Isabella Blaess
Student Learning:
Positive Relationships:
Positive relationships, sound communication and an
adequate understanding of teaching for effective learning,
completes the foundation of my teaching practice. Through
my Internship Program and other teaching placements,
teaching across a variety of subject areas over all year
levels, has seen results improved through building a
community of learners. My classroom environment allows
all students to connect their learning to their own lives,
interests and future aspirations. This can be achieved
through ensuring the learning is relevant and meaningful to
the students. Parents, school leaders and students are kept
well informed of student progress through phone calls,
emails and online school data base, to ensure students can
achieve to the best of their ability. Professional conduct and
parental perspectives create positive relationships,
ensuring positive student outcomes.
A teaching approach where students are treated as
individual learners and an on-going commitment to
understand the process of learning, enables good
relationships and a positive learning environment.
Facilitation of students’ achieving to their potential by
providing effective and continuous feedback, focusing on
their strengths and giving clear differentiated instructions
has seen much improved results from previous terms.
Communication with parents and explaining the
importance of tasks to all parties, enables a collaboration of
encouragement and a sense of satisfaction. This
communication also increases a students’ attitude towards
their education and increases their achievement levels. I
have worked diligently to establish an effective open
communication between school and home about individual
student learning.
A commitment to developing credibility as an educator
within the community is something that I strive for and
constantly reflect upon. I can establish a quick rapport with
my students and their parents, which has been further
enhanced through the Internship Program. I deliberately
engage in moderation and shared knowledge within the
local school community, to ensure my teaching programs
are meeting the requirements of SACE and the Australian
Curriculum. Working collaboratively within the community
and within my Internship Program has improved
assessment of student outcomes and task development.
Attending Partnership Workshops in the local area has also
ensured a consistent approach and provided ample
opportunities for students.
I have modelled effective teaching practices by
demonstrating professionalism and integrity, connecting
student learning to their lives and aspirations, and
developing a positive and productive relationship within
the learning community. Career development workshops
conducted at professional development days and faculty
meetings have seen myself further develop my field of
expertise and teaching philosophy.
Consideration when planning, implementing and
evaluating a teaching program must embrace the physical,
social, emotional and cultural development of each student.
Developing expert learners through the construction of
programs which enhance student literacy, numeracy and
provide intellectual competency, are essential for
successful student learning. Knowing students and how
they learn, whilst building on prior knowledge, is vital.
Differentiation of the learning to suit each student can be
met by using ICT, online forums to communicate and utilise
the avenues available for students’ learning. Connecting the
students’ learning and personalizing the collaborative
learning environment, enables a wide range of learning
approaches (including video, questioning, discussion and
google docs) and assessment tasks (including assignments,
projects, research, group work and practical tasks).
Curriculum:
Being able to identify students’ prior knowledge and taking
into consideration cultural practices has been essential for
curriculum development within each subject area. I work
collaboratively with staff and colleagues to develop
approaches that build and consolidate learner knowledge,
carefully designing assessment linked to the desired
learning outcomes and working to improve student
outcomes as part of Research Project, Physical Education,
Health and Science, on implementation of the Australian
Curriculum and SACE. Curriculum design ensures that
every student has been considered, Negotiated Education
Plans are consulted, and Aboriginal and Torres Strait
Islander Learning Plans are considered when developing
unit and lesson plans. Differentiating learning tasks for
students, enables all students to achieve their best and
ensures they are challenges within their learning.
Ensuring effective task design for maximum student
success, is an essential part of my construction of Learning
and Assessment Planning. In conjunction, with moderation
between the school community and those in the wider
subject networks builds on student success. Annual
Professional Development days keep my knowledge of
subject areas up to date and fresh ideas and enthusiasm
implemented within the curriculum development. To be
successful at curriculum planning, it has been essential that
learning builds on the resources, skills, knowledge and
goals that students develop in the school community.
Safe Work Practices:
An awareness of Risk Assessment and familiarity of
Occupational Health and Safety Procedures for DECD sites,
ensures a safe working environment. My classroom
expectations and behaviours model safe and ethical
practices. I am conscientious of my duty of care to students
when on yard duty and excursions. I take the time to listen
to students and always follow the procedures that are
necessary, especially when student welfare is concerned.
Students learn in a caring, positive environment where
collaborative learning is the focus and individual learning is
always at the forefront.