Jade

Hazlett
16 Bayview Street, Williamstown, VIC, 3016
M: 0402 455 752
jadehazlett@gmail.com

Professional Teaching Portfolio: http://jadehazlett.weebly.com

Teaching Objective
I am an enthusiastic, dedicated and passionate graduate teacher who is driven to engage and stimulate students
and collaborate with colleagues to create a positive and encouraging educational environment. My key
interpersonal characteristics are being approachable, friendly, reliable and supportive. These qualities enable me to
create and build meaningful relationships with students, parents, families and colleagues. I aim to use my
knowledge and skills to be an essential part of a school community that provides supportive, collaborative
education. I am constantly reflecting upon my practice in order to improve my knowledge, skills and understanding
and provide students with a high quality education experience. I hope to be a part of a school environment that
gives me the opportunity to reflect and evaluate my pedagogy. I am committed to improving student learning to
help them frame a positive future.

Qualifications
Victoria University, Footscray

2013-Current

Bachelor of Education (P-12)

National First Aid

April, 2016

Level 2 First Aid

Anaphylaxis Management
CPR

Practical Teaching Experience

Edithvale Primary School, Edithvale (2016)
Completed 50 days in a Foundation classroom
Sale College, Guthridge 7-9 Campus, Sale (2015)
Completed 40 days in a Year 8 English and Humanities, Drama and Physical Education classroom
Stevensville Primary School, St. Albans (2015)
Completed 5 days in a Grade 3/4 Composite Physical Education setting
Altona North Primary School, Altona North (2014)
Completed 40 days in a Grade 3/4 Composite classroom
Completed 6 days Footy in Schools program
Ascot Vale West Primary School, Ascot Vale (2014)
Completed 3 days in a Grade 2/3 Composite Physical Education setting
Carlton Gardens Primary School, Carlton (2013)
Completed 10 days in a Grade 5/6 Composite classroom
Wembley Primary School, Yarraville (2013)
Completed 10 days in a Grade 1 classroom
Jade Hazlett

Relevant Employment History

St. Kevins Out of Hours School Care, Ormond

March, 2013 Current

Senior Coordinator
Before and After School Care Program

My responsibilities include: Planning and implementing programs that are relevant for the OHSC
standards, supervising and coordinating the day-to-day running of the program, supervising staff and
children, ordering food on a weekly basis, ordering materials when required, providing safe and enjoyable
environments for children, food safety responsibilities, facilitation at meetings, communicating with
parents, building on management and organizational skills, building relationships with the children and
their families and developing techniques relevant for classroom management.

School Holiday Program

Coordinating the School Holiday Program, my responsibilities include: All duties of Before and After School
Program plus Planning and implementing programs that are relevant for the OHSC standards, booking
excursions, completing risk assessments, updating and maintain company website, making and collecting
excursion permission slips, communicating with parents, completing staff roster, complying to ratio laws
and planning fun and engaging activities for the children.

Professional Registrations and Memberships

Victorian Drivers License

Working With Children Check

Victorian Institute of Teaching Registration (results pending)

Professional Development

Victorian Curriculum workshop (2016)

Dyslexia Support Services workshop with Karen Starkiss (2016)

Curiosity: Questions to probe student's knowledge workshop with John Munro (2016)

Classroom Dynamics workshop with Glen Pearsall (2016)

Behaviour Management workshop with Glen Pearsall (2016)

Digital rights and digital wrongs online workshop (2016)

Teachers, Technology and the Law online workshop (2016)

Beginning Teaching seminar (2016)

Cyber smart seminar (2016)

Referees
Jaime Rohan
Classroom Teacher
Edithvale Primary School
Tel: 0449 768 493
rohan.jaime.j@edumail.vic.gov.au
Jaime can account for my ability as
a classroom teacher; including
lesson planning, collaborative work
ethic, classroom management and
building positive relationships with
students and their families.

Jade Hazlett

Andrew Schneider
Assistant Principal
Edithvale Primary School
Tel: 0408 098 355
schneider.andrew.c@edumail.v
ic.gov.au
Andrew can vouch for my
eagerness to involve myself in as
many aspects of the school
community as possible.

