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Specific Selection Criteria

1. Approval to teach Design and Technology and Industrial Technology Multimedia/


Photography. Demonstrated ability to teach Industrial Technology Timber.

I am a constructivist teacher who encourages students to take charge of their learning. I believe
that my role is to guide, providing access to information rather than acting as the primary source of
information. My students are actively involved in a process of making meaning and knowledge
construction in authentic situations. I strive to provide my students the opportunity to study
concepts that are meaningful and relevant to their life and interests. Developing a curriculum
around student interest fosters intrinsic motivation and stimulates a passion to learn. In turn, my
students help me to continually grow as a teacher and lifelong learner. I implement this philosophy
is all my classes.

I am a trained TAS teacher with a depth of undergraduate study and extensive secondary teaching
methodology. My initial degree studies were in Computer Systems Engineering. My teacher
training is a Bachelor of Teaching (Secondary) with majors in information technology and
mathematics. I have approval to teach Software Design and Development, Information Processes
and Technology, Information and Software Technology, and Technology Mandatory. The
Department for Education is currently assessing my qualifications for Design and Technology and
Engineering Studies.

I have a deep knowledge of NESA syllabi and understand the teaching and learning process, and
how to transfer syllabus documents into meaningful learning experiences for students. I assess
and provide feedback about student learning and provide students with opportunities for reflection
and self-assessment. I have the knowledge and pedagogical skills to teach these subjects areas.
Like all TAS teachers, I recognise the need to multiskill and I am willing to teach units of Industrial
Technology Timber. My teaching experience allowed me to engage with students from diverse
backgrounds and abilities. I develop my knowledge of the technology curriculum and implement
teaching programs that provide clear pathways for moving students to a deep knowledge and
understanding of technology. I write assessment tasks which include explicit quality criteria, clear
marking guidelines and feedback sheets which provide detailed and meaningful feedback to
students. I create resources that support my lessons and engage my students in their learning.

I have a commitment to the teaching and learning of design and technology, which is of utmost
importance as it is this commitment which ignites enthusiasm and urges students to achieve their
personal best. As a teacher at Kingsgrove High, I will successfully apply the Quality Teaching
model enabling students to develop and gain confidence in their skills and abilities as well as an
understanding of the importance of technology in our lives.

2. Capacity to work as a collaborative member of the TAS faculty and contribute to whole
school initiatives.

My capacity to work as part of a team has been demonstrated through working collaboratively and
liaising with other teachers, administrators, students, parents and the community as a dedicated
teacher. I work in teams extensively in both my roles as a teacher and IT Coordinator. I have
regular open communication with my team members to share my thoughts, ideas, and feelings. I
contribute to resource sharing at team meetings, present practical lessons, technology lessons and
websites as well as marking assessment tasks. Collaboration has resulted in improved programs

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and activities that differentiate the curriculum to suit different learning styles, within the team
environment which benefits student’s outcomes and experiences.

In both my roles, I have demonstrated the ability to contribute successfully to whole school
programs. I am part of the Community Engagement Committee that ensures the school's
community engagement initiatives run consistently across the school. I develop ideas in designing
and planning community engagement initiatives.

I contributed to my school’s short film extravaganza by developing a class short film. As a result,
students were engaged in their learning and developed their movie making and visual literacy skills
as they shared their success stories with their parents.

As an IT Coordinator, I design and implement learning experiences for teachers, as part of


Saturday School of Community Languages’ (SSCL) strategic direction to develop teacher capacity.
My training was presented to all staff at a staff development day, to develop their skills to efficiently
utilise technology to enhance student outcomes. The outcome of training provided throughout the
year increased student engagement and lead to the reduction of teacher workload. I recognise the
importance of positively contributing to my school. As a teacher at Kingsgrove High School, I will
work effectively as a member of various teams to help improve and develop programs to benefit
students and staff at the school.

3. Demonstrated capacity to maximise student engagement through quality pedagogy,


including the integration of STEM technologies and future focused innovative teaching
programs.

