EXPERIENCE
PETER AUSTERLEY SEYMOUR
Nationality: Australian
Religion: Christian
Marital Status: Married to Leanne; two
children:
Pierce Austerley- 24 years;
Lara Elysia- 22 years
Teacher Registration: 570415 current
until 31st January 2021.
Employment Status: 0.8 contract-Term 3,
2019.
2 x 50 hour Contracts as a University
Supervisor with UniSA.
Regular TRT work with Seymour College
as T.R.T.
Current Employer: UniSA; DECS;
Seymour College.
E-Mail
pseymour57@gmail.com
pseymour@seymour.sa.edu.au
peter.seymour@unisa.edu.au
peter.seymour993@schools.sa.edu.au
Mob: 0417 88 2191
LINKEDIN.COM/IN/PETER-SEYMOUR-
656869128
WESITE
PSEYMOUR57@WEEBLY.COM
JOB TITLE/COMPANY
1987: Muirden Matriculation College, Adelaide.
1998-1988: St. Mark’s College, Port Pirie. SA. Humanities Coordinator 1989-
1995; English Coordinator 1997/8.
1999- 2015: Rostrevor College, Woodforde. S. A.
1999-2004-Head of English/ Language.
2016: Meridian School, The exclusive Plymouth Brethren.
Aberfoyle Park , S.A.
2017: Seymour College, Glen Osmond, Adelaide. S.A.
2018: Prescott College Southern, Morphett Vale. S.A.
2019: UNI SA-Casual Supervisor of Pre-Service teachers; DECS Contract-0.8-
8-11 English The Heights, Modbury; TRT work @ Seymour College, Glen
Osmond, Adelaide. S.A.
Significant student achievements under my tutelage
 Numerous Merit winners in English Studies; English Communications;
Modern History; Legal Studies; Research project. Two A+ students RPB
in 2017.
 Tennyson Medalist for English Studies in Year 2000.
PROFESSIONAL QUALIFICATIONS
1983-1986: Bachelor of Arts: Majors in English, History and Sociology
1987: Diploma of Education in Secondary Teaching
English/History. Flinders University. S.
2003: Masters of Educational Studies, Adelaide University (Major Project
ICT) Graduated August, 2003.
VOLUNTEER WORK.
I recently engaged in a philanthropic mission to Nepal. Under the
leadership of Joan O’Connor, our twelve-person team delivered 54
re-conditioned I-pads and twelve laptops to HRV schools in Nepal.
 OBJECTIVES X THREE

To demonstrate my high degree of

pedagogical skills in the art of English
and History teaching.
To highlight my innate value to any
educational organization.
To emphasize my I.T. skills and my
ability to seamlessly integrate digital
skills in the 21st Century classroom.

SKILLS

I believe that all students under my

tutelage are able to develop skills
and levels: Twelve months
noticeable development in twelve
months.

PROFESSIONAL DEVELOPMENT
 Masters Major Project- ICT- 40,000 word paper on the
incorporation of ICT, English Faculty web-resources and “Think
wave Educator” critique
 Masters papers on “Masculinity” and the history of Independent
Schools; special socio-historical analysis on key Adelaide schools:
Accredited at distinction level, Adelaide University, 2000.
 Masters paper on the psychology of reading: focus on boys and
Reading, 1999.
 Basic Casualty care and First-Aid 2009; Fire up-date 2009.
 Andrew Fuller on the “Psychology of Boy’s Education”- 2011
 “Child Protection Curriculum”- 2nd September 2011.
 Mandatory Reporting up-date 15/7/14
 Police check-Jan. 2012.
 St. John’s First Aid update June 2012.
 Inclusive Education Professional development with a “Gifted &
Talented” workshop- 7th September 2012.
• Disability Standards for Senior school teachers- e-learning course-

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18/2/14.
• In-service on principles of the “good teacher”- 4th August 2014.
• Mentoring and class observation sessions- July 2013 to August 2014.
• Professional evaluation assessment meeting as part of whole staff commitment to professional standards,
August 2014.
• Mentoring my daughter in Year 12 English Communications and Research project -Evaluation.
• Basic Casualty care and First-Aid 2015
• “Differentiation” Workshop and training: 20 hours, April, 2015.
• “Dealing with Challenging Parents”-I.E.U.- Tuesday 19th May 2015.
• History Teachers’ Association in-service-12/2/16
• “Thinking Cultures”-Simon Brooks-Harvard University- three seven-hour workshops-6/6/16; 5/8/16; 9/9/16.
• NOTE: SEE Teachers Registration Board pdf. Record- 61.5 hours of Professional development for 2015 -2017.
• Pineapple Professional Development day @ Seymour College: Workshops on critical thinking; curriculum design-7 hours-
13th April 2007.
• Professional Development day @ Seymour College- start of Term 3- “New Teaching for new times”.-Professor Erica
McWilliam 3 hours-24th July 2017.
• SAETA English Conference, Wilderness School, Term 1, 2018.
• CASA Adventist Professional development on Restorative Justice- six hours- start Term 2, 2018.
• First Aid-HLTAID001-004-Certificate-CR38272-Trainer: Allan C. Bartlett- 13th November, 2018.
• Problem-based-Learning and Project-Based Learning-29th November, 2018.
• Responding to Abuse & neglect- Mandatory Reporting Certificate-16/11/18- Valid until-31/12/21.
• Work Health and Safety-Certificate of Compliance-31st October, 2019.