Cathe Ross
Director
St Kevins
Out of Hours School Care
Tel: 0403 151 941
cross@skormond.catholic.edu.au
Cathe can account for my
capability as an employee;
including communication with
parent/ families, professional
nature and leadership skills.

SC1
Demonstrated understanding of initiatives in student learning including the Standards, the Principles of
Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum
programs consistent with their intent.

Throughout the four years of my practical teaching experience, I have planned lessons and developed units
according to current and appropriate frameworks, while embedding the Principles of Learning and Teaching (PoLT)
into my teaching practice. The lesson and unit plans I have created show clear links to the Victorian Curriculum, a
variety of learning activities as well as reflections and assessments before, during and after each lesson and unit.

I believe that creating a supportive and positive classroom environment, where students feel a strong sense of
belonging, is crucial to student engagement and achievement. I am able to develop this through building strong
relationships with my students. I find ways to incorporate students needs and interests into the classroom. In
order to develop lifelong learners, I encourage students to think critically and reflect on their own learning.

Principles of Learning and Teaching P-12 (PoLT)

Incorporating the Principles of Learning and Teaching (PoLT) into my classroom has assisted in developing and
refining my teaching. As an educator I aim to build relationships with each student that encourages their individual
learning style. I have used PoLT as a guide to develop my learning environment by:

Developing strong, positive relationships with students by having regular discussions with the students,
reflecting on their interests, backgrounds and learning styles.
Providing students with opportunities for success in their learning by setting achievable goals and
scaffolding their learning. Giving students the opportunity to be a part of the goal setting process
encourages them to take responsibility to reach and achieve each goal.
Ensuring a range of differentiated activities is provided to cater for each students ability and needs, whilst
adapting lessons to suit their needs and differentiated learning expectations. This was achieved during
literacy and numeracy lessons, where students were sorted into groups according to their reading and
comprehension level.
Throughout each lesson, facilitating open-ended discussions and questions to encourage students to use
higher order thinking. This can occur during the session to ensure students are on the right track, as well as
at the conclusion of the lesson.
Setting up a collaborative learning environment where students have the flexibility to learn, engage and
work with others, making them feel like a valued member of the classroom.
AusVELS and Victorian Curriculum

Throughout my time at university and practical teaching experience, I have observed and referred to AusVELS and
now the Victorian Curriculum whilst developing lessons for teaching and assessment purposes. During my time at
Edithvale Primary School, I attended a Victorian Curriculum workshop. This workshop has given me the
opportunity to gain a comprehensive understanding of the changes and new frameworks commencing January
2017. I have demonstrated an understanding of the Victorian Curriculum in the following ways:

When planning and implementing lessons I align the unit outcomes with the curriculum and continue to
monitor and assess the students learning against these outcomes. This allows me to develop lesson
sequences that scaffold students learning to build on prior knowledge and increase learning and ensures
the unit continues to stay relevant.
I clearly display and discuss the learning intention and success criteria for each lesson. By doing this, the
students have a clear understanding of what they are learning and what they will gain from the lesson. I
continue to refer to the learning intention and success criteria throughout the lesson, which helps engage
and motivate students.
Continuously record a range of students assessment results, through anecdotal notes, work samples and
formal tests that allows me to support or extend students work.



Jade Hazlett

Assessment

As assessment is vital in student learning it should be an ongoing and purposeful process. Effective assessment
requires a broad range of methods that can be used to inform teaching and develop student learning. Some of
the ways I have been able to assess student learning is:

Observations of student learning, checklists, questioning to encourage deeper thinking, formal assessment
such as Fountas and Pinnell, student reflections, self and peer assessment opportunities to give students
ownership of their learning.
At Edithvale Primary School I produced a unit aimed at a support maths group with the aim that each
student could successfully count, order and write numbers 1-10. I assessed the students using a pre and
post-test. By conducting the pre-test I was able to identify the students prior knowledge and focus on the
relevant areas. Throughout the unit I observed, asked questions and documented progress. This allowed
me to understand the misconceptions that students had and gave me a focus area. The post-test showed
the growth that the students experienced based on the lessons and activities that they undertook.

