Curriculum Vitae

Ashleigh Oorloff
27 Crestwood Drive
Rosebud, 3939
5982 3138
0403 206 744
ajane6277@gmail.com
Ashleigh Oorloff
27 Crestwood Drive
Rosebud, 3939
0403 206 744
14
th
September 2014
Sue Jones
Southern Cross Primary School
1-21 David Collins Drive, Endeavour Hills 3802

Dear Ms Jones and Panel Members,
RE: Graduate Teacher Program #863315
I am writing to express my interest in the Graduate Teacher position as advertised on
Recruitment Online. I am currently completing my final year of study at Monash University
and I am thoroughly looking forward to the next step in my educational journey.
I was motivated to apply for a position within your school due to your philosophy of creating
respectful learning environments for students and teachers alike, as well as the multicultural
nature of the school. I am a firm believer in children being able to spread their wings
creatively throughout the curriculum and your use of multimedia approaches appeals to me
greatly.
The school environment appears to make excellent use of space, again providing children
with a rich and well-rounded educational experience; the opportunities to think, interact and
create individually or amongst a group seem to be endless for students at this school.
Enclosed are my Curriculum Vitae and response to the Key Selection Criteria, which together
highlight my experience and skills. Thank you for taking the time to consider my application.
I look forward to hearing from you in the not too distant future.

Sincerely,
Ashleigh Oorloff




Summary of Key Attributes:
Excellent communicator able to effectively communicate in both written and verbal forms
with a wide variety of people
Able to work proficiently in team environments as well as independently
Highly organised and able to work well in high pressure situations
Reliable, punctual, trustworthy, conscientious and courteous
Enthusiastic, always willing to have a go, enjoys a good challenge
Friendly, compassionate and approachable
Skilful with technology

Education/Qualifications:
2011 2014 Monash University Peninsula Campus
Completed Bachelor of Early Childhood Education
2010 Volunteered at Eastbourne Primary School in order to be accepted into the
Bachelor of Early Childhood Education course at Monash University
2004 2009 Attended Rosebud Secondary College
Successfully completed years 7 12
VCE ENTER 80+
Numerous Academic Excellence Awards

Teaching Experience:
2014 Seawinds Community Hub
Currently employed as a Relief Staff member for the kindergarten and
childcare rooms
Padua Kindergarten
25 day placement one week full control
Waterfall Gully Preschool
15 day placement one week full control
2013 Seaford Park Primary School
Six one hour sessions teaching social justice and science based activities to a
Grade Four class
Bayside Childcare
20 day placement one week full control
Little Grasshoppers Early Learning Centre
20 day placement one week full control
2012 Mornington Primary School
20 day placement one week full control
Osborne Primary School
20 day placement one week full control
Abacus Learning Centre
Six months working with two children on the Autism Spectrum
2011 Karingal PLACE Community Centre
2 week placement
Boneo Primary School
2 week placement
2010 Eastbourne Primary School
Volunteer work with the Pre-Prep grade in order to get accepted into the
Bachelor of Early Childhood Education course at Monash University

Employment History:
May 2014 Present Seawinds Community Hub
Relief Staff member covering lunch breaks/illnesses for kindergarten and
child care staff
March 2012
September 2012 Abacus Learning Centre
Level 1 Applied Behavioural Analysis (ABA) Therapist; worked with two
children on the Autism Spectrum
December 2009
April 2014 Various Retail and Tutoring Positions
Held numerous retail positions that included Coles, Goldsmith Jewellers and
The Reject Shop, as well as tutoring English to children from Prep to Year 12


Interests:
I am passionate about fostering the potential children possess to learn, grow and develop into
continued success for their future. I am enthusiastic about art, literature, film, music and
anything else that provides me with a creative outlet. Most importantly, I am interested in
creating a learning environment that is welcoming and challenging for my students and for
myself.

