This document is a resume for Michael Woodcock, including a list of referees and statement of skills and experience. Some key details: - Michael has over 30 years of experience as a secondary school teacher, primarily of English, Literature, History and Philosophy. - His educational qualifications include a Bachelor of Arts, Diploma of Education, Masters of Educational Management, and Masters of Philosophy. - He is currently a teacher of English and Literature at Carmel School in Perth, Western Australia, and has held various leadership roles including Head of English. - Michael has a strong knowledge of curriculum and differentiated teaching strategies. He emphasizes collaboration, communication skills and maintaining current teaching practices.

1. Resume
Including
LIST OF REFEREES
STATEMENT OF SKILLS AND EXPERIENCE
Michael Frederick Woodcock
(B.A; Dip. Ed; M. Ed; M. Phil)
……………………………………………………………………

2. Michael F. Woodcock (BA, DipEd, MEd, MPhil)
2
PERSONAL DETAILS
Surname
Woodcock
Title
Mr
First Names
Michael Frederick
Address
48/B Griffin Crescent
Manning
Perth, Western Australia
Post Code 6152
Email browo@westnet.com.au.
Home Telephone
(08) 9313 1879
Mobile
0452 445 233
EDUCATION AND QUALIFICATIONS
Higher Education
Name of College/University Dates attended Qualification/s and grade/s
attained
Murdoch University, Western Australia
Murdoch University, Western Australia
The University of Western Australia
The University of Western Australia
The University of Western Australia
1977 – 1980
1977 – 1980
1992 – 1995
1997 – 2000
2004 - 2011
Bachelor of Arts
Diploma of Education
Master of Educational Management
Master of Philosophy (Australian
Studies)
PhD candidate in the English and
Cultural Studies Department at the
University of Western Australia.
Withdrawn because of family and
work pressures.

3. Michael F. Woodcock (BA, DipEd, MEd, MPhil)
3
EMPLOYMENT DETAILS
Present / most recent
employment:
Job title and brief description of duties
Carmel School
Cresswell Street
Dianella
Perth
Western Australia 6059
Telephone: (08) 9276 1644
Current position:
• Long Service Leave: July – December 2014
• Teacher of English years 8 -12 and years 11 -12 Literature.
• Mentor group teacher in the school pastoral care structure.
• Committee member advising the Secondary Curriculum and
Standards Authority for the implementation of the National
Curriculum Literature Syllabus in Western Australia.
• Co–coordinator/coach for junior and senior debating.
• Co–coordinator for the Philosophon competition.
• Co-ordinator Mock Trial Competition in 2006-07.
Prior position:
• 2006: I joined the staff of Carmel School as Head of English.
In 2007 I had an operation on the left inner ear. This necessitated
that I step down from the position as Head of English. Since then, I
have maintained a full time teaching commitment as teacher of
English and Literature at Carmel School, as well as co-curricula
activities.
Previous employment Job Title
Employment dates and
reasons for leaving
Wesley College
Coode Street
South Perth
Western Australia, 6951
Telephone: (08) 9368
8000
• Assistant to the Head of English
• Coordinator of Philosophy
• Coordinator of year 12 Literature
• Teacher of English years 9 – 12
• As assistant to the Head of English and
Coordinator of Philosophy, I had on-going
responsibilities related to curriculum
development, committee work, and budgeting
and resource management. I also coordinated
the Wesley Book Club, and provided extra
curricula extension groups for Literature and
English- based activities.
2001 – 2005.
To take up a position as
Head of English at Carmel
School.
Helena College
Glen Forrest, Western
Australia
Guildford Grammar
School
Guildford, Western
Australia
• Co-ordinator of English and year 8 Integrated
Studies
• Master in charge of Middle School English.
• Teacher of English
• Assistant House Master, Saint George’s
Boarding House
• 1994 - 2001. Offer of
employment at Wesley
College as Coordinator of
Philosophy. I also wanted to
move to a larger school to
extend my skills and
experience
• 1991 – 1993. Employment
as Coordinator of English at
Helena College, Glen Forrest,
Western Australia

