Key Selection Criteria – James Lee KSC1 Demonstrated knowledge of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the ability to design curriculum programs consistent with their intent. I have used the VELS in my teaching. For example, I have taught lessons that integrate LOTE, English and Media Studies with ICT. My ICT lessons use software such as PowerPoint, Photoshop, Dreamweaver, Jing, and movie making software to produce multimedia that cater for the VELS visualising, creating and communicating dimensions in ICT. Students use these programs to create presentations, animations, websites, films and posters that communicate ideas and aid them in visualising and presenting information. My Media/English lessons use short film clips, movie posters and advertisements as resources that cater for the VELS creating, making, exploring, and responding dimensions in Media Studies. Students use these resources to explore and respond to ideas about representation, genre, codes and conventions, advertising and audience, and create and make their own media products that demonstrate their understanding of these ideas. I use the six Principles of Learning and Teaching (PoLT) in my lessons: Principle 1 - The learning environment is supportive and productive: For example, I supported a VET Multimedia class in developing their product website by approaching each individually and making suggestions, asking them how they are going with the work, and assisting with/demonstrating knowledge gaps using my industry expertise as a web developer and programmer. Principle 2 - The learning environment promotes independence, interdependence and self-motivation: In a Stop Motion Animation project, I divided students into groups and assigned roles to each of them (director, cameraperson, modeller, etc). This was to give each responsibility in an area of the project, develop their team skills, and also to reflect real life situations. I made them present their finished animations to the rest of the class so they would feel pride and self-motivation to make a good interesting animation to show their peers. Principle 3 - Students needs, backgrounds, perspectives and interests are reflected in the learning program: In a class teaching how to do hotspots in a word document, I considered the ethnic makeup of the students (70% were Turkish). To engage them, I demonstrated how to make hotspots on a map of Turkey and surrounding countries, where clicking on the country takes you to another part of the document with information about that country. Even the problematic students enjoyed drawing their hotspot around their own country and producing some information about it. Principle 4 - Students are challenged and supported to develop deeper levels of thinking and application: In a web design class, I asked students for input of what website to make in front of them (it was part of a “Ready Steady Cook” style demonstration where I bet the students I could make a complete website in 20 minutes using what they should already know by then). I made intentional mistakes and questioned them as to why something didn’t work, and how to fix it (eg, filename conventions). They were surprised at the results. I then challenged them to do the same thing based on a topic of their choice. Most succeeded. Principle 5 - Assessment practices are an integral part of teaching and learning: In one of my lessons, I had students email their assignment to me (using their school email system and an email address I use solely for assessment, for privacy and security reasons). I then replied to each student and provided feedback, praise and suggestions for improvement, and students could reply to make comments or ask questions in an environment without the embarrassment or influence from peers. It helped me understand each student more clearly and made the learning experience more personalised and individualised. Most students were happy to receive direct but non-confrontational feedback and made them put more effort in all their work. Principle 6 - Learning connects strongly with communities and practice beyond the classroom: In a senior digital video unit of work, I divided students into groups at random to emphasise that in real life they don’t always get to choose who they work with. I then set the task of producing a multimedia film presentation on a country, culture or landmark of their choice, which could be shown in an imaginary tourist information centre. They were encouraged to film, with any equipment they had (eg video phones, camcorders), aspects of their chosen topic outside the school, and in their homes and local communities (eg; parents cooking a cultural dish, the local marketplace, etc). Some parents enjoyed being involved in their child’s work, from discussing culture to playing roles in their films. In the UK I helped design and develop an interactive engaging virtual learning environment (VLE) accessible in a collaboration of seven schools in the Bristol area called the Kingswood Partnership. This involved designing and developing a new curriculum, standards and initiatives consistent with the Government’s White Paper on radical Education reform in the UK, which focused on, individualised learning plans (ILPs), personalised student directed learning, and vocational learning. In Korea, I used the Berlitz method of teaching English to speakers of other languages. This involved Presentation, Practice, and Performance. For example, I would present a movie listing in a newspaper and ask students questions about what it was, and what information they could identify, demonstrating new vocabulary and assisting with fluency, grammar and structure as needed. I would then provide a short dialogue of two people discussing what movie to see for students to repeat and practice with each other, correcting pronunciation and assisting with vocabulary. Finally, students would perform their own version of the dialogue through role