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SUPPORTING STATEMENT

This supporting statement is to be submitted at the time of your personal suitability interview.
This information will be considered by your interviewer in assessing your potential as a teacher in
NSW public schools. Your supporting statement must not exceed the space provided. You must
sign the declaration at the end of this document.
PART 1: EDUCATIONAL PHILOSOPHY
PROFESSIONAL KNOWLEDGE
1. Within your teaching subject/area how would you ensure that you maximise learning
experiences and outcomes for all your students, having regard for their different abilities and
backgrounds?
To maximise the learning experiences and outcomes for all my students, I will:
1. get to know my students by seeking background information on them,
observing and having regular conversations, determining their interests, needs
and how they learn
2. ensure I differentiate the curriculum and content to meet the individual needs
of my students, catering for their different abilities and backgrounds
3. use a repertoire of teaching strategies and teaching styles to address the
diverse range of needs in my classroom, that caters for their physical, social
and intellectual development and characteristics
4. provide quality feedback to my students. Ensuring it is explicit, targeted and
given in a timely manner, based on students current needs in order to progress
learning
5. consistently evaluate the effectiveness of my own teaching programs using
student assessment data, and reflections of the lessons. Ensuring that I have
catered for the diverse abilities by maximising learning experiences for all my
students.
Emily has excelled at differentiating teaching to meet the specific learning needs of the
class. She has a happy and engaging manner to which the children responded well.
(Humphreys, Mentor Teacher, Practicum 2, 2016).
PROFESSIONAL PRACTICE
2. How would you go about planning a unit of work, and how would you know if your
teaching of the unit was effective?
When planning a unit of work, I will:
ensure I make learning engaging and valued by incorporating a variety of
resources and ICTs
collaborate with my colleagues and explore strategies, available
resources and analyse the effectiveness of my program in achieving
student learning outcomes
assess prior knowledge of my students, so I can utilise and build upon this
knowledge and skills.
choose appropriate outcomes that maximise student learning
create and maintain safe, inclusive and challenging learning environments
draw upon the qualities of the NSW Quality Teaching Framework and
incorporate them into my program.
I know that my teaching is effective as I:
consistently reflect and evaluate all aspects of my teaching practice, and look
at new ways of improving them so that my students are engaged and reaching
their full potential
use assessment and observations to check understanding, diagnose barriers
to learning and to challenge students to improve their performance.
Emily has shown initiative in conducting formal numeracy assessment for use in
determining class Early Numeracy Strategy groups. Assessment opportunities have
then driven Emilys teaching decisions (Mackie, Mentor Teacher, Professional
Experience 3, 2017).
PROFESSIONAL COMMITMENT
3. How do you see your role as a member of a professional team?
GRP SUPPORTING STATEMENT 1 of 3
Applicants full name: Emily Rose de Maria
Through my 14 years of playing representative Touch Football for the Ballina
Bullsharks (2003 current), I have been an active team player and at times, a team
leader. The skills required for me to do this involve:
showing commitment and integrity to the team. Being respectful and
supportive towards my teammates, our teams success, and the sport
being an active listener and a constructive communicator
showing strong leaderships skills and a positive attitude that motivates
team members
always putting in 110%, with a desire to improve.

GRP SUPPORTING STATEMENT 2 of 3


Applicants full name: Emily Rose de Maria
PART 2: PERSONAL INFORMATION
1. Please outline your reasons for wanting to become a teacher in NSW public schools.
I chose a career in teaching as I find it fulfilling to see children learn. I have
previously assisted with coaching younger children, and there is nothing more
gratifying then watching a child achieve something they thought they could not do.

I am passionate in the areas of Mathematics, PDHPE and Drama. I love


mathematics because of its problem-solving and logic aspects, and Drama because
of the freedom of expression and energy students can bring. I love teaching PDHPE
because of the life skills you learn such as; self-motivation, striving to improve,
team work, leadership, fair play, resilience and caring for others.

I relish the challenges and variety that come with the career, and having to
keep up with the continually changing world. I think one of the reasons I became a
teacher is because I myself love learning and problem solving, and I enjoy the
journey of helping each of my students learn. Teaching is most certainly a
career where you never stop learning.

I have a desire to teach in NSW public schools as I value their principles. They see
education as a human right, not a privilege for the select few. They are open to all
students regardless of cultural or socio-economic background. I also find with this
Department, they support opportunities to improve skills and qualifications.
EMILY, THIS COULD BE STRONGER. TELL THE READER ABOUT THE PASSION OR LIGHT-
BULB EXPERIENCED THAT CAUSED YOU TO ENROL IN TEACHING. I'm HAPPY TO
DISCUSS WITH YOU IF YOU PHONE

2. Please indicate any co curricular areas in which you have qualifications, experience or
abilities that would assist you in your role as a teacher. Examples could include sport coaching,
performance skills (in drama, music or dance), outdoor education, first aid, information
technology skills, youth leadership skills or other interests and hobbies.
I have qualifications, experiences and abilities that will assist me in my role as a
teacher
Passionate about drama and visual arts
o completed both these subjects for my Higher School Certificate (2013)
o have danced with Total Image Studios, tap and jazz dancing, (1999
2008)
Enthusiastic, well qualified sportswomen
o Have been actively involved in sport and sporting teams for 15+ years
including:
o Represented Ballina Bullsharks at State Cup Touch Football (2003 -
current); Captain of the Junior side (2003-2005); Vice-Captain of the
open womens side (2010-2011)
o Level 1 Referees Badge for Touch Football (2008)
o Assistant Coach for Ballina High Schools Junior Touch Football team
(2011)
o Represented Ballina High School at State Volleyball in Sydney (2012)
o Played: Soccer for Ballina High School (2008 2013); Soccer for Teven
Tintenbar (2006 2007); Basketball for Ballina High School (2012
2013); Netball for Ballina All Saints (2009 2010); Played Cricket for
Ballina High School (2012)
o Currently playing AFL for Ballina Bombers. First ever womens team for
our club (2017).
Certificates held:
o Certificate III & IV in Reality through Kingscliff TAFE
GRP SUPPORTING STATEMENT 3 of 3
Applicants full name: Emily Rose de Maria
o First Aid (2017) through Allens Training
o BRiTE Certificate: Building Resilience in Teacher Education (2017)
o Resilience workshop at Southern Cross University (2016).
Committed, reliable employee and volunteer with strong work ethic:
o Work experience 1 day/wk for rental section of McGrath Real Estate,
Ballina, then employed 3 days/wk in holiday periods (2011-2013)
o Employed 20 hr/wk at First Choice Liquor, Ballina (2013 present)
o Volunteer 1 day/wk at Alstonville Public School.

GRP SUPPORTING STATEMENT 4 of 3