cv hurr

EDUCATION

Bachelor of Teaching / Bachelor of Fine Art
Honours Class II in Teaching
University of Newcastle				2010

2D major in printmaking
Digital Photography
Sculpture & Ceramics
Art Theory, Australian art history, contemporary art issues

Aboriginal Education, Policies & Issues
Special Education
Knowledge Technologies (Video)
Studies in the Humanities (Literacies)
Studies in Visual Arts 1 - 2
Studies in Senior Visual Arts

Professional Preparation
Professional experience 1 - 2
Ethics & 7 - 12 Internship
Teacher Research Project


TEACHING EXPERIENCE
Professional Experience Visual Arts 1 - 4 weeks, Whitebridge High School
Professional Experience Visual Arts 2 - 4 weeks, Forbes High School
7-12 Internship Visual Arts/Photography/Visual Design- 10 weeks, Peak Hill Central School
Casual Employment - 2011 to date, Parkes High School
Temporary Block Visual Arts/Photography - 12/9/11 - 21/10/11, Parkes High School


PROFESSIONAL LEARNING

I have been involved in the organisation of a weekly New Scheme Teacher support network meeting amongst the beginning teachers in the school I am currently working at; these sessions allow those present to workshop important issues such as classroom management techniques, Aboriginal education policies and classroom practice, programming and professional learning opportunities.

The sessions also set up a supportive environment for the staff involved to discuss concerns and issues they may be having, and offer advice and ideas to their colleagues in regard to teaching, planning, and other important aspects of professional practice.


QUALITY TEACHING

My knowledge of the material involved with and application of the Quality Teaching model is thorough and up to date. A number of the courses I studied as part of my degree went through this in detail, and during my internship I was able to participate in a series of Quality Teaching workshops arranged as a professional learning activity after school hours.

The dimensions and elements of the model are a key part of my lesson and unit planning practices, and I am happy to aide my colleagues in their own use of the model by collaboratively discussing and identifying elements of the model in their and my own classroom practices.

It has also been suggested by the deputy principal of the school I am currently working at that I become involved with some Quality Teaching training for the rest of staff at the school in the near future due to my extensive training with and up-to-date understanding of the material.


TECHNOLOGY

I am an avid user of technology, and am proficient in the standard areas of computer usage and troubleshooting. I have also attended professional learning workshops which have covered topics such as the SMART tools available for schools, usage of smartboards and Microsoft OneNote, and the resources available to aid planning for and usage of DER laptops in the classroom.

As a part of the recent block I completed, I designed and implemented a task for year 9 which involved heavy use of their laptops and specifically Adobe Photoshop Elements, taking them through a workshop on digital photomanipulation. Where at all possible I am eager to integrate DER and other technological resources in my teaching, as I believe that a technologically aware approach to teaching and learning
increases engagement and enriches outcomes for students and teachers alike.




`````````````````````````````````````````````````


Educational Leadership

Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice.

Knowledge of Curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs

Educational Leadership skills to build the capacity and manage the performance of individuals and teams.

Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents

Ability to plan and manage resources effectively and equitably to support teaching and learning.

Knowledge of and commitment to the Department’s Aboriginal Education Policies.



Professional Knowledge
Teachers know their subject content and how to teach that content to their students
Teachers know their students and how they learn

Professional Practice
Teachers plan, assess and report for effective learning
Teachers communicate effectively with their students
Teachers create and maintain safe and challenging learning environments through the use of classroom management skills

Professional Commitment
Teachers continually improve their professional knowledge and practice
Teachers are actively engaged members of their profession and the wider community.


Expectations
perform their role in a highly professional manner and in so doing be positive role models for students,
provide a safe learning environment for all students, and
use school funds wisely and in so doing gather and use high quality resources that assist in student learning.