PROFESSIONAL REFEREES
MS. RUTH MASSIE

HEAD OF SENIOR SCHOOL/ACTING DEPUTY PRINCIPAL

SEYMOUR COLLEGE,

GLEN OSMOND.

PHONE: (08) 8303 9022

MOB: 0418845435
E-MAIL: RMASSIE@SEYMOUR.SA.EDU.AU
MS. BERNADICA ( BERNIE ) BAKOTA
ARTS COORDINATOR
PRESCOTT SOUTHERN COLLEGE,
MORPHETT VALE.
PHONE: 8381 4290

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 MOB: 0437999366
E-MAIL: BERNIEBAKOTA @PRESCOTTSOUTHERN .SA.EDU.AU
MS. DIMI GALANTOMOS
MIDDLE SCHOOL ENGLISH
PRESCOTT SOUTHERN COLLEGE,
MORPHETT VALE.
PHONE: 8381 4290
MOB: 0411145359
E-MAIL: DIMIGALANTOMOS @PRESCOTTSOUTHERN .SA.EDU.AU

PERSONAL STATEMENT
As a teacher, it is my vision to create a learning environment that nurtures, fosters, and inspires a quest. The quest is
often a troubling and disturbing one. The educator seeks to take his students on a journey. This journey traverses a ‘road’
that “needs wear”; my pedagogy inspires students to think and to take excursions in lateral thinking. Today, students
need to build resilience in their educational endeavours.
I am a committed, positive professional and I believe that I teach not only subjects but, also, a culture. In this strife-torn
world, the educator must strive to present the student with ‘models’ of relevance, inspiration and encouragement in their
lives. Students question those that they trust, for, they are searching for practices and ideals to emulate.
Integral to the nature of my teaching is the fundamental premise that I am teaching human beings. These human beings
deserve respect. I often attempt to evaluate my teaching from the perspective of “the neighbour principle”. I consciously
treat others as I would like to be treated. This principle flows into my interaction with my colleagues.
I would bring a knowledge-base that strives toward academic excellence for all students in the class-room of 2019 and
beyond. My 2018 exposure to SEQTA for all my English, P.L.P. and Research Project classes highlights my continued
commitment to ICT and my ability to facilitate learning for all students in my care. This enables all students within the
SEQTA network to access my invaluable resources from any position on the globe. Of course, this would be extremely
beneficial for International students and their families. In this digital age, I have Grammarly and SEQTA for all work
submissions and I provide valuable feedback on draft submissions with timely and effective digital feedback. In my 2016
contract position, I utilized the Western Australian Moodle network (an adjunct to the One School national and global
framework of which Meridian School is a member). In 2016, I taught Mount Gambier students via Video Classrooms and
this has further enhanced and honed my teaching skills. I am very competent at delivery of curriculum through
digital/remote-access teaching forums. This year, 2018, I have developed audio comment processing which significantly
enhances draft and final feedback for English and Research Project submissions. I became conversant with the DECS
Daymap system this year and I am currently utilizing the SOCS framework @ Seymour College this Term-3.
In 2016, I attended a series of professional development work-shops in thinking cultures and platforms to make thinking
visible in the class-room. With practice using a variety of learning/teaching protocols, my class-rooms have become a
lively, no-threat forum for the students and myself to celebrate thinking and learning. The See/Think/Wonder thinking
tool, “What makes you say that?” and 321 bridge certainly encourage me to view the 2018/19/20 class-rooms in a fresh,
re-vitalized manner.

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My teaching post at Prescott College Southern has exposed me to co-educational senior and middle school students from
‘challenging’ backgrounds. I have taught and report upon students with a range of levels on the National Curriculum and I
would bring this expertise within a SEQTA I.T. platform. In 2018, I taught ten young ladies only at Prescott Southern in
Year 12 English and these students achieved SACE level distinctions and credits only; an engaged and successful cohort!
Tantamount to my belief about learning is a positive philosophy in education, I recognize the different levels of ability in
any teaching classroom. In 2015, I engaged in an extensive three-day professional development in “Differentiation”. Again
in 2018, I have explored the challenge of different teaching levels; the professional development and application of
restorative justice strategies/praxis has also been a terrific educational exposure at Prescott Southern.
These skills have been further honed through my recent DECS contract in 8-11 English early in Term 3, 2019.
My most recent Professional Development was an AISSA initiative into Problem and Project based learning. The
presenters were from the Marist school in Parramatta, N.S.W. The intensive all-day workshops and tutorials explored
the ten-year journey at Marist College and the various positive dimensions of P.B.L.
My teaching practice seeks to inspire all levels of student ability from a contemporary, constructivist approach and a
positive psychology dimension. Integral to my pedagogy, the lynch-pin in recent years, so to speak, has been the lap-top
computer as a “tool” to enhance and enliven delivery of curriculum. I pride myself on my ability to reach students from all
walks of life and from all learning needs levels. Thus, my classrooms possess a high focus on ‘conferencing’, ‘negotiating’
and ‘scaffolding’ from the constructivist dimension for any 21st century learner. I always focus on the “can-do” because
we never say you “cannot”.
I would bring a passionate verve to the modern, collegial work environment. My extremely polished and articulate
communication skills, blended with a genuine and innate sense of humour, would be an invaluable asset to your
organization.