1. Kerianne Williams
PERSONAL DETAILS
65 Nelson Street
Umina Beach 2257
0408 363 670
Kerianne.williams@gmail.co
NSW Institute of Teachers Accreditation
Number: 123 837
Proficient Teacher (achieved): 10/10/16
Current Position: 4/5 ClassroomTeacher
WWCC: WWC1186248E Expiry: 06/12/21
Qualifications
2012 Masters of Educational Studies – University of Newcastle
 ICT and Digital Learning Specialisation
 Educating Boys Specialisation
2011 Bachelor of Teaching /Arts (Primary) – University of Newcastle
 Sport Major
 Creative Arts Production
2016: Accreditation of Professional Competence submitted.
Teaching Experience
2016: Cross Curricular Year 4/5 Class
2015: Semester 2 Stage 3 Year 5
2014 -2015 Term 2 Year 5/6 classroom teacher (temporary) at Point Clare Public School
2011 - 2014 Casual teacher at Point Clare, Woy Woy South, Woy Woy, Peats Ridge, Pretty Beach and
Ettalong Public Schools K-6
Professional Learning
 Anaphylaxis e-training (Expiry 5/12/18)
 2016: An introduction to quality literacy teaching
 2016: Bump it up Strategy
 2016: Implementing the K-6 History Syllabus
 8 Ways of Aboriginal Pedagogy
 2015: Focus on Reading (Phase 1)
 Open Foundation Chemistry & Life Sciences and Core Mathematics
 All Professional Learning designated days
Referees
1. Louise Hoyle
Assistant Principal
Kariong Public School
0423 282 678
2. Paula Harmer-Watkins
Assistant Principal
Kariong Public School
0423 262 147
3. Kylie Crompton
Teachers Aid
Kariong Public School
0408 449 775

2. Approval to teach K-6
Demonstratedabilityto developanddeliverhighqualityliteracyandnumeracyprogramsalignedto
school priorities.
SPECIFIC SELECTION CRITERIA
I have high expectations of my students and myself and believe it is important to provide challenging learning
opportunities to enrich and enhance every child’s skills and abilities. I am a highly effective classroom practitioner and
educational leader who values creative and dynamic teaching and learning that is underpinned by data and driven by
students’ learning needs. My NSW Department of Education approval to teach K-6 is supported by:
 Teaching Stages 1, 2 and 3 throughout my career and currently teaching a Year 4/5 cross-curricular class. I have
in-depth knowledge of all KeyLearning Areas(KLAs) and curriculum content. I am skilled in analysing student
assessment data and using it to improve my pedagogy, thus demonstrating my proficiency in 5.4 (Interpret student
data) of the Australian Professional Standards for Teachers. I have assisted staff to analyse and evaluate students’
National Assessment Program – Literacy and Numeracy (NAPLAN) and Continuum data to inform teaching practice
and determine suitable types of assessment for and as learning. Outcome: Students engaged in quality lessons
and were provided with clear and explicit feedback. As a result of using individual SMART (specific, measurable,
attainable, realistic, time based) goals, the NAPLAN Marking Guide, assessment as learning strategies and
engaging Stage 3 staff in regular consistent teacher judgement (CTJ), 100% of Stage 2 & 3 students demonstrated
improved skills in aspects of writing and students in my class advanced one to four clusters on the continuum.
 Demonstrated knowledge and implementation of Project Based Learning (PBL). I have successfully created,
written and implemented units of work that are well designed and student centred. Utilising PBL students are given
more control over their learning this lead to higher engagement and satisfaction. Students are supported to identify
their goals and reflect on their prior knowledge to refine and concentrate on the learning outcome of each lesson.
My lessons are designed to ignite passion and foster a range of skills such as time management, collaboration and
problem solving. Outcome: My students completed presentations and displayed perseverance when researching,
editing and embedding feedback has increased dramatically. Students used sophisticated metalanguage,
providing clear and comprehensive information, responding to feedback and accurately evaluating the strengths
and weaknesses of their work using assessment rubrics and checklists.
