I consider student uniqueness by identifying individual needs and strengths. I adjust practice to engage learners by teaching through varying learning styles and strategies, making knowledge and assessment accessible for all learners. I have developed engaging learning and authentic assessment opportunities for students with diverse needs such as learning disabilities, EALD (English as an Additional Language or Dialect), new arrival children, social/emotional disabilities and gifted students.
Professional engagement
Teaching and working in a variety of educational settings has allowed me to become a versatile, adaptable and resilient educator. Foremost, as a teacher I see myself as a learner, eager to adapt, grow and change. Part of achieving this is professional collaboration with other colleagues, educators and other professionals as well as the engagement in professional development.
Through both formal and informal assessment of student learning I have been able to asses and reflect on my practices to adapt teaching accordingly. I believe that my ability to critically reflect and professionally learn enables me to continuously strive to improve on my practice.
As an educator in the Twenty-First Century I am active in the responsibility of developing learners skills in digital technology, innovation, critical-thinking, problem solving and global citizenship. I achieve this by providing open-ended tasks set in relatable, real-world contexts, reflective of constructivist pedagogy. This practice supports knowledge construction by basing new learning on prior knowledge, experience and social collaboration making learning meaningful and purposeful.
My practice reflects and inquiry-based approach where children’s questioning and interest is used to develop higher-order thinking and learning. This approach to learning aligns with my specialisation in the area of Science and supports current educational emphasis in STEM (Science, Technology, Engineering and Mathematics). Through this, learners are able to develop the skills necessary to succeed in our ever-evolving society through developing transferable academic, cognitive, social and emotional skills.
Through my experiences, I have taught across the primary years and incorporated knowledge from all learning areas within the Australian Curriculum. Through my practice I integrate learning areas, cross-curricula priorities and general capabilities into lesson and unit planning. This integrated approach develops student’s knowledge across all learning areas and incorporates a range of knowledge and experiences. Underpinning all learning areas is the establishment of strong literacy and numeracy skills as the foundation for the development of communication both written, aural, oral and numerate literacy.
Professional practice
Relationship formation is paramount for successful teaching and learning. I develop strong relationships with children by gaining an understanding of their lives outside of the classroom. Through this, I am able to incorporate their knowledge, reality and experience into the curriculum. Furthermore, I create a wider classroom community that involves parents, caregivers and broader school community. I maintain communication between these groups with strong written and oral communication through a number of accessible modes such as email, online platforms, telephone calls, newsletters and written notes.
I believe that social and emotional wellbeing in the classroom is important for children’s development. I have worked with children to enhance their understanding of a growth mindset as the basis of development of personal resilience and self-efficacy. With this, I set high, measureable and visible expectations with students allowing them the best opportunity and skills to flourish in a supportive classroom environment.
Following a philosophy of inclusive education I consider student uniqueness by identifying individual needs and strengths. I adjust practice to engage learners by teaching through varying learning styles and strategies, making knowledge and assessment accessible for all learners. I have developed engaging learning and authentic assessment opportunities for students with diverse needs such as learning disabilities, EALD (English as an Additional Language or Dialect), new arrival children, social/emotional disabilities and gifted students.
Professional engagement
Teaching and working in a variety of educational settings has allowed me to become a versatile, adaptable and resilient educator. Foremost, as a teacher I see myself as a learner, eager to adapt, grow and change. Part of achieving this is professional collaboration with other colleagues, educators and other professionals as well as the engagement in professional development.
Through both formal and informal assessment of student learning I have been able to asses and reflect on my practices to adapt teaching accordingly. I believe that my ability to critically reflect and professionally learn enables me to continuously strive to improve on my practice.