playing and using the movie listings as reference material. Evaluation and assessment of their role- play would follow, making corrections and short lessons on areas of weakness consistent in their performances. KSC2 Demonstrated an understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning. With the launch of the Ultranet due at the end of 2010, I have been involved in developing ICT skills in teachers, and assist them in brainstorming, developing materials, and lesson delivery using ICT and online resources. For example, helping a teacher learn and use blogs in her Photography class. I have also been involved in some early morning sessions we call “Breakfast Bytes” for teachers interested in learning things like how to use Photoshop, or tips on how to maintain and troubleshoot computers in the computer labs. Finally, I have shown several teachers on how to upload digital resources for class or homework on relevant areas of the school website that I developed using PHP and MYSQL. In my teaching I continually endeavour to understand how students think and learn to better engage and educated them. My methods of doing so involved developing rapport and respect from students, self-introspection on how I learnt as a student, discussions with other students during teaching rounds, and academic study through university. For example, during one of my rounds, students were being reluctant to create websites that link to their whole years multimedia work as an ePortfolio. Through discussions with them I realised that they found the work overwhelming, irrelevant, and frustrating because their work was not organised, spread in several folders and vaguely named. Many told me if they knew they were to make this ePortfolio earlier, they would have better organised their work. This has shown me that a better approach is to produce assignments in small manageable chunks, teach and enforce good file management skills and naming conventions early on (and demonstrate the consequences of not following them), and continuously inform and remind students of what work and skills is expected of them throughout the year. In my lessons I have developed teaching styles and strategies that cater for different learning styles and multiple intelligences, reducing reading material in favour of other mediums, verbal instructions, visual and hands-on demonstrations. For example, in a junior class on game programming using Game Maker Pro, I decided to use students as props to demonstrate the idea of sprites (clothing), sound (voice), object (the student), and scripts (student behaviour dictated by the class). Students were also given string and in groups, made to give instructions to one student on how to draw a particular shape using commands like “move forward 3 steps. Stop. Turn left 90 degrees”. This creative approach appealed to kinaesthetic, interpersonal and visual learners and made lessons more interesting and engaging. I am able to work collaboratively with colleagues to improve teaching and learning. In my teaching rounds I worked with my supervisors on lesson plans, units of work, curriculum modifications, issues and ideas for improvement, such as whether to restrict student access to media on the internet, setting up a small room for sound recording, and teaching new software that was free to download such as Blender 3D, Scratch and Debut Video Capture. In the Kingswood Partnership in the UK, I worked with teachers, students, parents and school administrators. With each group, I had to discuss, consult and plan management structures, design specifications, evaluation and modifications, data analysis, integration and consistency issues, lesson structures and formats, parental access, security, and assessment procedures. The result was a revised Extranet VLE system called StudyWiz that was demonstrated in the BETT and CEBIT Trade shows in Britain and Europe, and established a partnership with Apple Computers (see http://www.apple.com/education/it/instructionalmanagement.html for details). I implement E5 strategies in my classroom lessons. This involves: Engaging students with initial discussion on general topics of interest, followed by relevant interesting appropriate lesson content and activities. Explore through effective open and closed questioning, dialogue, raising theories, handling and experimentation. Explain through scaffolding and developing understanding from prior learning, imaginative story telling, discussion, experiences and results from experiments. Elaborate through use of hypotheticals, paraphrasing content, critical thinking, and further experimentation and application. Evaluate by reflecting on my own lesson and assessing results, evidence and demonstration of student learning, and student transformation. KSC3 Demonstrated a capacity to monitor and assess student-learning data and to use this data to inform teaching for improved student learning. While working for Berlitz International, I used the assessment rubrics needed to assess new students English proficiency levels (1 being beginner, to 10 being native speaker proficiency), checking off and commenting on which areas to focus attention to for each student (grammar, fluency, structure, function, vocabulary, etc). I also determined if students had developed enough proficiency throughout their study to progress to the next level using level tests. These level tests consisted of a written multiple-choice/short-answer test, and an oral test. I utilise Blooms Taxonomy to continually test and assess knowledge throughout my lessons. For example, in my teaching rounds, while demonstrating new skills, I would often ask students how to do a particular task they had already learnt (remember), what I might choose to do next (analyse, evaluate), make purposeful mistakes and have them predict the outcome and solution (understand, analyse), and then have them replicate what I had demonstrated (create). One of my assessment strategies