To address selection criteria for Vision, Results, and Accountability, use the STAR method (Situation, Task, Action, Result). Highlight your strategic planning, goal achievement, and responsibility for outcomes. Provide specific examples where you demonstrated a clear vision, achieved significant results, and held yourself accountable. Emphasise your leadership, initiative, and commitment to delivering measurable success.
Vision Selection Criteria Example:
As a leader, I approach my role with a strategic mindset, evaluating the broader purpose of the system and how my actions can contribute to its advancement. I seek new ideas, gathering insights from various sources to inform future practices. In complex environments, I confidently embrace change, guiding others through uncertainty. As an RFF (Release from Face-to-Face) teacher, I encountered a challenge involving timetabling, lesson times, and managing student behaviour within the limited one-hour class periods across multiple grade levels from Kindergarten to Sixth grade. This posed a considerable obstacle to a productive learning environment.
To address this challenge, I provided constructive feedback. I suggested a strategic approach where I proposed focusing on a specific year level to become an expert in teaching and assessing consistently within that group. By concentrating my expertise on a single grade level, I aimed to streamline lesson planning, maximise instructional time, and cultivate a stronger understanding of student learning objectives. This facilitated more efficient timetabling and lesson-planning processes. This strategic realignment allowed for regular reporting to class teachers and developed a more cohesive learning environment for students and educators. This strategic adjustment addressed the challenges posed by timetabling and lesson times and enhanced teaching effectiveness within the school.
In my role, I am required to streamline tasks and enhance productivity.
One challenge was integrating a diverse range of software applications across different platforms. To address this challenge, I took steps to familiarise myself with a comprehensive suite of computer programs and platforms. I prioritised mastering TEAMS for daily records, recognising its importance in facilitating efficient workflow management. I also developed skills in Microsoft Office Suite, utilising Word for document creation, PowerPoint for presentations, and Excel for data analysis. This allowed me to create engaging instructional materials, analyse student data, and prepare reports. I utilised email platforms, including Hotmail, Gmail, and iCloud, as well as social media platforms, such as Facebook and Instagram, to engage with the school community and share important updates. I also incorporated educational technology tools like Seesaw into my teaching practice, providing a platform for students to showcase their work and receive feedback. I ensured flexibility across different devices and operating systems by embracing a combination of PC and Apple platforms.
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Results Selection Criteria Example:
In delivering results, I prioritise talent development within the workforce, recognising the unique capabilities of each individual. I cultivate a collaborative environment through relationships and inspire others through a clear vision. I drive accountability and outcomes through professionalism, persistence, and transparency, ensuring that all actions are aligned with organisational goals. During a recent school project, I played a role in implementing a comprehensive assessment initiative aimed at evaluating students' literacy skills across various areas using DIBELS and mCLASS programs. Our objective was to establish a proficient benchmark to gauge students' knowledge and inform instructional strategies.
I underwent specialised training to administer the assessment results as part of this project. My responsibilities included facilitating the assessment process for all students in the school and collating the data obtained. One of my primary responsibilities in this project was to train fellow staff members on effectively utilising the assessment data to drive instruction. I guided the interpretation of the results, identified learning gaps, and developed tailored interventions to address weaknesses. As a result, I leveraged my expertise to offer differentiated programs tailored to meet the diverse needs of our students. We were able to adapt our instructional practices, bridge learning gaps, and foster continuous improvement within our school community.
One instance where I went above and beyond to support my team involved guiding practicum students facing challenges in their roles. The issue stemmed from these educators feeling overwhelmed as they navigated their responsibilities within the school environment. Recognising the importance of nurturing a supportive culture within the school community, I offered personalised support to these colleagues. I created a safe and non-judgmental space where they felt comfortable seeking guidance. I listened to their concerns and provided constructive feedback tailored to their needs.
Additionally, I shared practical strategies to help them overcome challenges. I made myself readily accessible as a mentor, encouraging open communication and reassuring them that seeking assistance was not a sign of weakness but a proactive step towards professional growth. The new teachers expressed gratitude for the support provided, which contributed to improved outcomes for educators and students.
Additionally, my training as a MiniLit facilitator equips me with the expertise to implement specialised literacy intervention programs for struggling students. I achieve measurable improvements in student literacy skills through intensive small-group instruction focusing on phonemic awareness, text reading, and comprehension, contributing to enhanced academic outcomes. I optimise student learning outcomes by implementing evidence-based teaching strategies such as John Hattie's Visible Learning principles and Scarborough's Reading Rope model, ensuring that instructional practices are grounded in research and best practices. Additionally, piloting the K-2 NSW syllabus enhanced student engagement and achievement in the classroom.
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Accountability Selection Criteria Example:
In upholding accountability, I am committed to fostering healthy and inclusive workplaces where prioritising health, safety, and well-being are central values. I cultivate an environment that embraces diversity, ensuring all individuals feel valued. Additionally, I am dedicated to continuous growth, consistently seeking opportunities for professional development through learning. I uphold sound governance practices, maintaining a high standard of practice through risk management efforts and ensuring the integrity of organisational operations.
For example, I resolved a significant challenge related to providing specific support to students from diverse cultural backgrounds, including those from non-English-speaking backgrounds (NESB) and Aboriginal backgrounds. The issue stemmed from the need to communicate with families whose English proficiency was limited while also honouring their cultural identities within the school community. To address this challenge, I arranged meetings with the assistance of translators to ensure that important information was conveyed accurately. This approach helped bridge communication barriers and fostered positive relationships between school staff and families.
I incorporated culturally relevant experiences into the program to celebrate the diverse backgrounds of our students. For example, I organised NAIDOC activities that involved families from the Aboriginal community, allowing them to share their heritage with the broader school community. Additionally, I introduced cultural dances from countries represented by our students and organised special food events to display the cultures within our school. By embracing cultural diversity, we created a school environment that was welcoming, open, and inclusive for all students. Importantly, it helped alleviate feelings of marginalisation that parents and carers may have experienced and fostered positive partnerships between home and school.
I resolved a situation where communication with a parent was crucial in addressing their child's learning difficulties. The issue was the student's struggle to comprehend classroom assignments, which caused concern for the teacher and the parent. I made myself available to meet with the parents at a convenient time, ensuring they felt heard. During our discussion, I listened to their concerns and shared my observations regarding their child's academic challenges.
We devised a personalised plan to support the students' learning needs best. This involved discussing potential learning support strategies and specialist advice that could benefit the child's educational journey. As a result, we established a joint approach between the school and the family, ensuring that the student's academic success remained the focal point. As a result, the student experienced a significant improvement in their academic performance, and we ensured a positive, safe, and successful outcome for the student.
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