4. Michael F. Woodcock (BA, DipEd, MEd, MPhil)
4
Kalamunda Senior High
School Kalamunda,
Western Australia
Mundaring Clay and
Glass Studio and part
time study at Perth
Technical College
Guildford Grammar
School
Guildford, Western
Australia
Kulin District High
School
Kulin, Western Australia
South Fremantle High
School
Fremantle, Western
Australia.
Canning College,
Western Australia
Tempe High School,
New South Wales
Montessori School, New
South Wales. Part time
primary school teacher
• Teacher of Social Studies and Art
• Founder and manager of studio.
• Study of printing and drawing.
• Teacher of English, Social Studies, and
History
• Master in Charge of Ancient History Studies
• Teacher of Social Studies, Computer Studies,
Art, Physical Education and year 10 tutor
• Part time teacher of Social Studies
• Part time lecturer in Tertiary Entrance
Examination History.
• Part time teacher of guitar. Part time study at
Sydney College of the Arts.
• Primary school teacher.
• 1990. Employment at
Guildford Grammar School
• 1988 - 1990. A desire to
return to teaching
• 1985 – 88. Art studies at
Perth Technical College and
desire to set up small
business
• 1983-85. Employment as
teacher of English and
History in a full time position
at Guildford Grammar
School.
• 1983. Employment in a full
time position by the Western
Australian Education
Department.
• 1983. To take up teaching
position at South Fremantle
High School
• 1982. To take up part time
teaching of guitar and studies
in art.
• Return to Perth Western
Australia
• 1980. Further studies.
GENERAL EMPLOYMENT HISTORY
1988-89 Founder of Mundaring Clay and Glass Studio,
Mundaring, Western Australia
1982 Head Teller, The United Permanent Building Society,
Sydney, New South Wales
1981 Bar Manager and Chef, The Rose Shamrock and Thistle
Hotel, Rozelle, New South Wales
1976 Clerk and Courier, Lucas Industries, Perth, Western Australia
1975 Computer Programmer, Magnet Computer Centre,
Birmingham, England
1974 Money Market Clerk, The First National City Bank,
Johannesburg. South Africa
1970-73 Head Teller, Commercial Bank of Australia, Perth, Western Australia

5. Statement of Skills and Experience
School Ethos
• I have worked in Christian schools most of my career, and have experience working in interfaith
educational environments.
• I am confirmed in the Anglican Church.
• I aspire to the principles of compassion, justice, reason, service and excellence, and would
welcome the opportunity to work in a like-minded community.
• I have a strong commitment to the role of schools in educating students to become well-informed,
confident citizens of a global community.
Knowledge of curriculum
• I teach English between years eight to twelve, including years eleven and twelve Literature. I
also have experience teaching Integrated Studies, Philosophy, History, Ancient History, Social
Studies and Introductory Indonesian.
• I have a sound knowledge of the structure of the Australian National Curriculum in English and
Literature and the implications of the Australian National Curriculum and Reporting Authority
requirements for English and Literature teaching.
• I am member of the Literature Advisory Committee to the School Curriculum and Standards
Authority.
• I was an English Tertiary Entrance Examination Marker for three years between 2001 and 2004
and found this valuable experience for assessment of literacy standards.
• I understand the implications of the NAPLAN testing program.
Knowledge of student educational needs and differentiation
• I have experience in teaching boys and girls of varying skill bases, and understand the importance
of developing teaching programs which embed flexible approaches to different learning styles.
• I incorporate specific strategies in my teaching of students. For example: establishing and
maintaining rapport; setting clear limits and rules for group conduct; creating educational purpose
within lessons by articulating explicit goals; presenting well-planned and varied lessons in which
students can be active and passive at different times; motivating students through healthy
competition; encouraging responsibility for their actions; and fostering peer support and mentoring.
Students need: to be given responsibility; to be challenged in their work; to have their confidence
promoted; to be listened to; and to learn how to listen.
• I strive to incorporate knowledge of local and global citizenship into students’ critical thinking about
popular culture and literature. This knowledge can help them to take their place in the world and
develop healthy relationships.
• I teach to the needs of students with different skill bases and learning styles, endeavouring to
improve individual student outcomes while generating a love of learning.
• Methods of making learning meaningful to students with different skill bases include: tightly
structured study programmes with clearly defined and realistic goals; structured group work
using techniques such as "jigsaw" work and scaffolding; varying delivery of teaching
techniques; visual prompts; varying activities within lessons; use of differing homework diaries
for each year group; worksheets; portfolios; academic journals; independent learning programs;
and use of student helpers in group work.
• I apply these teaching strategies to draw out the best in students. My experience confirms that
collaborative learning encourages the cross fertilisation of skills and knowledge and enables
students to interact and respect each other, while aiming to achieve individual academic
excellence.
• I have always been active in peer support and student mentor groups.
Communication and team-work skills
• In my roles as Co-ordinator /head of department, I have lead a team of educators to implement
successful teaching programs and curriculum development. This included resource management
and close collaboration with colleagues.