 My ability to effectively contribute to whole school planning to lead teaching and learning program
development and implementation across K-6 in English as leader of the English Committee. I have assisted
the Kariong Public School (KPS) English Committee to create and implement whole school, differentiated spelling
programs and English Literature units of work that focus on quality literature, rich assessment, authentic technology
based learning and 21st Century skills to develop creative, critical, imaginative and reflective learners. These whole
school programs authentically integrate the cross-curriculum priority areas. Aboriginal and Torres Strait Islander
histories, cultures and perspectives, sustainability and Asia and Australia’s Engagement with Asia are used in the
scope and sequence as isolated focus areas and authentically embedded throughout all units. Outcome: This has
resulted in successful student growth, achievement of syllabus outcomes, a whole school approach to teaching
and learning, authentic integration of cultural perspectives, improved assessment and feedback practices and
reflection on assessment practices using the Quality teaching in NSW schools: An assessment practice guide.
Recognising Strategic Direction 1: Inquiry based, Creative and Dynamic Learning, I have a commitment to creating
lifelong learners and ethical thinkers who are able to work collaboratively, creatively and critically. As a teacher I will use
my expertise to build staff capacity to embed tools for creative and critical thinking into all learning programs and share
my knowledge of relevant and meaningful technologies and applications as tools to support learning and collaboration.
I consistently assist in the development and delivery of high quality literacy and numeracy programs aligned to school
priorities, targets and the School Excellence Framework (SEF). Quality literacy instruction underpins all learning in my
classroom and is embedded throughout all of my class teaching programs. As Stage 2/ 3 classroom teacher and
member of the English Committee, I have used the school plan and milestones to develop and deliver high quality
programs to ensure all students are meaningfully engaged, successful learners. I have;
 Demonstrated collaboration through the development and implementation of English programs and
assessment strategies to strategically engage the whole school community. As a member of the English
Committee, I continually support Strategic Direction 1- Successful and creative learners- Comprehensive K-6
assessment and feedback practices. I have a thorough understanding of its purpose and the people, processes,

3. Highly developed organisational, interpersonal and communication skills with the capacity to
collaborate with all members of the school community.
products and practices required to achieve our whole school vision. I assist in the development of resources and
implementation of effective improvement measures to drive achievement within the school. I successfully embed
higher order thinking tasks and assessment strategies into whole school programs and English literature units. I
promote and support colleagues during planning days relating to the Quality Teaching Framework (QTF), quality
assessment, ICT integration and using the Literacy Continuum to continually drive teaching and learning programs.
I demonstrate how Focus on Reading (FoR) strategies support teaching and assessing literacy skills. Outcome:
Following the Strategic Direction 1 at KPS ensures that staff professional learning and their ability to implement
contemporary and effective learning and assessment is driven by our school plan and relevant to student needs.
As set out in our school plan, I ensure ‘Our students [are] supported in their learning through comprehensive K-6
assessment and feedback practices’. I regularly report to stakeholders on its milestones, and identify areas for
attention and improvement. This enables all school community members to have a thorough understanding of our
success in meeting milestones and encourages collegial discussions to improve professional knowledge and
practice.
 Assisted in the development and delivery of high quality, inquiry based Mathematics programs. I have
collaboratively developed quality learning programs and quality, stage based assessment tasks to ensure
consistency across the stage and the school. I have supported staff to implement quality lessons based on priority
learning areas and careful analysis of students’ SMART data and assessment tasks. I embed the 8 Ways of
Aboriginal Pedagogy into Mathematics Programs and used these and inquiry based learning to plan and deliver
differentiated, effective and engaging lessons. Outcome: My expertise in both Mathematics and Information and
Communication Technologies, shows how 21st Century Learning using inquiry based skills can be incorporated
into Mathematics. It has strengthened my capacity in the use of effective assessment and feedback processes and
increased proficiency in embedding 8 Ways of Aboriginal Pedagogy into all Mathematics programs. Additionally, I
developed confidence, knowledge and understanding of the Numeracy Continuum and how to effectively assess
and plot students using PLAN software. Students enjoyed engaging, hands on, problem based learning and the
collaboration involved.
Recognising Strategic Direction 1: Inquiry based, Creative and Dynamic Learning, as a teacher at I will ensure that
quality teaching practices are embedded in curriculum programs, scopes and sequences, assessments and teaching
programs. I will ensure quality literacy instruction underpins all teaching and learning programs and ensure I contribute
to the advancement and attainment of school priorities.
