Tori Kaesler

I am a passionate educator who is committed to working with children, in particular those students with disabilities and learning needs, and helping them to grow and succeed, both academically and personally. Providing a safe environment for students to learn and grow is a high priority for me as an educator.

Personal Skills and Abilities

I have worked with a variety of students, teachers, parents and outside agencies to develop positive relationships, which has been important for student success. I have had the opportunity to build positive relationships with mainstream students, students with special needs and students who have English as a Second Language (ESL). While at Oakbank School I have worked with a Year 8 student who has a physical disability that required large differentiation and scaffolding for their Health and Physical Education lessons. Using a variety of techniques including changing up the environment and the equipment he used allowed him to feel comfortable and included in his learning environment. When the student started in my class at the beginning of 2023 my aim was for us to develop a positive relationship which would lead to an increase in his engagement and participation in lessons as this had been missing in his previous schooling. I fostered a positive relationship with him through open communication, positive feedback for his achievements and providing a focus on his wellbeing. Other strategies also included communicating with his parents and his support agencies, as well as recognising positive engagement in lessons. Through our communication we discussed and developed a space for him to feel comfortable in his learning environment. Developing and maintaining a team approach in a school is essential, it allows people to have a trusted communication process, feel supported, respected and become risk takers. At Oakbank School, I have been a part of a variety of working teams. Being approachable, flexible and willing to learn are characteristics that have allowed me to transition into these teams well. Through my involvement with outside community organisations, in particular sporting clubs, my colleagues seek advice from me and we work collaboratively to create programs that allow for differentiation for their students. As a result of this, my colleagues nominated me to become the Co-ordinator of school sports. As part of this role, I have been required to attend meetings and work with other school co-ordinators from other sites as well as complete all the administration documentation that’s involved in this process. My ability to form trusting and positive relationships with clear and effective communication has led to my success in this role.

Knowledge

Creating a school environment where students are empowered to be risk takers and where learning is focused on achieving progress regardless of ability is high on my priorities. I understand that the wellbeing of students needs to be high so that they are able to persevere, be resilient and celebrate success through many ways of learning. A Health task that I recently assessed involved students completing a written assessment task. One student, who requires additional support for writing and language, was apprehensive to complete the task hand written. We discussed options to complete his assessment in an alternative way. Throughout the process we continued to use positive self-talk and spoke about the power of “yet”. As a result of the differentiation of the task, as well as the implementation of positive education, he took ownership of his own learning and presented his assessment in oral form. He presented confidently, which allowed him to demonstrate his knowledge effectively. A priority in Oakbank Schools Site Improvement Plan is to implement consistent effective practices in classrooms to support high expectations in learning, effort and engagement to decrease inappropriate behaviours and increase engagement and achievement. A strategy I am using to achieve this is using the Ready To Learn process with all my students. Through my inclusion of this process, student morale and the language they are using has improved.

Experience

The Australian Curriculum is used as the foundation when implementing lessons in my classroom. As a result of this, I have had to develop, review and implement One Plans for students with additional needs and also extending students who are achieving beyond the curriculum. Through attending the training and development course on Conditions for Learning and in particular the Introduction to Regulation and Creating Clever classrooms I am able to use the skills I gained from this to create an inclusive classroom for all students regardless of their ability. I have participated in the collection of data on individual students to help with the IESP application process. This is necessary support for the Inclusive Education Leader as it allows them to apply for funding that then allows the teacher to provide Quality Differentiated Teaching (QDTP) in the classroom, when the teaching and learning of others could be affected and or the safety and welfare of the student or others is at risk. I have supported students to work within targeted intervention programs including MultiLit and Quicksmart.

Safe Work Practices

I understand the DECD WHS procedures and I believe I am a very work safe employee. As a qualified teacher I practice safe risk management, health and safety procedures at all times.

Kristen Bence

Assisstant Principal - Oakbank School

Ph: 0414 962 953

Email: kristen.bence429@schools.sa.edu.au

Lee Knight

Principal - Oakbank School

Ph: 8398 7200

Email: lee.knight663@schools.sa.edu.au