is to have students email their assignment to me (or use a VLE) so that I can provide feedback, praise and suggestions for improvement, and students could reply to make comments or ask questions in an environment without the embarrassment or influence from peers. This allows me to monitor and assess their learning, develop rapport, and improve future lessons based on their feedback. I also discuss with students in person, email or MSN on what they would like to learn, and how they would like to learn it in order to improve engagement and a chance for students to play a more proactive role in their learning, and to ensure they are developing skills they need or want to learn and improve. In the Kingswood Partnership I was involved in running pilot classes that utilised the VLE under development as part of the Partnership collaboration. These pilot classes were evaluated on their usage, performance and engagement with the VLE. Analysis of the results influenced the direction and modification of the VLE in order to improve its usability, flexibility, effectiveness and level of engagement. I was also in charge of running Professional Development sessions throughout the seven schools in the partnership to train teachers, administrators and other staff on how to use the VLE to create lesson content, assess assignments and engage with students through discussions and ILPs. Pilot classes using the VLE were planned and ran by teachers with support from me. Analysis of the results and feedback resulted in modifications to the VLE and it’s usability and adaptiveness to users with varying ICT skill levels. My industry experience in the IT and Media areas ensure my assessment of students ability are competitive and in line with industry standards. Assessment of their work is fair, friendly but firm in order to encourage students, develop rapport, and maintain standards in a positive constructive environment. As well as reflective self evaluation by students, I also continually seek out their feedback on the course content and assessments, using teacher evaluation forms, class reflection on what they have learnt upon completion of an assessment, what was taught well and what could be taught better and individual feedback online. Students seem to enjoy having a say on what and how they learn. KSC4 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. I have used MSN to converse, develop rapport and provide additional teaching to students. I have found that even students who are integration or generally misbehaved in school were quite eager to engage and converse with me about work and their lives – resulting in stronger rapport, respect and better behaviour in class. Students also like the idea of a teacher working with them in their own time and environment – as one student said the first time I met them online, “Welcome to our world!” Several students at LNSC have taken to my easygoing approachable nature, and would often come into my office for a quick chat or to unload issues on their mind, such as other students, their home life, and their uncertainties about the future. I am generally happy to listen and try to support them as much as I can. My work as an English teacher in Korea required a Teaching English to Speakers of Other Languages (TESOL) qualification and a good grasp of the English language. I had to work with a variety of students and correct them on the spot with their written or oral work in the areas of grammar, function, structure, vocabulary, fluency, accuracy, and use and understanding of idioms and expressions. My relaxed, friendly, yet professional teaching approach helped develop rapport with my students. As my students were mainly university students and businesspeople, I was constantly given gifts and taken out to dinner, drinks, and even golf at a private resort in the mountains. To this day I still maintain ongoing friendships with my past students. In one of my teaching rounds, I noticed several students were talented in various areas, but constantly put themselves and their abilities down. Many students were unsure about their direction or employability. I praised, encouraged and suggested ideas based on my industry experience in an attempt to develop their self-confidence and purpose. The result was that these students were more willing to trust and confide in me because of my experience, and more willing to follow my instructions and show me respect because I demonstrated that I care about them and have high expectations that I knew they could meet. I developed a good rapport with students in the Kingswood Partnership. As I ran pilot classes with them and supported other classes that required ICT and use of the VLE, I got to know many students who were happy to come in to my office at times to chat about their problems or thoughts. To this day I still maintain ongoing friendships with my past students through email. I was chosen to be a sales representative of the Kingswood Partnership VLE for the British Education Technology Trade Show in London, England, and CEBIT in Hanover, Germany because of my ability to communicate technical ideas and innovative concepts to people at all levels. I worked in the Australian stand and the Apple eLearning stand to demonstrate, and seek new clients and investors for our VLE platform. I found many clients ranging from Germany and the UK to Africa and China. Working collaboratively with other teachers and school administrators as well as supporting other teachers in the ICT integrated lessons helped develop rapport with the staff. I also found accommodation in the home of one of the teachers who became a good friend and mentor in my teaching and travels around the world. I had to run training sessions to teachers and students on use of the VLE, and also write user manuals to suit all levels of expertise. This skill was developed during my years at an IT company as a trainer, manual writer, and client liaison of several