6. Michael F. Woodcock (BA, DipEd, MEd, MPhil)
• I strive to be clear in my communication with students at all levels of school life, in both verbal and
written forms, and am aware of the power of language.
• In my own written communication and teaching, I model appropriate and effective use of
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language.
• I maintain contact with parents through open days, regular parent meetings, email, letters and
phone calls and encourage parents to contact me whenever they feel it is appropriate.
• I am confident in my interactions with parents, and understand the importance of effective
communication with them, utilising existing school protocols.
• I have experience with presentations at parent information evenings.
• I have had the privilege of working with varied education communities and believe this experience
has enriched my skill base in curriculum development and teamwork.
• I actively promote teamwork and mentoring of colleagues through departmental discussions about
directions for the curricula, choice of texts and student welfare.
• I have participated in policy-making and practical development of effective pastoral care and peer
support programs and believe that a proactive pastoral care system is the product of co-operation
between staff, students and parents.
Pedagogy and teaching practice
• Effective teaching is based upon well-prepared programmes and realistic outcomes for students
of all abilities, worked on in collaboration with other teachers. Short and long-term programming is
crucial to successful student outcomes. I use programmes as the cornerstone of my teaching
practice every day, and enjoy working with colleagues to develop and maintain best practice.
• I mark and return student work in appropriate timeframes to ensure continuity of feedback, and
management of marking loads.
• I use an electronic marks book, Teachers Assistant platform and an on-going student notation diary
to observe and facilitate student outcomes. These inform my reporting.
• To facilitate independent learning, I have been involved in extra curricula activities such as after school
English and Literature tutorials, the study of Philosophy and extension programmes for individual
students.
• The skills of the outside community can be of great benefit to the development of students' creative
learning processes. I have helped initiate interactions between external groups, such as Bell
Shakespeare Company, University TEE enrichment lectures, the Katherine Susannah Prichard
Foundation, and the Fremantle Education Centre.
• I use information technology to inform the curriculum. This includes promoting cyber-safety awareness
and practice.
• I am competent in the use of Information Technology systems to promote teaching and learning.
For example:
Use of SEQTA program in daily teaching and learning
Integrating the use of tablet programs such as Creative Book Builder, SpellBoard, Keynote,
Pages, Dropbox and others into student daily learning programs
Experience in the creation of WIKIs (collaborative research and contribution web tool)
Safe use of the Internet to promote student research skills
Daily use of electronic student pastoral care and reporting systems
Experience in the use of electronic white boards as a teaching tool.
• The use of Information and Communication Technology is an on-going developmental process
and I enjoy the interaction with this area of knowledge and skills. It provides an opportunity to
liaise with staff in other departments, to encourage cross curricula programming and develop new
ways of teaching and learning.
• I am committed to participation in co-curricula programs, both cultural and sporting, as these
provide avenues to extend my holistic understanding of students’ welfare and progress.
Classroom management skills
• I have demonstrated skills in effective classroom management and find that a consistent, firm but
gentle manner with all students encourages civil behaviour and mutual respect. Effective

