Personal Statement- Rebecca Corcoran

Relationships- Positive relationships between the

teacher, staff, leadership, parents and community are
vital in creating a successful learning environment.
While working at Samaritan College I have built
positive working relationships with all leaders,
teachers, SSOs and family members.
To continue to develop and maintain these
relationships I have used effective methods of
communication including formal/informal meetings,
interviews, phone calls and being friendly, welcoming
and approachable.
I work with the Support Staff collaboratively to provide
a shared learning space for students. I organise this by
learning students strengths, skills and abilities to plan
and implement to support their interests and abilities
within the classroom. I seek feedback from them to
self-reflect and help plan for effective pedagogy and
learning.
Building positive and productive relationships with
students is fundamental to create a classroom for
students wellbeing. I have built relationships with all
students in my class by getting to know them. For
example, I encourage students to share personal
milestones with the class each week so they can
connect and celebrate with their peers and myself.
This allows me to communicate with individual
students to find out more information about them and
their experiences. Creating this connection with
students not only builds positive relationships, but also
a level of trust and the knowledge that their academic
success is my priority.
At Samaritan College, we provide a focus on College
Culture and student personal wellbeing. I have been
part of the implementation of the College Mission
Statement which includes an emphasis on being a
welcoming, relational family. The aim to diversify and
improve school culture finds its basis in the
development of relationships at all levels of the school.
Student learning- I provide student learning through
creating an inclusive, engaging classroom environment
that supports and develops student wellbeing and
achievement. Working with middle school and senior
students at Samaritan College, who come from
extremely diverse cultural and economic backgrounds,
I believe it is vital to set routines, providing student with
stability and familiarity. For example, students begin
each lesson by standing behind their chairs and
greeting their teacher, which builds respect in the
classroom and prepares the environment for learning.
In regards to student behaviour I use the Restorative
Practises initiative, a whole school approach to build,
maintain and restore relationships, building students
capacity to self-regulate behaviour. I demonstrate this
in my classroom by developing rules with students in
my class so they have a say in what is important in a
positive learning environment. Students are then
responsible for their own behavioural choices. I
reinforce positive student behaviours by
acknowledging improvement and positive choices. The
Restorative Practises framework contributes to student
wellbeing and the holistic approach to education I
strive for.
I gain information from students through meaningful
and relevant assessment. I utilise both summative and

formative forms of assessment, and allow opportunity

for students to self-assess and peer asses their work.
This allows for students to take responsibility of their
learning and empowers them to make positive
educational choices. Progress is communicated to
students through detailed feedback and drafting work,
and parents through Term Reports and Semester
Interviews. I differentiate tasks in all areas observing
students and tailoring tasks to their personal interests
and strengths, while still assessing against relevant
ACARA outcomes. I have worked closely with students
with learning difficulties and diagnosed intellectual
disabilities. I believe it is important that these students
are included in mainstream classes and as a result, it
is my responsibility to effectively modify work for their
abilities. For example, I modified assessment for SACE
for a student with an intellectual disability. I tailored
tasks to be creative and visual while still being
challenging and meeting meaningful outcomes.
I have been involved in the implementation of the
Pastoral Care program in my Caregroup. Through this
program, we focus on the personal development of
students, their love of learning, resilience, confidence,
independence, and turning them into responsible,
respectful and socially just individuals.
Curriculum- I plan and implement student learning in
accordance with the Australian Curriculum from 8-12
levels. I have completed training through the SACE
board, attending clarifying forums and workshops. I
have been involved in the design and implementation
of the ACARA curriculum for English and Humanities
and Social Sciences.
I have been involved in developing programs for years
8-10. I have developed unit plans in line with ACARA,
including the writing of meaningful and relevant
assessment tasks addressing outcomes and general
capabilities. I have implemented these units across
junior years, modifying tasks for students on Individual
Education Plans.
In the classroom I provide students with experiences
using technology such as iPads. I encourage them to
incorporate ICTs into their assessments, and regularly
use technology during lessons to help facilitate student
learning.
At Samaritan College I teach a number of students
with learning difficulties. Consequently I have
successfully developed Individual Learning Plans
identifying each students learning needs. I have
developed Negotiated Education Plans for students
identified with learning disabilities to ensure support
access, participation and achievement within the
curriculum.
Safe Work Practices- I am committed to creating and
maintaining a supportive and safe learning
environment for myself and my students. In my site I
have been informed and trained in OHS&W policies, I
recognise and report hazards and incidents such as
using an ED155 or the Catholic Safety online form. I
familiarise myself with student medication plans as well
as school policies involving Work Health and Safety
procedures and regulations. I am trained in Child
Protection Curriculum so I am able to deliver the
Keeping Safe: Child Protection Curriculum to my
students to ensure they are being safe.