The integration of STEM technologies and future focused innovative teaching programs prepares
students with skills and capabilities to thrive in a rapidly changing and interconnected world. To
implement this, I facilitate my students with opportunities to explore project based learning, game
based learning, STEM/STEAM, design thinking makerspace process, and the role of creative and
critical thinking in the classroom.

I utilise green screen technology to facilitate my students to develop films based on content taught.
For example, my students developed a class film based on healthy eating. The project required
differentiation as the cohort was from diverse backgrounds and abilities. My students chose how
they were going to show their understanding based on their preferences and mixed ability
groupings. The groups were assigned responsibilities such as props/costumes, script/scenario,
special effects, casting, and filming. The film was submitted in the school film festival competition
and was a successful vehicle for student self-expression.

I integrate robotics to assist my students in developing the deeper and more engaged learning. For
example, I integrated Sphero robots to creatively develop special effects the class film. I gave my
students opportunities to collaborate to discuss the various ways Spheros could be used with
green screens. The students were successful in coding Spheros on a green screen floor with
various special effects motions. I differentiated this activity by allowing students who were new at
coding to use the blocks, while others with more experience and knowledge to seek a greater
challenge by developing more advanced programs. This project allowed students to take
ownership of their own learning. In addition, students developed their collaboration and critical and
creative thinking skills to solve a complex problem.

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I implement game based learning to reinforce content taught. For example, my students developed
an online quiz based on dangerous creatures using Kahoot App. Students created 20 questions
ranging from easy to very difficult about a factual text. Students learned how to select the most
important information and how to phrase it in a question, developing both their analytical and
creative skills. I differentiated this task by allowing my students to develop questions at varying
levels based on their interests. As a result, students were more engaged in reading as they played
competitively against the clock to reach the highest score.

I utilise Augmented Reality (AR) to immerse my students in interactive learning experiences. For
example, I used Flashcards AR App to help students with learning the alphabets and numbers.
This App when used with alphabet flashcards trigger pictures of objects with corresponding letters
to emerge in 3D from the cards viewed through the iPad. As a result, my students were able to
explore the alphabets in an immersive engaging learning experience that was self-paced and
catered for a variety of learners.

Furthermore, I am committed to increasing teacher capacity in integrating future focused


pedagogies in their practice. For example, I presented “AR /Virtual Reality (VR) Language
Enhanced Learning” at Community Language Induction Program 2019. I discussed the
differences between the two technologies and how AR/VR is an engaging tool to improve language
outcomes for students. I provided arguments to show how research results were positive relating
to the use of these tools in education. I provided accessible and practical ideas on how these
technologies can be implemented in the classroom. The experience to present has allowed me to
showcase my passion for technology, and allowed teachers to consider how technology can be
used in an interesting way to engage language students and improve outcomes.

I integrate STEM/STEAM in my lessons wherever possible, providing my students opportunities to


apply makerspaces design thinking to develop their critical and creative thinking. For example, in a
lesson on famous landmarks, I offered my students a challenge to build the highest tower using
only paper and tape. Students explored the design of tall structures as they enhanced their
communication, teamwork, and problem-solving skills. Students reflected on their learning by
giving each other feedback on their own group dynamics as well as the performance of other
teams. Reflection on what they did well and how they could improve allowed students to celebrate
their efforts and achievements in completing the challenge. The outcome was that students
evaluated on their individual learning goals which cultivated independent learning, responsibility
and ownership.

I provide students with opportunities to maximise their engagement using future focused teaching
strategies. For example, I work within my school’s Coding Club that is run once a week. I facilitate
learning experiences that involve the Microbit and Circuit Playground microcontrollers, Scratch
programming and Tinkercad 3D modelling. Consequently, students were engaged in completing
projects based on their interests. In addition, they enhanced their computational thinking and
problem solving skills.

As a teacher at Kingsgrove High I will maximise student engagement through high quality
pedagogy, including the integration of STEM technologies and future focused innovative teaching
programs.

