About

My teaching reflects the belief that education is an opportunity for students to draw on experiential learning, not only to achieve but also to excel in their goals, and build partnerships with others in the educational environment. These opportunities are formulated through a set of standards that ensure quality learning and teaching. I have effectively developed an inquiry-based approach with the students under my charge. It has required the appropriate collaboration with all sectors in the educational environment, both as individuals and a body. I have demonstrated honest and informative communication with parents regarding students’ progress. Attendance, engagement and negotiated education plans (NEPs) are all aspects that require these positive and professional communication skills. A vital outcome that I have achieved for students from different cultural backgrounds (eg. Indigenous or ESL students) is the development of adjusted programs that ultimately benefit the student, but also set reachable goals for parental-involvement. The process of building a collaborative partnership is multidimensional, and involves recognising opportunities for change and initiating the mobilisation of people and resources to create that change. As a part of the professional teaching team, seeking support and involvement from diverse and non-traditional partners are all components necessary to build on a vision of long-term change. I have seen the effectiveness of this collaborative approach as students (specifically those with significant learning needs) develop a strong repertoire with a wider variety of support structures and therefore tend to feel more comfortable and confident, consequently impacting on positive growth.