I exhibit highly developed interpersonal skills to communicate effectively and respectfully with all stakeholders. All
students have different interests, experiences, knowledge and skills. I knowmy students. By learning about my students,
how to motivate them, what they enjoy and how to make learning and school life relevant and meaningful, as well as
engaging families and the wider community, I develop productive, trusting, collaborative and positive relationships with
not only my students but all stakeholders in student education and wellbeing.
 Effectively demonstrate highly developed organisational, interpersonal and communication skills which is
exemplified by my ability to assist in the coordination of a whole school NAIDOC Week celebration. Due to the
organising teacher needing to take long term emergency leave, plans were not in place. Over the course of the
two-week holiday period and the first week of Term 3, I organised a whole day event for the entire school
community. This involved a smoking ceremony and Welcome to Country conducted by a local Aboriginal elder, a
formal assembly comprising guest speakers and a performance which was attended by students and the
community as well as eight rotating cultural activities for over 350 students, The Great Book Swap (an initiative
through the Indigenous Literacy Foundation), a Kanga Banger lunch fundraiser and the involvement of numerous
parents, school community members, high school representatives and community groups such as Muru Mittigar
Aboriginal Cultural and Education Centre and Rotary. Outcome: This event led to significant community
engagement and pride with over 150 community members in attendance. It provided students and the wider
community with a deeper understanding, knowledge and appreciation of Aboriginal and Torres Strait Islander
culture and history whilst celebrating the many successes of our Indigenous Australian’s. It led to the development
of close working relationships between not only me, but the entire school and the many support people involved.
The success of this day would not have been possible had it not have been for the relationships I established and
continue to maintain.

4. Demonstrated capacity to innovatively integrate technology into effective classroom practice
underpinned by 21st Century pedagogy.
 Successfully develop and maintain supportive, collaborative and productive working relationships with
colleagues to enhance student opportunities and outcomes and engage in reciprocal sharing and
professional learning opportunities. In my many and varied roles as a Classroom Teacher in numerous schools,
I have developed strong collegial relationships for the benefit of my students, colleagues and school community.
Outcome: These relationships enable me to seek expertise, resources, knowledge and experiences from a wide
variety of sources and provide the opportunity for me to reciprocate and share my knowledge, skills, resources and
networks with others. These networks, resulting from my well-developed interpersonal and communication skills,
benefit the students, my colleagues and my school to achieve the highest outcomes for students.
 Actively listen to students, parents and carers. I am proactive in my communication with familiesand build
trusting relationships to achieve the best outcomes for students. I consistently demonstrate my outstanding
interpersonal and communication skills, in formal and informal settings, in a positive and professional manner. This
enables parents to have accurate information about their child’s achievements, ensures positive home/school
relationships are formed and valued by all stakeholders and provides families with opportunities to be involved in
school culture. Recognising my proficiency in 7.4 (Engage with parents/carers) of the Australian Professional
Standards for Teachers, I communicate regularly with parents via Class Dojo, phone and in person to ensure the
best educational, social and emotional outcomes for their children. Outcome: Through analysing my individual
success using the ‘Strengthening family and community engagement in student learning’ School Assessment Tool,
my highly developed communication and interpersonal skills, with the capacity to build relationships and engage
all stakeholders, is supported by achieving good practices in the Building and Sustaining stages of engagement
within Dimension 1: Communicating. Recently, a parent of one of my students sent the following message through
Class Dojo: “That's awesome, this is the first year I have had almost no breakdowns from him. He has been happy
to go to school all year, which has never happened either. Much of that has been your approach with him & he is
thriving. thank you”.
Recognising Strategic Direction 3: Wellbeing and Equity, as a teacher I will utilise my highly developed interpersonal
skills todevelop a deep understanding of students’ strengths, weaknesses and backgrounds to collectively promote and
facilitate resilience and promote Project Based Learning opportunities and engage community in shared initiatives to
increase Tell Them From Me (TTFM) survey results.