7. Michael F. Woodcock (BA, DipEd, MEd, MPhil)
schools are communities which operate within clearly delineated rules based upon justice and
compassion.
• Successful teaching is based on mutual respect between teachers, students and parents/carers and I
strive to be positive, approachable, knowledgeable and kind. Given affirming relationships, students
are encouraged to achieve their potential as self-actualised and caring individuals in school and
society.
• Using the available teaching and classroom resources, I try to create a learning environment that
enhances positive student behaviour and learning.
• I understand the importance of monitoring and reporting on the educational and pastoral wellbeing
of students, and consider this an integral part of classroom management.
• I make a conscious effort to discuss course choices and directions with students and their parents on
a regular basis in consultation with the Head of Department and other teachers.
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Demonstrated current practice in the field
• Attendance at all Curriculum Council training relating to the English and Literature courses of study.
• Membership of the Australian College of Education.
• To maintain and develop knowledge of my profession, I have completed a Masters of Educational
Management and a Masters of Philosophy in contemporary literary criticism.
• I have experience working in Integrated Studies, Philosophy and Ethics, History, Ancient History and
Art, and theme-oriented syllabus in Middle School. This has provided me with an insight into the
value of encouraging students to access other curriculum areas to inform research and writing.
Collaboration with colleagues
• I enjoy close contact with my colleagues and the wider school community, consulting and
advising in all aspects of the English curriculum and in wider educational developments.
• I actively participate in discussions about the utility of student outcome statements, programs
for the gifted and talented and issues of student assessment and welfare.
• I willingly exchange teaching materials and ideas, and discuss curriculum and associated issues
with colleagues.
• I cooperate in cross-marking designated assignments and all examinations across year levels.
This is an important process that enables discussion of standards expected by the faculty and a
comprehensive view of student skills and progress.
• I engage in small group moderation as required.
• I have participated in curriculum development committees constructing whole school
assessment, reporting and monitoring systems in line with a school's strategic plan.
• Recent curriculum developments have placed powerful stresses on teachers. Teamwork is
therefore vital to maintain teachers' abilities to deliver effective student outcomes. I am willing to
engage in and support curriculum initiatives which facilitate students' educational outcomes.
• Experience as a mentor teacher/supervisor for pre-service Education students.
Role of technology in teaching and learning
• I understand technology has a changing and dynamic role in promoting student competencies,
confidence and creativity. A core function of technology is to build appropriate ways of collection,
storage, retrieval and application of knowledge.
• A central role of technology is to promote reading and writing skills by engaging students in a
dynamic interaction with the varied genres of written and visual material.
• I have been involved with library staff and information technology staff in implementing student
learning through the use of differing data bases, portals and blogs.
• I have explored the use of technology with students for the creation of different narratives such as
short stories, picture books, graphic novels, films and cartoons.
• I have worked closely with other staff to facilitate student skills in research and critical analysis in
incremental steps which build their critical thinking competencies. The delivery of the product of
research has become greatly diversified with the range of computer and internet programs available
for exploration. Library resources and staff provide a platform to enable this.

