Elizabeth Porter

Many of the following also applied to my teaching at The Lakes Christian College in 2013 - 2018 and 2022, not only to Kuyper Christian School (worked part-time in two schools simultaneously).

• Provided pastoral care and led Devotions for Core classes. Aimed to be a godly role model and approachable teacher for students.
• Mentored students regarding academic, social and emotional issues, to an appropriate level, where requested.
• Created and maintained safe and orderly classroom environment conducive to learning, especially considering laboratory safety.
• Taught the NSW (Australian Curriculum and prior syllabuses) Science and Mathematics syllabus to students in Years 7 to 10, and Stage 6 Science courses to Years 11 and 12. Stage 6 courses I have taught include Physics, Chemistry, Biology, Senior Science, Investigating Science, Extension Science.
• Planned, prepared, and taught lessons to classes, also giving individual support to students and adapting lesson content and pedagogy to individual differences and learning styles.
• Regularly updated personal knowledge of subject matter and effective pedagogy through professional development opportunities, enhancing teaching practices. Also undertook professional learning opportunities to keep informed about cultural and social influences on young people, to inform both teaching in subject areas and understanding of receptiveness to the Gospel.
• Mentored struggling students by providing individualized support, resulting in improved academic performance.
• Developed interdisciplinary lesson plans to connect the learning of Science and Mathematics with other KLAs, showing that all knowledge is interconnected and founded upon God's Word.
• Fostered a respectful learning atmosphere by establishing clear expectations for behaviour and encouraging cooperation, respect and teamwork among students, during individual and collaborative learning opportunities. Included teaching "Peacewise" principles.
• Facilitated student participation in laboratory experiments to strengthen "working scientifically skills"and scientific knowledge.
• Promoted critical thinking skills by challenging students to apply scientific principles and mathematical reasoning to their lives and real-world situations.
• Implemented differentiated instruction strategies to accommodate diverse learning needs and styles, promoting inclusive education.
• Organized excursions and extracurricular activities such as (in-school) Science fairs and (external) Mathematics competitions, encouraging student engagement in STEM subjects..
• Applied assessment tools of various types to monitor student progress, providing feedback and adjusting instruction methods for maximised learning.
• Nurtured positive relationships with students, parents and staff, as part of a team seeking to benefit the child as much as possible, to support learning outcomes and encourage personal growth in character and maturity.

• Carried out interactive lessons tailored to the syllabus and students' interests and learning styles.
• Encouraged critical-thinking and facilitated understanding of the principles and reasoning behind physics formulae.
• Incorporated laboratory experiments and demonstrations into lessons, to assist with increased understanding of concepts.