My teaching is grounded in a strong understanding of how students develop socially, intellectually, and emotionally. Having taught across Indonesia and Australia, I design lessons that reflect students’ linguistic and cultural backgrounds, creating inclusive environments where all learners can thrive (1.1, 1.3). I differentiate for ability and language proficiency (1.5), drawing on strategies from my background in ESL and my own experience supporting my son with numeracy learning needs. I am also committed to culturally responsive practice, integrating Aboriginal perspectives and histories into my teaching where contextually relevant (1.4).

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The work presented below is a section of our learning map that shows both collaborative and individual learning.  Our learning map is a place to provide visuals,   a record of new vocabulary and developing understanding as well as sentence starters.

I plan engaging, well-sequenced programs that promote high expectations and student agency (3.1–3.2). My IMYC coordination role required me to co-develop curriculum resources, mentor colleagues, and model effective inquiry-based teaching. I employ a wide range of teaching strategies—collaborative learning, cross-curricular integration, and project-based learning—to extend students’ critical and creative thinking (3.3). I select resources that support diverse learning styles and digital fluency (3.4). Regular reflection, assessment data, and feedback guide me in refining programs to ensure continuous improvement (3.6).

I design and implement a range of assessment strategies—diagnostic, formative, and summative—to track progress and adapt teaching (5.1). My feedback is timely, constructive, and goal-oriented, enabling students to take ownership of their learning (5.2). I engage in moderation activities and collaborative planning to ensure judgements are consistent and comparable (5.3). I analyse student data to identify strengths, address misconceptions, and adapt programs accordingly (5.4). I report clearly and respectfully to students and parents, maintaining accurate records and communicating progress effectively (5.5).

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As you can see in the image below I really try to praise my students' work and find their strengths and then give them something tangeable to work on,

I uphold high ethical standards and model professionalism in all contexts (7.1). I comply with school and system policies and encourage colleagues to do the same (7.2). I value strong partnerships with parents and carers, engaging them in discussions about their children’s progress and wellbeing (7.3). I contribute actively to professional communities, both within schools and internationally, strengthening practice through collaboration and shared expertise (7.4).

I bring extensive curriculum knowledge from working with the International Baccalaureate (IB), International Middle Years Curriculum (IMYC), and the Australian Curriculum. This enables me to plan programs that are concept-driven, inquiry-based, and aligned with assessment requirements (2.1, 2.3). My teaching draws explicit connections between literacy, numeracy, and disciplinary knowledge (2.5). I use ICT creatively to expand learning opportunities and to make content meaningful, for example through digital storytelling, collaborative platforms, and multimodal resources (2.6).

I establish inclusive, student-centred classrooms where collaboration and respect are central (4.1). My practice incorporates clear expectations, consistent routines, and positive behaviour management strategies to support engagement (4.2–4.3). I prioritise student wellbeing and safety, ensuring all activities meet policy and legislative requirements (4.4). I also promote the ethical and safe use of ICT, modelling responsible practices and teaching digital citizenship explicitly (4.5).

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Safe and supportive learning environments are very much connected to what is communicated in the classroom ( i.e. learning map) as well as by how we communicate and what we do. I am passionate about creating safe environments where  the students and I are learning together, negotiating our understanding.

I am committed to ongoing professional growth. I recently completed a Master of Education and practicums at Hedland Senior High School and Ballajura Community College, experiences which further developed my expertise in literacy, numeracy, and differentiated learning (6.1–6.2). I actively engage in professional networks, including contributing to curriculum design as an IMYC Coordinator and co-author of the Exit Point Guide (6.3). I apply my learning to practice, ensuring professional development directly impacts student outcomes (6.4).