Jade Hazlett

SC2
Demonstrated understanding of how students learn and effective classroom teaching strategies and the
capacity to work with colleagues to continually improve teaching and learning.

A crucial part of being an educator is having the ability to accommodate for all individual learning styles and ability
levels within the classroom. I believe that to be a quality teacher, it is essential that I possess the skills to identify
and address the students different learning styles and so I can understand how they learn. Each student brings
their own individual, yet equally important characteristics into the classroom. In order to have a successful
classroom environment I must incorporate their individual interests, skills, knowledge and personal experiences into
my teaching via stimulating and engaging activities to encourage students to strive towards their full potential.

As a pre service teacher, I have had the opportunity to witness multiple different teaching strategies and styles. I
have observed each mentor and team members approaches to teaching, discovered what teaching strategies align
with my teaching philosophy and adapted these approaches to teaching to suit my own individuality, ensuring that
they align with the needs of my students. Along with observing on my practical experience, I attended Classroom
Dynamics and Behaviour Management workshops. These workshops introduced me to effective strategies and
tools in classroom management that I have successfully taken into my classroom and job as Senior Coordinator at
St. Kevins Out of Hours School Care.

Through all my placements I was able to demonstrate my understanding of my students learning needs by
differentiating my classroom and lessons and catering my lessons to suit all students. During numeracy lessons, I
staged open-ended questions, allowing students to work with my support at their own pace and skill level, whilst
achieving the same learning outcomes. This strategy caters to higher achieving students as well as the students
who are struggling with the concept. Another teaching strategy I have continually demonstrated is the use of ICT as
st
a learning tool. In the 21 century students are known as digital natives as they are brought up in the era of digital
technology. I believe it is an important skill for students to use ICT effectively and confidently. ICT can be used as an
engaging tool whilst also catering for visual and stimulus learners. I have used ICT during literacy and numeracy
sessions by using iPads, netbooks and the interactive whiteboard. An example of when I have used ICT in the
classroom is during rotations in English groups. The students use apps on the iPad to Listen to Reading as one of
the Daily 5 strategies. I also use ICT to provide brain breaks for students when required.

A crucial attribute in the teaching profession is being able to work with colleagues to continually improve teaching
and learning. I thrive being a part of a supportive, collaborative team environment. During my time at Edithvale
Primary School, I have actively worked within the Foundation team, as well as being an active member of the whole
school team. The rich experience of being a valued member of their team reassured me of the importance of
maintaining this skill. I have demonstrated this by:

Attending Professional Learning Team (PLT) meetings, where I contributed my own ideas as well as working
collaboratively within the team of teachers.
Attending all Professional Development sessions provided to increase my pedagogical knowledge; Including
Dyslexia, Victorian Curriculum, English, ICT and Maths.
Seeking and applying constructive feedback from colleagues in order to improve my teaching and the
learning experiences of the students.
Sharing resources to ensure all students have the same rich learning experience.
Conversing with staff members, to discuss planning and behaviour management strategies.
Monitoring my own progress and teaching strategies through assessing and reflecting on the outcomes and
discussing my classroom practices with colleagues.
As an employee at St. Kevins Out of Hours School Care, I have become a valued member of our team. I have reliably
worked cooperatively within our small team of staff and committee members. I have demonstrated this by:

Attending all staff and committee meetings.
Working collaboratively within the team.
Attending Professional Development to increase my pedagogical and professional knowledge.
Conversing with other staff members to discuss planning strategies, behaviour management and the use of
a range of resources.
Planning effective and engaging sessions.
Applying sensitivity to the values and beliefs of others, including students, staff and the community.
Jade Hazlett

SC3
Demonstrated capacity to monitor and assess student learning data and to use this data to inform
teaching for improved student learning.