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4. Strong interpersonal and communication skills with the capacity to work collaboratively
with students, staff, parents and community.

My interpersonal and communication skills are demonstrated through working collaboratively and
liaising with the school community both internally and externally. As an IT Coordinator at SSCL, I
ensure that technology enables and enhances SSCL’s strategic objectives and facilitates staff and
students in achieving educational outcomes. I establish practices for the use of IT amongst staff
and students, providing advice and support on the most suitable and current technologies. I
coordinate and provide IT professional learning and support to teachers and students in
classrooms. For example, I provide support to teachers and students in utilising technology in an
effective and efficient manner within Arthur Phillip High School centre. As a result, I have become
adept in listening, questioning, explaining and giving feedback to create engaging learning
experiences for teachers and students.

Another example is my participation in Friends of Liverpool community engagement program. I met


with parents, teachers and executives to discuss school issues and concerns that parents may
have. It was part of my Personal Development Plan to participate in community building activities
at school, thus in this program I was able connect with parents from many backgrounds to discuss
student learning and wellbeing. This served to broaden my knowledge, improve my practice and
develop strong relationships with parents based on mutual trust and respect.

Furthermore, I was part of the Events Committee, which hosted multiple special events ranging
from Mothers’ Day and Fathers’ Day breakfast, and Anzac Day etc. Within my team, I planned to
ensure each event’s success. I was involved in interpreting, translating materials, ensuring
sufficient and effective signage for parents in the school grounds, and preparing and serving food
to parents and students. This was a great opportunity to be involved in the wider community and
support the activities for families and students.

In addition, I am a member of the Community Consultation Committee. The purpose of this


committee is to enable parents to better understand what and how students learn and how they
can assist their children at home, it also empowers the community to be a part of the decision
making. I communicate with the community about programs being run at school and develop ideas
with team members on new programs for engaging the community. This served to establish a
professional rapport with my students, their parents and other staff to maximise student
engagement.

My knowledge, skills and experiences will enable me to effectively contribute to all aspects of the
role at Kingsgrove High School. I will work closely and effectively with the entire faculty team to
achieve faculty targets and to continue to improve teaching and learning outcomes.

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5 Grose Ave, Lurnea 2170
Ms. Reem Alashhab
reem.alashhab3@det.nsw.edu.au

Mob: 0404 492 009

WWC:0609359E

NESA: 901487 (Accredited Proficient)

Qualifications:

2006 University of Western Sydney B. Teaching (Secondary – Tech, Maths)


Accredited in IST, SDD, IPT, TECH (Mandatory)

2003 University of Technology, Sydney B. Engineering (Computer Systems)


_______________________________________________________________________________

Professional Learning:

Digital Technologies Workshop, Australian Introduction to 3D Printing, ME3D (2018)


Computing Academy (2018)
STEM Lego Workshop, Snapology (2019)
Lego Robotics Workshop, Lego Education (2018)
Microsoft Utilisation & Creativity – InteractED
Introduction to Makerspaces, Coder Academy (2019)
(2018)
Unite Sydney 2019 – Unity (2019)
Technology for Learning Conference, DoE ITD
(2018) Community Engagement – Gonski Institute for
Education (2019)

_______________________________________________________________________________

Experience:

Current Liverpool Boys High Casual TAS Teacher


Miller Technology High
Hoxton Park High

2017 - Current Arthur Phillip High (SSCL) ICT Coordinator

2018 - Current Smithfield Public School Language Teacher

2018 Liverpool Public School Language Teacher

2016-2017 Malek Fahd Islamic School Y 7-9 Technology/HSIE Teacher

2011-2015 Al-Noori Muslim School K-12 Casual Teacher


_______________________________________________________________________

Referees:

Ms Jodi Harris Smithfield Public School Relieving Principal 02 9604 5475


Mr Douglas Melville Kingsgrove High/Arthur Philip High (SSCL) Principal/Supervisor 0413579921
Ms Sana Zreika Saturday School of Community Languages Principal 0411548 533

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