References:
Donna Davey
Abacus Learning Centre
5979 8891
Leonie Murphy
Waterfall Gully Preschool
5986 1788
Helen Horscroft
Osborne Primary School
5975 1792













The Standards of Teaching, Principles of Learning and Teaching (POLT) P-12 and Assessment and
Reporting Advice are guidelines that provide all teachers with the expectations of the knowledge and
skills they must acquire to be an active and effective member of the teaching profession. Throughout
my teaching experience I have learnt that these guidelines ensure that I, as a teacher understand:
All children come from different backgrounds and have a variety of previous experiences that
impact on the way they learn and behave. Therefore I will ensure I know each individual child in
my class to guarantee I design, implement and assess learning outcomes and strategies that are
relevant and appropriate.
Children need a safe, inclusive and supportive learning environment. I will achieve this by using a
wide variety of teaching resources and technologies that scaffold childrens learning in engaging
ways. By doing so I will promote inquiry, independence, and self-motivation.
Assessment is an integral part of teaching and learning. I will assess students learning in an
ongoing manner that is appropriate to the content I am teaching. This information demonstrates
childrens strengths and weaknesses and will then be used to inform my future teaching practice. I
will ensure that assessment information is discussed with children and their parents in order to set
directions and recommendations for the future. These conversations will take place on a regular
basis with the child and their family members.
It is highly important to be an active member of the teaching profession. Therefore I will
participate in as many professional learning and school activities as possible to constantly learn
and develop my teaching skills and relationships within the school environment. I strive to
constantly reflect on, evaluate and improve my teaching skills, knowledge and practices.
POLT and the Standards of Teaching also explain that I need to have an understanding of the content
that I teach the National Curriculum. I will use the National Curriculum and its associated
progression points to design, plan, implement and evaluate effective practices to ensure that my
students are reaching these standards. The purpose of the curriculum that I will provide for my
students will be clear so that assessment items are relevant, appropriate and coincide with the intended
learning outcomes.
I am committed to becoming the best teacher I can be, and will use PoLT, VELS, the Standards of
Teaching Assessment and Reporting Advice, and the new National Curriculum to guide my future
teaching knowledge and practice.




Demonstrated knowledge and understanding of initiatives in student
learning including the Principles of Learning and Teaching P-12 and
the Assessment and Reporting Advice and the ability to implement
curriculum programs consistent with their intent
All children learn differently and use different learning and thinking skills which best suit their own needs.
Teachers who understand this, and who are flexible, adaptive and utilise a range of effective classroom and
learning strategies, ensure that their students have the opportunity to learn and achieve their full potential.
In the classroom I will:
Use a dynamic range of teaching strategies to foster independent and co-operative learning
that are appropriate to content and activity, as well as appropriate to the varied abilities of my
students. This will include students working individually, as a whole class and in small groups
(either in mixed or ability groups depending on lesson outcomes and tasks). An example of
this is literacy or mathematic lessons where I will introduce the lesson as a whole class, then
divide students into smaller groups; some working independently and one or two groups being
my teaching focus. To conclude the lesson all students will come together to share their work
and ideas.
Use a variety of activities to ensure my teaching practices remain interesting for students.
Examples include: using interactive whiteboards where-ever possible, utilising picture books
as a basis for numeracy and literacy lessons, using everyday scenarios such as shopping for
addition and problem solving, and using craft activities to engage students in numeracy,
inquiry or literacy sessions.
Set clear rules and expectations about behaviour and learning at the beginning of each day or
lesson. If rules are broken consequences will be followed through in a consistent manner.
Lead by example: I will display curiosity and enthusiasm to learn by asking students deep
thinking questions and engaging them in discussion about the content and activity as a whole
class and individually.
Link learning to students previous knowledge and experience to ensure learning is relevant,
interesting and meaningful.
Immerse students in units of inquiry
Be flexible in my teaching and understand that lessons do not always go to plan. I will have
alternative activities available, as well as various tasks for students needing extension or
assistance.
Use a range of teaching and learning resources and technologies such as text books, picture
books, hands-on experiences, discussion, ICT and engagement through the arts.
Create an environment that is engaging where students are challenged, yet supported in their
learning. This includes having a stimulating and vibrant classroom where children are inspired
to engage with learning. I believe an environment such as this helps to build positive
relationships with students and their families to ensure they feel comfortable to approach me
with any problems or concerns.
In order to achieve a positive and safe environment that promotes student learning it is crucial that teachers
work collegially to continually improve teaching and learning. I feel this is especially important for teachers as
we can continually learn from our colleagues about teaching, learning and education. I have already learnt so
much about teaching through collegial practices within placement settings and I look forward to working with
mentor teachers and other staff members throughout my teaching career, to not only better my own professional
practices but also to share my ideas and improve the learning and developmental outcomes for all children.

