Chantelle Ghazi

Outline: Currently a Part-Time Teacher every Friday in a split PP/Yr 1 classroom.

• Maintained positive relationships with parents and other colleagues through open lines of communication and fostering a supportive learning environment. Eg., using a program called Compass to send communication to parents, outlining to them what their child has learned or is currently learning.
• Assessed learning goals and lesson objectives regularly using diagnostic, formative and summative assessments to inform future lesson planning.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success.
• Developed and executed formative and summative assessments to monitor student progress, adjusting teaching strategies accordingly.
• Implemented classroom management plans that reduced disruptions, creating more conducive learning environment.
• Taught students other specialised learning areas such as Music, Science and Design & Technology with engaging, learning-focused activities.
• Collaborated with other staff in the same cohort to design comprehensive and individualised plans to optimise each students learning.

Outline: Currently working as a Relief Teacher across multiple schools and year levels (K-6), maintaining educational continuity in absence of teachers

• Implemented effective behaviour management strategies, resulting in improved student focus and participation in activities.
• Successfully relief taught in a class of 28 students every day for two weeks.
• Kept students on-task with proactive behaviour expectations and positive reinforcement strategies. E.g., Using behaviour chart points system.
• Developed multiple positive classroom environments, fostering collaboration and respect among students.
• Provided instructional support to students with special needs and learning difficulties through differentiated instruction and accommodations tailored to their requirements.
• Followed classroom DWPs left by class teacher to continue classroom routines and reinforce core learning concepts.
• Served as a mentor for student teachers, sharing best practices and offering guidance on classroom management techniques.

Outline: Kindergarten teacher for the first 4 weeks of Term 3 then took on the role teaching a split 5/6 class for the rest of the term from Wednesdays to Fridays due to the teacher taking over as Deputy Principal.

• Managed classroom behaviour effectively by establishing clear expectations, modelling appropriate conduct, and consistently enforcing established rules, expectations and consequences.
• Differentiated instruction to accommodate diverse learning needs, such as handling a student who had severe ASD, as well as ensuring each student had an equal opportunity for success.
• Collaborated with other the other Yr 5/6 teacher in planning lessons and ensure both classes are learning the same content.
• Helped students explore concepts with engaging, learning-focused activities.
• Taught various different classes of maths groups in support, mainstream and extension.

Outline: Completed my Assistant Teaching Program (ATP) in a split Year 5/6 class.

• Participated and attended in ongoing professional development opportunities to stay current on educational notices and improve teaching effectiveness.
• Created IEP's in different learning areas to meet needs of different students. Eg., Used Google Translate to translate activity instructions for a Japanese student on OneNote.
• Implemented diagnostic, formative and summative assessments which resulted in a significant increase.
• Collaborated with other staff members, such as the other Year 5/6 teacher to ensure we are teaching the same content.
• In Humanities and Social Sciences (HASS) and Art, I successfully taught two classes of Years 5/6 combined with a total of approximately 50 students altogether.