teacher primary level

1. CURRICULUM VITAE
Name: Prashanthy Sudarshan
Address: 02, Odette Way, South Morang,
Vic 3752,
Phone: 0478393690, 84579897
Email: shanthy1980@gmail.com
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EDUCATION:
2014: Certificate III in education Support (NMIT)
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2008: Bachelor of Arts, University of Jaffna, Sri
Lanka, that included study in Teaching
English, Poetry and Prose, Drama & Fiction,
Testing & Evaluation and reading English
language Teaching .
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2008: IELTS General Training (British Council,
IELTS Australia and University of
Cambridge ESOL
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2002: Certificate in English (University of
Colombo) Included study grammar and
composition, reading and listening
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1998: Diploma in English (Distance Education
Services
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2. PROFESSIONAL DEVELOPMENT:
 During my practicum placements I have actively participated in Professional
Development Programs that develop students’ well-being, confidence,
organisational and social skills, such as:
 Thinking Skills sequential program embedded in all areas of the curriculum
(P-6)
 Individual Learning Programs for identified at risk and high achieving
students
 The core program, ‘You Can Do It’ (P-6)
 Peer mediation and a variety of other programs such as Kids Conference and
Thinkfest
 Support programs such as Reading Recovery and Literacy Support,
instrumental music, camping program, Perceptual Motor Program with preps
and pre-schoolers
 Interschool sport, annual concert, choir and Gateways
PROFESSIONAL EXPERIENCE:
2014 – (6 month)
Teacher Assistant – Primary (Voluntary
& Work placement)
Preston South Primary School
2009 - 2011:
English Language Teacher (Full Time)
Ramakrishna Sarada religious
School
KEY SKILLS:
 High levels of initiative
 Flexible
 Pro-active
 Very good knowledge of how students learn
 Excellent written and verbal communication skills
 Highly developed organisational and planning skills
 Culturally aware
 Focused and task oriented
 Proven ability to engage with diverse groups of people
 Computer literate
 Competent Violin and Veena player
REFEREES:

3. The following referees can support my application and provide further evidence of
my abilities
Leon Leonidas
Principal
Preston South Primary School
Hotham Street,
Preston, 3072
Victoria, Australia
Tel: 613 94841544
Fax: 613 94801151
Email:
preston.south.ps@edumail.vic.gov.au
Gilly Robertson
Class Teacher
Melbourne Polytechnic
Cnr Cooper St & Dalton Rd, Epping, VIC 3076
Tel: 613 92691200
Fax: 613 92691484
Key Selection Criteria
KSC1: Demonstrated understanding of initiatives in student learning
including the Standards, the Principles of Learning and Teaching P-6 and
Assessment and Reporting Advice and the capacity to implement
curriculum programs consistent with their intent.
Throughout my studies, I have become highly familiar with the Victorian Essential
Learning Standards, the Principles of Learning and Teaching and Assessment and
Reporting Advice. I have outlined below how I have incorporated my knowledge
of current student learning initiatives as a classroom teacher at Preston South
Primary School
VELS
I believe that the students’ needs and their learning are central to my teaching. I
understand that VELS focuses on developing the knowledge, skills and behaviours
that underpin all future learning.
I have knowledge of all domains of VELS and incorporate the standards of VELS
when planning lessons for my class. I demonstrate my knowledge of VELS

4. standards in a number of ways:
 The VELS documents always support the planning of the curriculum for my
class.
 Understanding and creating progression point check lists to ensure I have
covered all of the necessary domains.
 Competently using the progression points to report on student achievement.
 Being involved in team planning meetings has furthered my understanding
of VELS.
VELS supports my encouragement of students to become more engaged and
connected to their learning through 'inquiry learning'. Through ‘inquiry learning’ I
am able to promote conceptual understandings and skills to students which enable
them to concentrate and focus on their areas of interest under the topic's 'big
question' and investigate personal questions.
KSC2: Demonstrated high level classroom teaching skills and the capacity
to work with colleagues to continually improve teaching and learning.
During my teaching career, in addition to adopting a number of learning strategies
which cater for individual learning styles that I have outlined, that I have
demonstrated high quality classroom teaching skills by incorporating the following
effective teaching strategies:
 Including high order thinking tools/strategies in my classroom.
 Developing complex conceptual understandings that students can transfer to
other contexts.
 Providing constructive student feedback.
 Constantly reflecting my own teaching and evaluating the programs and
activities I offer.
 Allowing students to have the opportunity to reflect and self-assess their
work e.g. student reflection, rubrics, check lists etc
 Setting high expectations for both work and behaviour.
As a Classroom Teacher at Ramakrishna Sarada religious School I
focused on,
 Improving student ability to generalize