Demonstrated understanding of how students learn and effective
classroom teaching strategies and the capacity to work with colleagues
to continually improve teaching and learning
It is essential that assessment is based on how students learn. Students learn in multi-dimensional and
integrated ways and therefore assessment also needs to occur in various forms; both formally and
informally. Information gathered from the assessment process should indicate students strengths and
weaknesses and then be used to guide further teaching and learning. I plan to ensure that assessment is
ongoing to monitor student progress rather than stand alone. I will make assessment criteria clear to
students at all stages of the learning process. I feel the most effective approach to assessment is the for,
of, as model:
Assessment for learning:
While students are working I will observe their progress and make decisions about how quickly to
move them on to the next activity, scaffold their learning through a challenge, provide extra assistance
or provide them with more time to keep working on the current task.
I will use checklists and informal notes concerning students of interest throughout the day; both on
learning and behavioural issues to inform my teaching for future lessons.
I will have regular discussions with my students about their progress. While students are working I
will ask them to explain their thinking and how they arrived at particular answers, this is a particularly
helpful technique to utilise during numeracy sessions.
I will also use brainstorms, question-time, class discussions and observations as other methods of
gathering data.
Assessment of learning:
During writing sessions that I have implemented while on placement I have found it helpful to assess
students work at each stage of the writing process; planning, drafting, editing, revising and
publishing. This ensured I was aware of student progress, their understanding at each stage of writing
and allowed me to assess their sentence structure, flow of ideas, spelling, punctuation and
development of ideas and paragraphs from start to finish.
Assessment as learning:
I plan to use students workbooks as much as possible to monitor student progress. On the completion
of tasks I will write notes to each individual student regarding their progress, what they have done well
and what we can work on in the future.
I have found while on placement that using checklists is a great way for students to assess their own
work and ensure they have addressed all components asked of them.








Demonstrated capacity to monitor and assess student learning data
and to use this data to inform teaching for improved student learning
Having effective communication skills is one of the most important qualities of a successful teacher.
By communicating effectively with students, parents and other staff members, teachers can build
positive, open and trusting relationships which are crucial for social cohesion in the classroom and
increased academic success.
My teaching experience, previous employment and university studies have provided me with
opportunities to enhance my outstanding written and verbal communication skills. Working in retail
and tutoring provided me with the chance to develop professional face-to-face, telephone and written
communication skills with a range of individuals and groups, including customers, students, teachers
and principals as well as business and education experts. Throughout my time at university I have
learnt many communication skills including conversing with lecturers and supervisors, writing
assignments, and presenting seminars and guest lectures. I feel these skills have given me grounding
for my future career as a teacher and are transferable to the classroom.
I will demonstrate effective communication and relationship building strategies in the following ways:
Interacting with students to get to know them and understand their backgrounds,
needs and thinking.
Discuss with students their work and academic progress, as well as provide as much
written feedback to them as possible.
Develop relationships with parents and families by attending parent teacher
interviews and chat informally with parents as they drop off and pick up their
children from school.
Explain concepts and tasks to students in numerous ways to ensure all students have
an understanding of the task that is expected of them. Instructions will be delivered in
a clear, concise and appropriate manner. This includes providing students with
instructions both verbally and in written form when appropriate, to cater for
differences in students learning and understanding.
Listen to my students: being a good communicator means being a good listener. If I
expect my students to listen to me, I need to prove to them that I am willing to listen
to them; it is about mutual respect. I want to encourage my students to come to me if
they are having difficulties at school and not be afraid to tell me when something is
bothering them or if they do not understand any aspect of a lesson. By having an open
classroom policy I hope this extends to parents and other teachers. Open dialogue and
discussion with everyone involved in a childs education is critical for building and
maintaining effective relationships, as well as ensuring positive learning outcomes for
all children.
Communicate with staff members and teaching/year level teams to discuss teaching
practice, planning and lesson ideas, as well as interact collegially and socially through
staff and team meetings.