Quality Teaching of 21st Century, lifelong learners is my core business. It is essential that I use the Teaching Standards,
Quality Teaching Framework and teaching and learning cycle to assess (of, as and for), plan and teach. I use innovative,
collaborative, problem based and technology focused strategies to engage, challenge, motivate and teach students how
to be persistent and creative learners. I demonstrate this by;
 Implementing innovative, inquiry based practices to enable students to become critical, collaborative and
creative learners who can confidently and competently use modern technological tools to support and
enhance learning in all key learning areas (KLAs). I engage students, parents and staff through the use of digital
tools such as Voice Thread, Microsoft 365 (365), iMovie, Prezi and Virtual Incursions. This supports the KPS
Strategic Direction 1: Our students and staff to be confident and highly skilledin the use of ICT to enhance all areas
of teaching and learning. I work collaboratively on Google Apps, including Google Drive and Google Sites,
developing dynamic resources to share with staff. I have collaboratively developed innovative teaching and
learning programs for History, Geography and Science using tools including Prezi. Outcome: As a result of my
technological expertise, my students are highly engaged in 21st Century curriculum and instruction as I inspire
collaborative, creative and Project Based Learning with a focus on inquiry. I enable innovative learning methods
that integrate technology, problem-based approaches and higher order thinking skills. I am able to build on the use
of innovative technology to assist in the transformation of teaching and learning outcomes in all curriculum areas.
 Facilitating the education of students as21st Century learners using a range of creative and critical technology,
encouraging diverse learning styles, motivation and responsibility. I have created PBL units of work for Stages 1,
2 and 3 using the K-6 NSW syllabuses and the K-10 Literacy and Numeracy Continuums. I implement successful
gifted and talented opportunities for students through the use of higher order thinking skills, Gardiner’s Multiple
Intelligences and Bloom’s Taxonomy. I develop high quality teaching programs that include digital learning
pedagogies integrated with cross curriculum perspectives, cooperative learning activities, self-assessment rubrics
and multimodal texts. Outcome: As a result of implementing effective programs and teaching strategies, I enable
all students to become confident communicators, imaginative thinkers and informed citizens. I instil in students the

5. Thorough knowledge and understanding with demonstrated ability to lead and promote sport
drive for inquiry and innovation that they will need to succeed beyond the classroom. My students understand that
as global citizens they are required to be confident, competent communicators across a wide range of platforms
and can assess their own performance in cooperative groups both on an academic and social level.
Recognising Strategic Direction 1: Inquiry based, Creative and Dynamic Learning, as a teacher at I will ensure that
all students have the opportunity to become collaborative, critical and creative thinkers.
As a quality teacher and school Sports Major I have actively and efficiently organised, implemented and assisted in the
running of whole school, stage based and team based sporting programs. This has resulted in the promotion of an
active lifestyle for students of all abilities, contributed to a high value-added school, leading to socially engaged students
who have a sense of belonging and increased fitness, self-esteem and sporting. I have;
 Whole School Sports: I have effectively and professionally assisted in the coordination School and Zone
Swimming, Athletics and Cross Country Carnivals. Outcome: Students have been provided with opportunities to
excel, participate in new events and foster peer relationships. Parent and carer engagement in school culture has
been improved. The long term expertise I have gained has equipped me with relevant skills and experience to lead
others and enabled me to actively support the professional learning goals and aspirations of my colleagues.
 Extensive experience and skills in a wide range of sports programs: As the whole school sports coordinator,
I lead Stage 3 sport, ensuring that Department and ‘Play it Safe’ guidelines are consistently adhered to. I have led
the Premiers’ Sporting Challenge to enhance educational experiences, teach lifelong skills of the importance of
physical activity and teach students about personal satisfaction in successfully setting and achieving goals. I
enhance participation in sports through the implementation of Active After School Sport which provided students
from a low-SES background with quality sporting experiences. Outcome: My thorough knowledge and
understanding of sporting programs, initiatives and safety guidelines enables me to foster improved peer and parent
relationships, fitness, motor skills and coordination and provide students with experiences that enhance their overall
sportsmanship, resilience and enjoyment for physical activity.
Recognising Strategic Direction 3: Wellbeing and Equity, as a teacher at I will utilise my expertise in sport to develop
students to achieve their potential socially, emotionally and physically and provide professional learning in sports
coaching to build staff capacity resulting in increased opportunities for students.