My Teaching Experiences
This page is designed to let you know a little about myself, and my current direction in my career as a practicing teacher.
I am currently a teacher with permanency and full TRB registration in my ninth year of teaching, which currently sees me working in an urban Education Support High School, within a mainstream High School environment. At the moment I am teaching Year 9, 10 and 12 students, including assisting my Year 12 students to reach their graduation, and to make connections that will see them well placed in their first years beyond high school. Over the past two years I have also been involved with several other schools in a relief capacity, as I seek to establish work closer to home, and to support my own children's transition to adult life. Along the road I have gained substantial experience with supportive structures such as NDIS, youth employment options and have participated in charity based volunteering.
From 2016-2021 I worked full time in education support roles at two other urban high schools, one of these in an integrated High School setting, the other specialising as a school for special needs students requiring significant support and medical care. These years were filled with opportunities for me to grow my capabilities and to genuinely contribute to the lives of many often vulnerable students and their families. Some of my roles included running the 'Revamp Bike Program', where students rebuilt old bikes to near new and got to keep them, running a local forest program (CALM) to reengage some the schools most challenging students, and working as a class teacher for many year levels. I was also engaged to introduce mindfulness to the school and staff, as I have much personal experience with meditation. These roles required me to be highly adaptable and resilient, yet my success especially with our students with greater needs has been extremely rewarding.
My work in 2015 comprised of a range of relief teaching and temporary contract classes. I regularly taught at a number of different urban primary schools, which included significant work in early childhood, working with a science specialist, and teaching within other more senior classes. I also commenced relief teaching at high school during this time, worked in adult vocational education as a student support officer and tutored a year 10 high school student in chemistry. The diverse nature of this work provided me with invaluable year level and classroom management experience.
Throughout 2014 I taught a mix of year 6/7, year 6 and year 7 classes at an urban primary school full time. This included teaching a year 7 science class, within a collaborative team of four science classes. I completed the SWITCH transition program during this time, which enables me to teach science to secondary students.
As a mature age educator, I also bring a significant level of experience to my teaching from my previous professions. I have ten years of environmental science experience from various roles within state government and the mining industry, a Bachelor of Science in Environmental Science, and four years of experience within the computing sector.
I provide further information under the 'Proficient Teacher Portfolio' heading to explore my growth as an educator, with reference to the AITSL Standards at the Proficient level, with evidence. This work has allowed me to reflect on my teaching experiences, and to achieve full teaching registration.
I am currently a teacher with permanency and full TRB registration in my ninth year of teaching, which currently sees me working in an urban Education Support High School, within a mainstream High School environment. At the moment I am teaching Year 9, 10 and 12 students, including assisting my Year 12 students to reach their graduation, and to make connections that will see them well placed in their first years beyond high school. Over the past two years I have also been involved with several other schools in a relief capacity, as I seek to establish work closer to home, and to support my own children's transition to adult life. Along the road I have gained substantial experience with supportive structures such as NDIS, youth employment options and have participated in charity based volunteering.
From 2016-2021 I worked full time in education support roles at two other urban high schools, one of these in an integrated High School setting, the other specialising as a school for special needs students requiring significant support and medical care. These years were filled with opportunities for me to grow my capabilities and to genuinely contribute to the lives of many often vulnerable students and their families. Some of my roles included running the 'Revamp Bike Program', where students rebuilt old bikes to near new and got to keep them, running a local forest program (CALM) to reengage some the schools most challenging students, and working as a class teacher for many year levels. I was also engaged to introduce mindfulness to the school and staff, as I have much personal experience with meditation. These roles required me to be highly adaptable and resilient, yet my success especially with our students with greater needs has been extremely rewarding.
My work in 2015 comprised of a range of relief teaching and temporary contract classes. I regularly taught at a number of different urban primary schools, which included significant work in early childhood, working with a science specialist, and teaching within other more senior classes. I also commenced relief teaching at high school during this time, worked in adult vocational education as a student support officer and tutored a year 10 high school student in chemistry. The diverse nature of this work provided me with invaluable year level and classroom management experience.
Throughout 2014 I taught a mix of year 6/7, year 6 and year 7 classes at an urban primary school full time. This included teaching a year 7 science class, within a collaborative team of four science classes. I completed the SWITCH transition program during this time, which enables me to teach science to secondary students.
As a mature age educator, I also bring a significant level of experience to my teaching from my previous professions. I have ten years of environmental science experience from various roles within state government and the mining industry, a Bachelor of Science in Environmental Science, and four years of experience within the computing sector.
I provide further information under the 'Proficient Teacher Portfolio' heading to explore my growth as an educator, with reference to the AITSL Standards at the Proficient level, with evidence. This work has allowed me to reflect on my teaching experiences, and to achieve full teaching registration.