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

To be an effective and competent teacher, one needs to demonstrate their commitment and
interest to their students, school, community and profession by participating in a variety of
activities, both in and outside the school environment. I feel that teachers who do not do this
are doing an injustice to themselves as well as their students. I am a proactive and committed
teacher and continually strive to improve my practice, skills and expand my teaching
knowledge.
Throughout my various placements I have engaged in many different school activities that
include:
Staff meetings I have had the privilege to be made welcome at various staff
meetings during my professional placement experiences and these have provided me
with insights into the methods used within schools in terms of monetary allowances
and budgets, as well as the preparation that goes into whole school events
Planning days I attended several planning days and meetings during different
placement experiences and this was essential to the development of my own planning
skills. Without having the opportunity to attend such meetings, I would not be the
teacher I am today
School activities I have attended Athletics Days, Footy Days, Cultural Days, Dress
Up Days and Literacy Experiences while on placement. These activities were a
fantastic opportunity for me to bond with the children, as well as foster partnerships
with staff members.
I am looking forward to further developing my skills and knowledge as I continue the
exciting journey into the world of teaching and education.








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

During my professional placement experiences, I have been exposed to a wide range of
useful technological tools, which I had previously had no experience in. Having had the
opportunity to work with Interactive Whiteboards on several placements has enabled me to
become proficient in this area.
There are many different and interesting ways we can utilise technology within the
classroom, and I have seen terrific examples of this in my teaching experiences so far;
Numeracy lessons involving 2D and 3D shapes (Prep and Grade 1) the children
were able to look at the various shapes from all angles using a program on the IWB.
They gained a deeper understanding of the concepts presented because they were able
to have a hands on experience
Timelines (Grade 5) the students were asked to create a timeline of events leading
up to the extinction of the dinosaurs. Originally the lesson was to be completed on
paper, but the students suggested they use the IWB, as what they could create using
that would be far more visually stimulating
Literacy and Numeracy testing carried out on iPads (Prep) given that students have
been completing reading comprehension tests on computers for many years now, it is
only fitting that it has recently progressed to iPads and other tablets. The children in
this particular class were genuinely excited each time they needed to take a test,
which meant that their love for learning was growing
I feel that there is definitely a place for technology within the classroom, as long as it is being
used in innovative, clever, and above all purposeful ways.

Demonstrated high level ICT skills, including creative and skilled use
of IWBs, iPads, tool software and a capacity to innovate


During my various professional placement experiences, as well as workplace experiences, I
have always fostered deep, meaningful and caring relationships with students, staff and
families. It is vitally important to be aware of the influence our relationships with parents of
children we are in contact with have on the students themselves; it is also important to model
working and respectful relationships to our students.
Having worked with children of various diversities and abilities has provided me with the
patience to work through any challenges presented to me when engaging with students.
Likewise, it is important to be firm but understanding with the parents of such children, as it
is sometimes necessary for teachers to have difficult conversations relating to a childs
behaviour or abilities.
I have always been described as having a sunny disposition, and I genuinely try my hardest to
see the best in any situation, person or place. So far in my personal and professional life, this
has worked in a positive way for me. Every experience we have is an opportunity to learn
more about our students, our practice, or ourselves; we should always be thankful for
whatever is handed to us.
Above all, I want to provide the best care, environment and learning experience for the
students I will teach; sometimes this means encountering challenges, but I am more than
ready to throw myself wholeheartedly into this profession. I love teaching and I love
learning; the fact that I will get to do both in my future career excites me more than anything
else.
Exceptional interpersonal skills with students, staff and parents,
including positive communication in difficult circumstances to gain win-
win results, warm and caring personality shown to all, inclusiveness,
high scores on the Emotional Intelligence tests which will be conducted
after the interview