8. Michael F. Woodcock (BA, DipEd, MEd, MPhil)
• I have worked with members of other departments to promote and integrate each department’s
goals in terms of curriculum outcomes through the use of technology.
• Information technology provides a forum in which to celebrate student work and knowledge
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management.
• I am committed to promoting the use of technology in knowledge building where school resources
support this. I encourage students to embed media, creative elements and information portals in
their work both collaboratively and in their individual projects while developing their understanding
of complex issues relating to intellectual property and copyright.
Work ethic and continuous improvement
• I have demonstrated a strong work ethic throughout my teaching career, having maintained a full-time
teaching load and extra-curricula commitments alongside part-time postgraduate study.
• I am always a willing participant in whole-school and subject specific activities, believing that regular
professional development courses provide an opportunity to enrich teaching skills.
• Examples of courses I have attended include: Howard Gardner's theory of multiple intelligences;
Michael Pohl's "Strategies for Learning"; "Habits of Mind"; the "Work Smarter Not Harder"
programme; the use of information technology in the classroom; school based curriculum
development; English Teachers Association Conferences; use of electronic white boarding in the
classroom; the "Stepping Out" syllabus; various pastoral care and peer support courses; John
Hattie’s “Visible Learning”; and the building of resiliency in students.
• I participate in staff performance appraisal processes and welcome constructive feedback on the
on-going development of my professional skills.
• My personal commitment to life-long learning is demonstrated through my post-graduate studies
and on-going pursuit of private research interests. I would welcome the opportunity to further
extend my knowledge of contemporary library informations systems in teaching and learning.
Summary of research skills and interests.
Post-graduate studies have facilitated my professional knowledge and skills as a teacher of English and
Literature. For example:
• The concept of the school as a community of learners who are engaged in an on-going inquiry about
teaching and learning underpins my teaching practise and research interests.
• Commitment to pedagogical improvement, professional development and extension of my teaching
competencies has driven my study of the effective use of information technology in classroom teaching,
administration and research. In my teaching program, I have developed varying approaches to the use
of tablets/I-pads, laptops and research through library information technology systems. I am competent
in the use the Teacher Assistant program and am flexible in adapting to other technological education
systems.
• For my studies in Educational Management at the University of Western Australia, I examined issues
related to linkages across the curricula and the utility of the Middle School as a vehicle for curriculum
development and pastoral care. My thesis focussed on the management of rapid change through
collaborative faculty interaction.
• The Master in Philosophy at the University of Western Australia provided me with the opportunity to
study contemporary critical theory and Australian Literature. My dissertation investigated the social
realist writers of the 1930s and 1940s. This degree program gave me the opportunity to examine the
connections between Australian art and literature between the 1890s and 1945.
• Between 2006–2011, I enrolled in a part-time PhD (Early Modern Studies) at The University of Western
Australia. My research explored aspects of the paternal voice in the plays of William Shakespeare, and
the ways these have been translated from script to film. During these studies I presented papers at
conferences in Perth and Tasmania. Family circumstances prompted me to suspend and then withdraw

9. Michael F. Woodcock (BA, DipEd, MEd, MPhil)
9
from these studies.
• I have been a guest lecturer to the University of the Third Age in Kalamunda, speaking on the writings of
Charles Dickens and the early Victorian period.
• I continue private reading and research into intellectual areas of personal interest, including nineteenth
century English and Australian literature and history, World War One literature, art and history and
modern poetry.
• I am a guitar player with a specific interest in classical and jazz guitar.
LIST OF PROFESSIONAL REFEREES
for
Mr Michael Frederick Woodcock.
Ms M Lamont
Head of English
Carmel School
Cresswell Road
Dianella. WA 6059
Email Melanie.lamont@carmel.wa.edu.au
Telephone 0892761644
Mobile 0466 002 207
Mr G Shenkar
Carmel School
Cresswell Road
Dianella. WA 6059
Email. Shegres@carmel.wa.edu.au
Telephone 0892761644
Professor Christopher Wortham.
Professor of Theatre Studies and English Literature
Associate Dean (Teaching and learning).
Notre Dame University
Fremantle
Email: Chris.Wortham@nd.edu.au
Telephone 9433 0163
Ms Lorraine Day
Lecturer.
School of Education
Notre Dame University. Fremantle.
Western Australia
Email: Lorraine.day@nd.edu.au
Telephone. 9433 0163
Mr David Ashton
Deputy Head (Academic)
Framlingham College
College Road
Suffolk. IP13 9EY
United Kingdom
Email:dgashton@framcollege.co.uk
Telephone +44 1728 727 211
Mobile: +44 7825 259 791
Ms M Kagen
Teacher of English
Carmel School
Cresswell Road
Dianella. WA 6059
kagmels@carmel.wa.edu.au
Telephone 0892761644