Alana Thompson

Personal Statement

1. Professional Knowledge
Knowing the students and how they learn
It is my goal as an educator to foster student learning by supporting all students from
different backgrounds, age and abilities to develop their own learning styles. Nazareth
Catholic College has such a diverse cultural and socio-economic student backgrounds. I have
worked with students that have Auditory Processing Disorder, Dyslexia, Autism and
Aspergers Syndrome during both practicums. I have also worked with students on modified
programs and used ICT tools to assist students with Autism and Dyslexia, such as providing
podcasts rather than heavy reading material, and varied my content delivery with short
YouTube clips. It is essential educators create and maintain a positive and friendly learning
environment where all students feel their learning is valued and varied methodologies are
tailored to the students individual needs.
Knowing the content and how to teach it
It is essential to effective teaching that students feel their passion for learning is fostered by a
safe and positive learning environment that facilitates successful learning. It is therefore
critical teachers know their students and how to teach them, as well as having readily
updated content knowledge, contemporary pedagogy, personal development and a sound
understanding of how to integrate ICT tools into the classroom. Strong knowledge of current
curriculum is essential to successful learning. As I have nearly completed my tertiary
education, I believe my curriculum content knowledge and recent practical experience puts
me in good stead to have the most current curriculum knowledge. The entirety of my work
experience has required myself to be highly organised and time effective, and this is
something I have applied in my teaching experience. Through my practical held at Pulteney
Grammar School years R-12 in September 2014, I have teaching experience in the
curriculum areas of Legal Studies, English and Research Project, and experience with SACE
and Australian National curriculum. Whilst undertaking my practicum at Nazareth Catholic
College in May 2014, I also taught English and History, as well as observing students from
years 8-12 in History, English, Drama and Visual Arts. Both practicums have provided me
with a wealth of resources and ideas of how to foster individual and group learning in the
classroom in new and innovative ways. It is imperative that you know the content of your
subjects and the best ways to impart this to students through flexible teaching practices. I
spent a considerable amount of time with my mentor teachers at Pulteney and Nazareth,
studying units of work and creating my own, lesson planning and trialling different teaching
practices. This therefore allowed for me to reflect on my teaching practices and development
of units, and gave me a sound knowledge base over a wide range of curriculum areas.
2. Professional Practice

Planning for and implementing effective teaching and learning

Creating and maintaining supportive and safe learning environments

Establishing structures and processes to create positive learning environments is essential to

effective teaching. It is vital that all students feel they have the right to learn and this
learning and wellbeing is nurtured and fostered by teachers who can inspire the passion of
each individual student. I endeavour to foster kindness, approachability and understanding
and believe that a classroom instilled on these values can promote positive learning akin to
those ideals of theorists Rogers, Charles and Levin and Nolan who I relate to. This can be

achieved through in depth curriculum knowledge, reflection on teaching practices,

involvement of ICT tools in the classroom, personal development, creation of safe learning
environments with a wellbeing focus, and effective goal setting of the individual teacher.
Both practicums saw me engage with a wide range of students in co-educational
environments, and the opportunity to experiment with different classroom structures. This
experience allowed me to employ varied behavioural management strategies, in two very
different teaching environments. Due to my experiences I feel confident in adjusting my
behavioural management strategies to the different composition of classes and behavioural
issues I may encounter. However I believe if a classroom is structured based on positive
learning environments and ideals, this promotes good behaviour and individual learner
participation, fostering respect for themselves and others within a classroom situation. I
strive to be an innovative and creative individual who is constantly assessing my teaching
practices and development. To foster the passion and willingness to strive for personal
success in each individual student is essential to becoming an outstanding educator.
Assess, record and report learner achievement on a regular basis or as
required by the College.
Providing positive and constructive feedback on student assessment and learning is crucial
to effective learning. During both practicums I undertook a considerable amount of marking
and drafting, especially in English, Legal Studies, History and drafting Year 11 Research
Project evaluations and outcomes. This range of marking from years 8 to 11 allowed for me to
assess student learning using rubrics I created myself modelled from the ACARA and SACE
assessment capabilities. I gave extensive positive and constructive written and verbal
feedback to students, especially through working on Legal Studies investigative report drafts.
This feedback was conducted during recess, lunch or organised after school meetings. Both
placements gave me the opportunity to report learner achievement to parent and students
through Learning Conversation evenings. My placement at Pulteney gave me the chance to
determine grade reports for my year 11 English class. Becoming an educator who is able to
create positive and supportive learning environments and knowing the students and how
they learn promotes student involvement in feedback and learner achievement.

3. Professional Engagement
Engaging in professional learning
Engaging in constant personal development in the form of updating content knowledge,
attending personal development courses provided through curriculum area associations and
involvement in learning about how to incorporate ICT into the classroom is vital to effective
teaching. I have completed the 2014 Responding to Abuse and Neglect course and will be
completing the BELS first aid course in December 2014. My experience at Pulteney
Grammar School in 2014 has given me vital experience working with IPads in the classroom
as Pulteney is a Mac school that has a strong focus on integrating ICT tools into the
classroom. I experimented with different teaching methods on both practicums, using ICT
tools such as Prezi to create varied content, Edmodo to share resources and information
with students and parents and many other varied Mac applications to aid learning. The Stage
1 English class I took at Pulteney created five minute presentations using their Ipad to
research, record and edit their presentations. This experience was highly successful as
students were able to use a range of applications to create fantastic and learner driven
presentations.

Engaging professionally with colleagues, parent/carers and the

community

Engaging professionally with students, parents, caregivers, colleagues and the wider
community is essential to fostering professional relationships and collaborating effectively
with students and their family. Nazareth Catholic College and Pulteney Grammar both have
a strong community focus. I participated in Learning Conversations with parents whilst on
both practicums, which greatly aided my understanding of each my students academic and
social progress. I also participated in a wide range of extracurricular activities such as a Year
12 English excursion and the Year 11 and 12 drama production at Nazareth. Whilst at
Pulteney Grammar I participated in their weekly Rungie soccer cup, the Year 11 2014
Musical Pirates of Penzance, that spanned over 5 weeks, after school and lunch duty, and
community staff meetings and curriculum meetings which allowed me to work alongside
many different teachers and students in a variety of atmospheres. During my time at
Nazareth and Pulteney, I built strong working relationships with my mentor teachers and my
students. My extensive experience in customer service and management has taught me
invaluable personable skills and has fostered and maintained strong positive and working
relationships. Maintaining positive and effective relationships is crucial to a successful
workplace and community, to ensure everyone feels they can participate openly in the
learning process.