I knew from a young age I wanted to pursue a career in primary education, as my passion for helping others reach their potential, has, and always will be a priority. This enthusiasm inspires me with a genuine desire to connect with my students to further develop in them a sense of belonging within my classroom, whilst empowering them to become life-long learners (Allen & White, 2021). I value the importance of authentic teacher-student relationships, built on firm foundations of mutual trust and effective, interactive communication (McLennan & Peel, 2011). Identifying with the role of being a facilitator in children’s learning, I create a presence that instils them with confidence to act on their own educational experience. This is executed through the design of learning opportunities that meet the curiosities, interests, and academic demands of the class, and stimulate open conversation, hands-on investigation, and active listening (Peel & McLennan, 2019).
My previous teaching experiences have led me to further develop my knowledge to become an inclusive educator as per the Australian Professional Standards for Teachers (APST) (Australian Institute for Teaching and School Leadership (AITSL), 2018). I am a strong believer in the concept that education is not about equality, but equity. It is my educational goal to help children identify their strengths and guide them to success. I will endeavour to implement the differentiated learning approach into my future practice to cater for a wide variety of students (Churchill et al., 2021). My teaching philosophy connects with the student-centred pedagogical approach, culturally responsive teaching, which acknowledges and embraces students’ cultures, languages, and experiences in all aspects of learning. Samuels (2018) explained that the main aspect of this approach is to promote reconciliation between Indigenous and non-Indigenous learners, addressing inequities in the classroom. An equitable and inclusive learning environment is established to encourage pupils to gain the adequate skills to become life-long learners and critical thinkers. Integral to APST 2.4 (AITSL, 2018), culturally responsive teaching promotes engagement, enrichment, and achievement of all students, building positive relationships, and fostering cross-cultural understanding.
It is my aspiration as a teacher to create a nurturing classroom environment characterised by rich and positive student relationships, fostering success, and supporting learning and wellbeing. As per standard one of the APST, a primary goal of mine as an effective teacher is to identify, initiate, and build on opportunities to get to know my students, their backgrounds and experiences (AITSL, 2018). Furthermore, my teaching philosophy encapsulates my passion and enthusiasm to foster a supportive learning environment, that offers opportunities for all learners to deepen their understanding and appreciation for *First Nations cultures, cultural identities, and linguistic backgrounds. I believe it is imperative to appreciate, respect, and integrate *First Nations culture, values and beliefs into my teaching and learning practice, in accordance with the APST focus areas 1.4 and 2.4 (AITSL), 2018). I strive to deliver a rich, positive, and academic future for *First Nations children by understanding and incorporating Indigenous Australian’s ways of knowing, being and doing, through the implementation of culturally integral teaching strategies, such as those in the Eight-ways Aboriginal Pedagogy Framework (Yunakporta, 2009). The efficacy of the framework is endorsed by APST 1.4 (AITSL, 2018), connecting learning for *First Nations students with their culture, cultural identity, and linguistic background, cultivating a connection between themselves and their classroom (Maher, 2012). Fullan and Scott (2014), expressed that when teaching and learning is student-centred, with authentic real-world connection, children become intrinsically motivated and eager to delve into learning.
I am dedicated to continuously develop my knowledge and ability, to implement effective and inclusive teaching and learning processes, including the use of technology and assessment to provide and maintain learning environments that are safe and supportive to students (Hudson et al., 2020). As a non-Indigenous primary teacher, I recognise my position can impact the learning and engagement of *First Nations students. Therefore, to facilitate educational and cultural enhancement in my classroom, I will seek opportunities for ongoing professional development, to enhance my knowledge and understanding of Australian Indigenous cultures and identities.
Having lived and worked in rural areas, I value the need to work collaboratively with community to establish productive partnerships and achieve educational outcomes (Durksen & Klassen, 2018). I am a natural leader, who is social and proactive in building interpersonal relationships with key stakeholders in my student’s educational journey, including family, friends, experts, Aboriginal and Torres Strait Islander communities, and community organisations (Department of Education Queensland, 2020). In addition, I am adept at building partnerships with colleagues, having participated in collaborative development and evaluation of curriculum plans, behaviour management programs, and moderation. I wish to be remembered by *First Nations students as the teacher who was committed to providing an authentic, engaging education through meaningful collaboration with local Indigenous communities. I endeavour to actively involve and share responsibilities with families and community in my education decision-making, as equal curriculum co-designers. These partnerships promote education beyond the classroom, connecting pupils to the real-world through a unique range of authentic learning opportunities, expertise, support, and resources (Gower et al., 2020). In alignment with the national goal to build productive partnerships, I will join with education, community, and professional stakeholders to ensure my students’ academic, health, emotional, social, and well-being needs are at the centre of my decision-making (NSW Department of Education, 2021).