Assessment and Reporting of student learning is an essential part of being a successful educator. The key functions
of assessment and reporting are to inform teaching and develop students learning. In order for student learning
outcomes to improve, we must ensure that formal and informal assessment strategies are used. Assessment allows
teachers to obtain information on where their students are in terms of curriculum levels, which provides teachers
the opportunity to tweak lessons and reflect on students needs. Assessment is also a key tool when reflecting with
and informing parents and the school community of their childs progress.

Throughout my practice, I have proven that I possess the skills to implement effective assessment strategies and
look forward to refining my practices throughout my future teaching career, within your school community. The
following examples demonstrates how I have successfully employed a variety of assessment strategies to collect
student data in order to improve student learning:

Assessment FOR learning (formative assessment) is discovered through talking and discussion:

At the start of every unit I conduct a pre-test. The data collected from this, allows me to gauge students
prior knowledge, giving me determined focus areas. An example of this is in a clock unit with Foundation
students. I was able to conclude that the students had very limited knowledge about clock functions and
gave me a clear starting point.
I conduct class discussions at the beginning, middle and end of each unit. This strategy helps me assess
students continued understanding of a topic. In a literacy session it allowed me to send the students who
had a complete understanding to start the activity, and gave me the opportunity to focus on the students
who needed extra help.
Assessment AS Learning (formative assessment) allows students to reflect on their own learning progress and focus
on their own learning:

Throughout each lesson I ask probing questions of students. This helped me monitor how each child was
developing their knowledge and skill set in the subject we were working on.
During my placement at Sale College, each session was concluded with self-reflection. I asked different
questions, such as What did I do today? Who did I work with today? How did it go? which allowed the
students to not only reflect on their educational performance but their behaviour and decision process.
Assessment OF Learning (summative assessment) occurs when teachers use the students work as evidence to see if
they have reached their goals and the curriculum standards:

I have conducted post-tests in numeracy and literacy that were designed to let students demonstrate what
they had learnt. In a numeracy unit my post-test showed me that the students could confidently count,
order and write numbers 1-10 which allowed me to move onto the next stage of the curriculum.
During my practicums I continuously provide feedback, written and verbal, to each student to give him or
her validation that they are on the right track and/or guide them so they achieve the best possible
outcome.
I competed multiple Fountas and Pinnell running records in Foundation at Edithvale Primary School. This
helped place students in groups of their level for English groups, as well as helping for reports. This
process can also relate to assessment for learning as if no progress is being made or the goal is not being
reached, that is when the discussion occurs and new goals are set.

Jade Hazlett

SC4
Demonstrated high level written and verbal communication skills and high level interpersonal skills
including a capacity to develop constructive relationships with students, parents and other staff.


Effective communication skills are essential for teachers; every aspect of the teaching profession involves and is
dependent upon communication. It is vital to be able to communicate effectively with students, parents and
colleagues. Building positive and trusting relationships with students, parents and colleagues enable me as a
teacher to develop and maintain rapport, convey expectations, engage in professional and reflective discussions
working collaboratively to achieve the best outcome for my students.

My various placements during my four years at University and my job as Senior Coordinator at St. Kevins Out of
Hours School Care have provided me with the opportunity to develop and enhance my written and verbal
communication and interpersonal skills. I have developed and maintained excellent rapport with students and their
families by building strong relationships with them. I pride myself on being a friendly and approachable person,
which is evident by the strong relationships I have formed with colleagues, students and families.

During my time at St. Kevins Out of Hours School Care I have demonstrated high-level written and verbal
communication and interpersonal skills by:

Making myself approachable to students, families and staff.
Making strong personal connections with students who attend OHSC, as well as those I see regularly in the
playground. I do this by remembering small facts about them and asking them something different, about
that topic, every time I see them.
Installing trust within the community.
Communicated with parents via email, phone and face to face. This communication happens on a day-to-
day basis and can be in an official or casual manner.
Having difficult discussion with parents via email and face to face regarding child behaviour.
Daily informal conversations with parents to create connections.
Showing interest in their lives by remembering and associating key facts about families.
During my time on placements I have demonstrated high-level written and verbal communication and interpersonal
skills by:

Undertaking placement at multiple schools, where I have met and worked with many different people and
teams.
Sharing my knowledge and thoughts with my colleagues throughout my studies and practice.
Being a positive role model to students by displaying the same behaviour expected of them.
Accepting, embracing and respecting everyones differences.
Taking the time to consider each students knowledge, backgrounds and beliefs by getting to know each
student and their families.
Always using positive language, reinforcement and acceptance.
Taking in a contributing to feedback sessions between my mentor and myself.
Lesson planning, making sure it is clear and thorough plan which includes learning intentions, success
criteria and that allows for differentiation catering to a range of abilities.
Written feedback to students ensuring that it is always concise, honest and forward-looking based on next
steps for future learning.

Strong evidence of my success in this area occurred on my final day of placement at Edithvale Primary School. I
received large amounts of recognition by way of gifts, cards and well wishes from students, their families, my
colleagues and the school community. Having parents thank me for the time and effort I put into the relationship
with their child and family reassured me that my communication and interpersonal skills are at a high level. I look
forward to refining my skills throughout my career, within your school community, by continuing to work
collaboratively and build and maintain strong relationships.

Jade Hazlett

SC5
Demonstrated commitment and capacity to actively contribute to a broad range of school activities and
a capacity to reflect on, evaluate and improve professional knowledge and practice.


I believe that an important characteristic of a successful teacher is their willingness to contribute to all aspects of
school life. The opportunity to participate in a range of school and extra-curricular activities has allowed me to
continue to develop my skills and expertise to ensure I am the best teacher I can be. By actively contributing to
extra-curricular activities I can demonstrate and promote a sense of belonging and engagement as well as offering
unique learning experiences to students.

While on placement I was eager to involve myself in as many aspects of the school community as possible. I have
contributed to a broad range of extra-curricular programs. Some of these include:

Volunteered days in the classroom outside of my required placement dates.
Attending an assisted on school excursions including Moonlit Sanctuary Wildlife Conservation Park, Footy
in School competition at Whiten Oval and a visit to a local kinder garden.
Attended and assisted in School Open Nights (2 schools).
Attended and assisted at school sporting events including Interschool sports, Cross Country event, Athletics
Carnival.
Attended and assisted in on all special days at Edithvale Primary School including 100 Days of School,
French Cultural Day.
Assisted in the set up and attended Edithvale Primary Schools Art Show.
Contributed in writing script, organising costumes, rehearsing and filming class movie for Edithvale Primary
Schools Movie night.
Assisted in Bike Education sessions at Altona North Primary School.
Conducted 'PMP' sessions at Edithvale Primary School.
Supported School Fundraisers including sport day raising money for Maddy Riewoldts Vision.
Attended and assisted in 2017 Foundation Transition Program.
Facilitated the Footy in Schools Program in association with the Western Bulldogs Football Club.
Created and supervised Science Club at Sale College.

As a teacher I am committed to further developing my skills and expertise through professional learning. I have
actively sought and attended professional learning sessions throughout my four years of study to ensure I am up to
date on all content and have above expectation skills. I acknowledge that as a teacher I am also committed to my
own lifelong learning. I have demonstrated my commitment to ongoing professional learning by attending
professional learning seminars and days to improve my practice and knowledge by:

Participated in staff observations and feedback sessions at Edithvale Primary School.
Attended Parent Teacher Interviews.
Undertaking professional reading.

Attending planning days and using my knowledge of Victorian Curriculum to contribute to term planners.
Reflecting on my day to day teaching by keeping notes and engaging in professional discussions with my
mentor teachers whilst on teaching placement.
Contributing to staff meetings on current developments to the curriculum and student reporting.
Observing and seeking feedback from experienced teachers.
Attending University lectures and guest speaker seminars.
Asking students for feedback on lessons.
Changing my practice according to feedback, reflection and student needs.

As I commence my teaching career, I am excited to become a part of your school community. I strive to be a valued
member of your team. I aim to continue to learn and develop my professional knowledge and practice through PLTs
and staff professional learning activities. I hope to bring my passion and enthusiasm to all areas of your school
community.

Jade Hazlett