Satisfying Key Selection Criteria for Teacher Jobs

Demonstrate Key Selection Criteria Teaching Jobs, Assessment and Reporting Practices, Victorian VELS Teacher Jobs, Education employment, Applying for a Teaching Job,  Comprehensive Knowledge of Relevant Curriculum Areas, VCE, VCAL, VET, Implement and Evaluate Curriculum, High Quality Teaching Skills, Professional Practice, Teaching Strategies, Preparation and Planning

                                           EXAMPLE ONLY

The example below was provided by a teacher successfully obtaining a secondary appointment in the area of Materials & Technology.

ETA also offers a Job Application Template Kit with all four components for purchase online.

Click onto blue text to access:

1. Application for Teacher Position Cover Letter

2. Professional Practice Job Application Criteria Examples

3. Priorities of Learning Teaching - Component Map

4. Annual Review - Performance Development Stage 1 & 2

5. ETA Job Application Template Kit with all four (4) components

Key Selection Criteria


(a) Demonstrated high quality teaching skills which enable all students to achieve their full potential

No one student is the same and they all learn in different ways.   Therefore I use a variety of methods to engage students.  Students need to see demonstrations, have written and verbal instructions and see examples of work that they can look at to help develop their own ideas.  Students also need to be scaffolded through design, planning and problem solving to ensure that their production goes smoothly.  Although technology is mainly focused on the build component of the set task there are a range of other skills that the students need to develop.

  • teaching strategies used

I use a variety of teaching strategies to engage students who learn in different ways.  I use examples and practical demonstrations as well as a variety of written materials and visual aids.  With mixed ability classes I also ensure that there are a range of extension activities for students to gain excellence, whilst ensuring all students have the ability to achieve.

  • preparation and planning

I use a variety of planning methods to ensure that curriculum objectives are met.  These can be divided into long term and short term planning methods.  Prior to the commencement of the year, I prepare an outline of lessons for the coming year in line with the curriculum, and plan material requirements based on available budgets.  Prior to the commencement of each term, I review these plans for suitability to the specific class and order materials required for the coming term.  On a weekly basis, I review the coming week’s tasks and ensure that materials are available and prepared, and machinery is in good working order.   On a daily basis I undertake a further review for the coming day.   

  • assessment and reporting practices

I like to provide students with ongoing feedback, to ensure continued motivation and engagement.   Students are given written feedback on completed work as well as verbal feedback when working in class.  Reports are written individually for students at school report time.  In instances where a student is performing above or below the standard expected, discussions would be initiated between senior management and / or the student’s caregivers.

  • classroom management

I believe that all students have a right to expect a safe and positive environment, where challenges are presented that are attainable and enjoyable. 

I ensure that students are aware of classroom rules, and understand the behavioural expectations, in particular with regard to safety in the workshop.  During the first lesson with each new class I work with the class to “develop” behavioural guidelines, which helps the students own and understand the rules. 

I use a combination of positive reinforcement and consequences for negative behaviour.   Due to significant safety risks associated with the workshop, I would work with senior management to ensure that any unsafe behaviour is managed appropriately.

Maintaining contact with caregivers of students who are not meeting behavioural expectations is often also important.

(b) Demonstrated comprehensive knowledge of relevant curriculum areas


Although my knowledge of the Victorian Curriculum is not current, I have picked up the New Zealand system very quickly and have been working with a number of changes that have been introduced during this time.  I have also taught using two different systems for junior and senior levels.  Being the NCEA (National Certificate of Educational Achievement) for junior levels, which is centred on the design process and is more academically focussed and Unit Standards for senior students which is centred on trade related topics and is aimed at students who are wanting to move into the workforce.

  • VELS

The New Zealand curriculum, although different to the Victorian has many similarities.  I undertook my training at Melbourne University and have been able to develop a good knowledge of the New Zealand curriculum although I initially had no knowledge of it before starting to teach.  I am confident that I have the necessary skills, and understanding of curriculum methodologies to understand the relevant curriculum quickly.  From my reading so far I have noted that the principals guiding both the New Zealand and Victorian curriculum are based on similar lines. 

(c) Demonstrated commitment and capacity to actively contribute to a broad range of school activities as a member of the college team

Being a teacher involves more than just teaching in your chosen curriculum area.  It is part of being a member of a community which looks at the good for the whole.  Individuals benefit from ensuring that the whole school prospers and that relationships between staff and students are strong and these relationships are strengthened through involvement in a range of activities.