web applications and VLEs to schools and companies around Australia, Hong Kong, Malaysia, France, Russia, and the UK. Working on online learning modules with Wesley College and the International Baccalaureate Organization required collaboration with other teachers and following design and technical specifications set out by their Online Learning Specialist, both requiring a high level of written and verbal communication skills. KSC5 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 have conceived, set up and facilitated the Lalor North Secondary School student-run school radio station and press group. The radio station broadcasts every lunchtime by a select group of interested students with music and announcements. The press group are involved in producing news articles and photos for the school newsletter and end of year magazine. Development on a student only newsletter is also under way. The idea was to provide students with valuable experience and insight in the radio, press, media, advertising and marketing industry, as well as produce a folio of work – before they have even left school! We are also looking for partnerships and assistance from local press and radio, such as Plenty Valley FM, VegaFM, Whittlesea Post/Leader, and the Herald Sun. The school has been selected as one of nine schools in the region to produce a 4 page spread in the local paper, with best articles to appear in the Herald Sun. I have designed and developed the school website (http://www.lalornthsc.vic.edu.au) with a Content Management System driving it. It was programmed in PHP/Perl and MySQL, which I had to learn from scratch (but based on my knowledge of ASP/VbScript). The website displays events, news articles, publications, school documents, media gallery, and contact form – which are content managed through a backend administrator website. As a way of familiarising teachers with what the Ultranet and eLearning is about, the website has an inherent limited LMS built into it – teachers can upload work tasks to their faculty or service page for students to download and work on. I have also taken part of school events such as the Year 12 Formal, the Senior School Ski Trip, and school exhibitions/performances. I have taken part in several professional development activities, from course specific PDs, to Classroom Management strategies. These PD’s have helped me become more familiar with the course content, teach it in a more innovative engaging way, and better manage the classroom to minimise disruptions and maximise learning. During my teaching rounds, Berlitz International, and the Kingswood Partnership, I attended many meetings regarding personal development, curriculum discussions, and development of policies and ICT implementation in order to improve professional knowledge and practice. Working with several teachers and students during teaching rounds has resulted in continuous evaluation and improvement of my performance as a teacher, ideas on educational philosophy, discipline, and learning about new and existing software programs. Feedback from teachers in written format and discussions after lessons are acknowledged and incorporated into future lessons. In my teaching round in Ivanhoe Grammar, there were few issues with classroom behaviour. To make things challenging so I could benefit more from the teaching round experience, my supervisor created diversionary tactics, gave instructions during the lesson to alter its direction on the spot, and threw up hypothetical situations such as faulty equipment/software scenarios, which I had to solve. This approach kept me on my toes and taught me valuable experience regarding classroom management and thinking on my feet skills. Evaluating my own lessons based on student attitude, knowledge retention from revision, and quality of work allows me to assess the effectiveness of my lessons, and develop further ideas to improve them.For example, I learned that you don’t always have to yell to get students attention, and that yelling and punishing students creates a more negative environment. Students tell me that if they don’t want to behave, they won’t - whether you yell or not; and all punishment does is breed contempt, makes them fall even further behind in the studies, and increases desire to rebel even more against the teacher. I also learned in my own time how to use Stop Motion Pro and Adobe Premier in one teaching round, and Game Maker Pro and Kahootz in the second round in order to teach them in my lessons. Working on improving the Kingswood Partnership VLE in the UK has developed my ability to continuously evaluate, reflect, problem solve, and improve in all aspects of life, including professional knowledge and practice in my teaching. During my years as a student at Melbourne High School, I was an active participant of extracurricular school activities. I participated in several school musicals, different choral groups, and even conducted and arranged the music for the house special choir during the school Choral competition in Year 12 despite not having any formal music education. At Swinburne University, I became involved in setting up the university television station, testing ideas for a variety show on Channel 31, and interviewing local celebrities during university events. The satisfaction of being rewarded for hard work and improving the quality of my life during those years of study developed my interest and encouragement in pursuing extracurricular activities as a way to enrich school life, improve social life and discourage students from dropping out of school. My experience growing up as part of a refugee family, ethnic minority, and travels all over the world exploring other cultures has breed a keener sense of understanding and empathy in all students capacity to learn irrespective of their background, and a critical awareness of negative stereotypes, expectations, and teaching approaches that tend to alienate students.