5.  Increasing student independence
 Improving social skills through interaction with peers
 Academic progress to meet the set individual goals
 Decreasing behavioural problems by maintaining a friendly and safe
environment
During my teaching career, I have demonstrated good classroom management
strategies. This occurred due to my good interpersonal skills and by being well
prepared. I ensure my lessons are stimulating for my students. I also make sure that
students respect the school rules and abide by the values system in place.
I note that Ramakrishna Sarada School has a strong emphasis on students having
an ability and disposition to co-operate with others and an awareness, tolerance and
appreciation of other ways of thinking and behaving. I pride myself in being able
to provide a classroom environment that is conducive to learning and encourages
respect for others.
KSC3: Demonstrated ability to monitor and assess student learning data
and to use this data to inform teaching for improved student learning.
My philosophy on assessment means that I strive to achieve a balance between
learning content, and learning how to learn for the future. To achieve these goals I
ensure I regularly monitor my students' progress.
Assessment as learning: student monitors own performance, student reflection.
I believe that students become active, engaged and critical assessors through this
method as they personally monitor their own performance over time. This is
effective assessment that requires students to be reflective and try out a range of
learning strategies for themselves.
During group work sessions students also had an opportunity to assess their peers.
This allows students to develop a sense of responsibility towards themselves and
others. I always ensure peer assessment is undertaken in a supportive learning
environment in which students value and respect each other’s' ideas and opinions.
Assessment for learning: observation, worksheets, questioning, student/teacher
conferences and testing.
I often use this form of assessment; using these tools to allow me to see what the

6. students know and can do already and to use these insights to design the next steps
in their learning.
Assessment of learning: summative assessment, open ended tasks.
I am familiar with using teacher devised tests, standardised tests and level tests to
assess student progress. I have used many open ended tasks to assess the student’s
performance and they help me to plan and continually update my curriculum to suit
their needs.
Progression Point Checklists: I have used the progression point checklists with
students so they can see what is being measured and begin to understand and
discuss expectations.
Anecdotal notes: I constantly write notes on all my students and I use them to
compliment my overall assessment strategies.
KSC4: Demonstrated high level written and verbal communication skills
and high level interpersonal skills including a capacity to develop
constructive relationships with students, parents and other staff.
I have high level written and verbal communication skills. Colleagues often
comment on my clear, succinct writing style.
I also possess very good verbal communication and interpersonal skills. These
skills have been developed across a number of areas that have enabled me to
communicate effectively with a broad section of the community.
I enjoy listening to and observing my students and sharing their pride in learning. I
have come to understand that the most effective learning occurs when the student
and teacher are both engaged in the learning activity at hand.
Recent examples where I have demonstrated my capacity to develop constructive
relationships with students at BHS include:
 Establishing a safe and friendly learning environment that encourages
engagement and allows students to express their opinions.
 Participating in incursions and excursions that aim to accelerate student
learning.
 Becoming actively involved in non-teaching duties. My strong involvement
in extra-curricular activities has allowed me to further enhance my
relationships with the students.

7. It is of great importance to me that all students develop a sense of respect and trust
in me. I aim for students to regard me as a teacher with high standards in regard to
achievement, effort and behaviour but also to view me as an approachable and
friendly educator. I have developed many positive relationships with all students in
a variety of ways.
In all learning and teaching situations I acknowledge the students’ contributions.
By valuing their different levels of knowledge and input, students’ self-esteem and
their willingness to take risks in their learning is increased.
As well as establishing good relationships with my students I have always enjoyed
harmonious working relationships with other teachers, education support staff and
various other school staff. I am able to form good working relationships with
people of varied personalities and communication styles.
When working with colleagues, students and parents, I:
 Listen without judgment.
 Convey an open and friendly approach that is sincere and supportive.
 Show respect for the ideas of others.
 Maintain sensitivity to other people’s needs while remaining objective.
 Support others in their decision making processes and in the implementation
of their desired plans.
 Empathise with different members of the school community and react
appropriately.
 Maintain confidentiality.
During my teaching career, I also used formal meetings, program/student support
group meetings, integrated unit meetings, curriculum and information sessions to
engage with staff and the wider community.
KSC5: Demonstrated commitment and capacity to actively contribute to a
broad range of school activities and a commitment to ongoing professional
learning to enable further development of skills, expertise and teaching

8. capacity
I believe to be an effective member of the school community, you need to
contribute and be actively involved in a broad range of school activities. In all my
roles I fully support the organisation and the people within it. Some examples of
additional activities that I have participated in during my teaching career included:
 school incursions and excursions
 school swimming program
 school camps
 curriculum meetings
 all staff meetings
 yard duty
 school information evenings
 sports days
 school productions
 Professional Development Sessions on student learning, different teaching
strategies, ICT etc.
I would welcome the opportunity to become involved in all programs at Preston
South Primary School. I am aware of the importance and benefits to students
participating in programs that focus on developing social emotional and
behavioural wellbeing.
I believe it is important for everyone to be involved in a broad range of school
activities as it emphasises the fact that the school is a community and encourages
new experiences. I look forward to becoming involved in many different aspects of
the broader school curriculum at Preston South Primary School