  • evidence of involvement in extracurricular activities

During my time at Henderson High School as a staff member I have undertaken the following activities outside of my core teaching responsibilities;


  • Branch Chair of the Post Primary Teachers Association for the 2006 and 2007 school years.  This involved keeping staff informed about industrial relations issues that affected them including the introduction of a new contract and working with senior management in a positive and proactive manner.
  • Assisting with building props and sets for school performances for the pasts five years
  • Transportation of the school representative badminton team on a weekly basis
  • Supervision at the annual senior school ball
  • Active member of the staff social committee.  I took up the role of Bar Manager for the social committee three years ago, to ensure that this facility was maintained.

(d) Ability to successfully implement and evaluate curriculum initiatives

Implementation of a curriculum is always an ongoing challenge, with each unit of work requiring review prior to being reused, to ensure that expected objectives are met.  The curriculum is an evolving work as the educational needs of students and the community change, so what is taught needs to be continually reviewed and modified.

  • understanding of current issues in education

I ensure that I keep up with articles and other reading about different issues that affect my teaching.  I also ensure that I maintain strong links with other teachers both internal and external to the school.  I currently attend both internal discussion and review meetings, as well as external “cluster” meetings with technology departments from other schools in the local area.

  • ability to contribute to the identification of student learning needs

I identify the way students learn from a number of sources, including personal observations of students, formal internal and external assessments, discussions with other teachers and caregivers.

I try to ensure my lessons include verbal and visual cues to ensure that students are provided information in a format that best suits their individual learning style.  I try to ensure that set tasks meet the curriculum expectation, but are achievable whilst ensuring that each task has an extension option for students who are capable of achieving above the minimum standard.

  • contribution to the development and implementation of curriculum programs

I actively participate in regular department meetings where methods for implementation of the curriculum are reviewed and discussed.  I utilise these discussions to develop and review individual unit plans.

(e) Demonstrated capacity to reflect critically upon their professional practice

Teaching methodologies, like the curriculum, is constantly evolving and teachers need to be aware of different approaches and initiatives so that they can get the best outcomes for their students.  New ideas for engaging students and better addressing the curriculum are regularly put forward.  After completion of each unit, I assess outcomes against objectives, and reflect on issues such as whether assessment levels, and student engagement was achieved at expected levels.  If achievement of objectives was above or below those expected, I actively review and discuss ways to address. 

  • willingness to participate in professional development activities

For the last two years at Henderson High School we have had weekly PD sessions looking at different techniques, the curriculum and behaviour management.  In addition, I have also attended a number of courses delivered by outside providers looking at the curriculum, behaviour management and a number of different course related subjects such as bone carving, flax weaving, picaxe (electronics), co2 cars and making marimbas.

•   co-operate with and assist other members of the faculty to promote the learning area within the college community

During my time at Henderson High School I have actively worked with all other learning areas to ensure that relationships are maintained which promote both a harmonious working and learning environment, and to promote the understanding that Technology is both an academic and practical learning area.

(f) Demonstrated high level of communication and interpersonal skills when relating to students, parents and other teachers

Communication is an essential part of any job and for teaching perhaps a bit more so. Students need to have feedback on their progress and their caregivers also need to be informed of issues that affect them and their children.  It is important to maintain high levels of communication with students, parents and other teachers.

  • sensitivity to students' welfare and the capacity to develop strategies to assist student needs

At Henderson High School we have a very multicultural student base and many students who come from challenging backgrounds.   There are a lot of different cultural and family issues that I had to gain an understanding of to ensure that I can engage students. 

Some examples include;

  • Ensuring that the bones used for bone carving are sources from a Halal butcher.

  • Understanding that cultural and religious beliefs play a major role in designing and art, and setting broad guidelines where possible to allow students to express these in their work

Whilst it is important to understand and be empathetic to individual student needs, it is equally important to ensure that other students are not adversely impacted upon as a result.

I endeavour to ensure that no student misses out on educational opportunities because of difficulties they have and try to ensure that they are all treated equally and fairly so that they can achieve to the best of their abilities whilst at school.  I do things like open up the workshop during lunch breaks and after school to give students who need extra time to finish work and negotiate different arrangements for students who have different needs.

  • contribute to the building of confidence and self esteem with students

I currently teach a range of different learning abilities including student’s special needs and learning difficulties, “regular” and accelerated classes.  I have found all students respond to praise of good work and positive behaviour and they are more responsive if this is done before suggesting ways of them improving.  I encourage students to undertake work to the best of their ability, without comparison to the ability of others.  The most important challenge is to the do the best you can.




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