Molly Ganley

I am an enthusiastic and dedicated graduate teacher with 6 months of practical classroom experience. I hold a Bachelor of Primary Education Honours, specialising in Health and Physical Education from the University of South Australia. My recent experience has developed my skills in crafting engaging lesson plans, setting up a classroom and managing classroom dynamics effectively. I can adapt my teaching methods to accommodate diverse learning styles and needs, and I am committed to fostering a positive and supportive learning environment. I am eager to apply my skills and passion for education to contribute effectively to a new teaching role.

Brighton Primary School: (30 Days in a year 6 Class)

During my second-year university placement at Brighton Primary School, I was assigned to a straight Year 6 class, gaining comprehensive experience in classroom support and management. I had the opportunity to deliver lessons across all Year 6 classes, engaging with a diverse group of 91 students in subjects such as science, persuasive writing, and mathematics. This exposure allowed me to reflect on lesson effectiveness, gather feedback, and make iterative improvements. I actively participated in professional development days and staff meetings, deepening my understanding of effective teaching practices. My responsibilities included:

• Co-teaching with another preservice teacher.
• Assisting with report writing.
• Marking student work.
• Working closely with Student Support Officers (SSOs) to design lessons that supported two students with hearing impairments.

Additionally, I was involved in key school events such as Book Week, Sports Day, and excursion preparation while maintaining open communication with parents to discuss student progress and foster their involvement in the learning process. This placement enriched my differentiated instruction and classroom support skills, reinforcing my commitment to creating an inclusive and dynamic learning environment.

Braeview Primary School (30 days in a reception class)

During my teaching placement at Braeview Primary School in a Reception class, I worked closely with Reception and Year 1 students. I was fortunate to be part of a collaborative teaching environment with two experienced teachers, which allowed me to gain insights into effective classroom management and instructional strategies. My placement spanned Terms 1 and 2, during which I demonstrated strong organizational skills, a friendly demeanour, and high motivation. I embraced additional challenges, which helped me build confidence and refine my classroom management abilities. Feedback from the school highlighted my adaptability, calmness, and positivity—traits essential for creating a supportive learning environment.

Throughout my placement, I regularly reflected on my teaching performance, identifying areas for improvement and actively seeking ways to enhance my practice. I was open to listening and learning from my mentor and other staff members. I eagerly participated in professional learning opportunities such as staff meetings, PLC groups, and a whole-school pupil-free day focused on engaging mathematical concepts across the Curriculum. I consistently applied constructive feedback from lesson observations to improve my pedagogy, demonstrating a positive and proactive approach to professional growth.

This experience significantly contributed to my development as an educator, equipping me with valuable skills and a deeper understanding of effective teaching practices. During my placement, I began collecting and recording student data to monitor their learning progression and performance through my lesson reflections. I responded to identified areas of need by adjusting my future lesson plans. I consistently provided positive verbal feedback to students and written comments in their workbooks to support their growth.

Final Placement: Jamestown Community School (40 days in a reception class)

During my final placement, I was assigned to a Foundation class with 17 students, including eight girls and nine boys, starting at the beginning of the year. Under the guidance of my mentor teacher, Miss Catherine Foran, I worked with a class comprising four students receiving speech intervention and seven students receiving literacy intervention. The class was well-behaved, with minimal behavioural issues, and the students were eager to engage. I established a strong and positive connection with the students, delivering highly engaging lessons tailored to their interests and designed to be hands-on and differentiated to meet diverse learning needs. My lesson planning was guided by the Australian Curriculum and involved collaboration with my mentor teacher, ensuring lessons were relevant and connected to real-world experiences. I employed various instructional strategies and formative assessments to cater to different learning styles and adapt my teaching methods.

In addition to my classroom responsibilities, I participated in professional development, including a restorative practice PD day in Pirie, and actively engaged in staff meetings. I used Class Dojo for effective parent communication, contributing to report writing and participating in student interviews. My involvement extended to extracurricular activities such as yard duties, parent-teacher interviews, school tours, reception welcome night, arts evening, and assemblies, which allowed me to build strong relationships with parents and students. This engagement showcased my dedication to the school community and my interest in creating meaningful connections outside the classroom. My professionalism was evident through my punctuality, preparation, and adherence to school policies. I demonstrated resilience and adaptability while balancing multiple responsibilities and maintaining high teaching and professional conduct standards. My ability to reflect on my practice, apply feedback constructively, and maintain a positive attitude throughout my placement was commendable. This experience significantly contributed to my development as an educator and prepared me for a successful teaching career.

Mid-year Reception Jamestown Community School

As a graduate teacher at Jamestown Community School, I taught mid-year reception across two terms, where I developed strong, collaborative relationships with staff, students, and parents. My role involved managing a small classroom, which allowed me to effectively implement differentiated instruction tailored to the diverse abilities of my students. I integrated Information and Communication Technology (ICT) into my lessons to enhance engagement and learning outcomes. Additionally, I pursued ongoing professional development to refine my teaching practices and stay current with educational advancements, contributing to a supportive and dynamic learning environment.