Personal Teaching Philosophy Summary
The following is a summary of my personal teaching philosophy.
Curriculum and Pedagogy
My teaching beliefs are heavily influenced by research-based approaches, based on student’s diagnostic data, their cognitive development levels, interests and backgrounds.
My aim is to remove barriers to provide Quality Differentiated Teaching Practice incorporating UDL and Differentiated Instruction where instructions are scaffolded and activities are tiered for complexity. This approach allows students can learn at their own readiness levels and will mean different pedagogical strategies for different subjects.
Artifact examples:
Wellbeing and inclusion
My approach aims to create an inclusive and safe learning environment where all students feel welcomed, included, and valued. To achieve this, I adopt frameworks like CASEL that implementing social and emotional learning strategies to foster equitable peer relationships and a positive school culture.
For social inclusion, I utilise evidence-based strategies like collaborative learning, flexible grouping, and the circle of friends’ approach to encourage peer interactions, perseverance and resilience. Explicitly teaching the five SEL competencies, encourages students to support, cooperate, and celebrate one another.
Classroom design incorporates integrated technologies and equitable access to reduce barriers, distractions, and cognitive fatigue, enabling students to invest more effort in forming friendships.
Community and Partnerships
I believe that parents and teachers are a team in whole child education and welfare.
Proactive collaboration with caregivers involves creating a safe, trusting environment for open communication through email or phone. To ensure families feel valued and heard, communication methods will be agreed upon, respecting caregiver expertise and sharing information promptly and respectfully.
Collaboration with specialist teachers, teacher aides, school-based allied health professionals, and language interpreters fosters a sense of belonging for students. With shared goals, we will develop and implement adjustments in pedagogical strategies and resources for inclusive participation in all school aspects.
This collaborative approach establishes student-centred plans with clear goals, supported by ongoing professional development to maximise inclusion. Sharing of expertise and knowledge creates a strong support network benefiting all students.