Biology Teacher Application

This document presents a statement addressing the selection criteria for a Biology Teacher position. The applicant highlights their academic achievements, communication skills developed through education programs and extracurricular activities, passion for biology and life sciences, experience with one-on-one tutoring, and eligibility for registration with QCT. They emphasize their preparedness to meet the professional standards for teaching in Queensland schools.

STATEMENT ADDRESSING SELECTION CRTIERIA
Position- Biology Teacher
First Name Family Name
REF- #WEB 1708-520298SP
I have achieved high distinction grades consistently throughout my college and
university course. My Bachelor course in Education required high written and oral
communication skills. These interpersonal skills helped me gain higher credits in written
assessments including analytical papers, detailed technical reports, essay questions
and short answers written under stringent examination conditions (Acker 2015). I have
also been required to submit and present oral reports on diverse topics. In one such
report, I had to develop and present a one hour presentation on the disadvantages and
advantages of multidisciplinary teamwork. Such assignments required me to include
development, research of arguments, and production of a write-ups and presentation of
the analyzed results in seminar groups. The education programs made me well
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STATEMENT ADDRESSING SELECTION CRITERIA
proficient in developing communication skills in debates (Casey and Childs 2017). I had
effcieintly carried out the role of being a class representative and inform our teachers
the problems we faced during our classes. In the final year of my Masters program, the
authorities convinced me to present an orientation address to the first year students.
This garnered positive feedback from the audience members, the Principal and the
staff.
As a treasurer and secretary, I had to display high level communication skills to
efficiently execute my responsibilities. The Principal from the Central Queensland
University and a lecturer from my Bachelor course are completely aware of my potential
and abilities. Their names have been suggested as referees after their informed
consent. They have seen me at my best and can give a firsthand account of my
success that I had experienced on various endeavors during my education years.
Bachelor degree in Education from the University of Queensland has instilled a passion
for learning Biology and teaching it with utmost importance. It is a passion which ignites
a sense of enthusiasm and urges me to achieve my personal best (Shogren et al.
2015). I am a strict and passionate advocate of Life Science education, which is fuelled
by the belief that Life Science is not just about animals and plants but it is the science
that makes us breath, live, move and carry out daily activities (Stormont et al. 2015). It
is the science that triggers thinking, language and memories.
The course taught me to successfully apply quality teaching methods for
students to gain and develop their confidence and understanding of the intriguing living
world. The Bachelor program in Education taught the different approaches needed to
relate to individual learning needs of students and how to boost their abilities (Akbari
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STATEMENT ADDRESSING SELECTION CRITERIA
and Yazdanmehr 2014). It helped to develop and adapt my style and delivery of
teaching methods to suit student needs. We were taught to make sure that the lessons
are enjoyable and correctly pitched. This helped me realize ways to ensure effective
learning opportunities (Klassen and Tze 2014). It enabled incorporation of a wide range
of resources and strategies to the learning and teaching programs such as cooperative
learning, student centered activities, lesson activities, visual aids strategies using
technology, clear instructions on approaching a task and ways to succeed (Darling-
Hammond and Lieberman 2013). Throughout the tertiary study program, I enhanced my
skills to teach Biology and Applied Science. As part of my degrees, a range of subjects
needed thorough study with high level of competency (Dobbie and Fryer Jr 2015). The
applied science subjects in Master degree, partnered with those in bachelor degree,
combined to provide me with a broad and deep exposure to Life Science and its
application to the real world (Kwon 2014).
Tertiary studies have given the confidence and knowledge to teach science to
young students. I have also been involved in one-to-one tutoring in the local community
on weekends for the past three years. The experience gained with the content of these
courses is intimate and current. It made me confident and enthusiastic to participate in
the teaching Biology to students (van Buer and Füssel 2015). A provisional registration
at QCT will make me eligible for the job profile to meet the professional standards for
entry into the teaching profession in Queensland. It will serve as eligibility criteria for
employment in both state and non-state Queensland schools.
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References
Acker, S.E., 2015. High school principals' practices concerning technological
competencies in the selection criteria for potential teachers. The University of Alabama.
Akbari, R. and Yazdanmehr, E., 2014. A critical analysis of the selection criteria of
expert teachers in ELT. Theory and Practice in Language Studies, 4(8), p.1653.
Casey, C. and Childs, R., 2017. Teacher education program admission criteria and what
beginning teachers need to know to be successful teachers. Canadian Journal of
Educational Administration and Policy, (67).
Darling-Hammond, L. and Lieberman, A. eds., 2013. Teacher education around the
world: Changing policies and practices. Routledge.
Dobbie, W. and Fryer Jr, R.G., 2015. The impact of voluntary youth service on future
outcomes: Evidence from Teach For America. The BE Journal of Economic Analysis &
Policy, 15(3), pp.1031-1065.
Klassen, R.M. and Tze, V.M., 2014. Teachers’ self-efficacy, personality, and teaching
effectiveness: A meta-analysis. Educational Research Review, 12, pp.59-76.
Kwon, W., 2014. Selecting Movies for English Language Learning & Teaching: Criteria,
Methodology, and A Movie Guide for ESL Learners & Teachers. Methodology, and a
Movie Guide for ESL Learners & Teachers (Introductions to M-ELT: Movie-assisted ESL
Learning & Teaching), Tomato's English.
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STATEMENT ADDRESSING SELECTION CRITERIA
Shogren, K.A., McCart, A.B., Lyon, K.J. and Sailor, W.S., 2015. All means all: Building
knowledge for inclusive schoolwide transformation. Research and Practice for Persons
with Severe Disabilities, 40(3), pp.173-191.
Stormont, M., Reinke, W.M., Newcomer, L., Marchese, D. and Lewis, C., 2015.
Coaching teachers’ use of social behavior interventions to improve children’s outcomes:
A review of the literature. Journal of Positive Behavior Interventions, 17(2), pp.69-82.
van Buer, J. and Füssel, H.P., 2015. “Only the Best Teachers Will Do”–Professional
Aptitude Testing as a New Selection Tool for Teacher Training Programmes in
Germany?. In Governance in der Lehrerausbildung: Analysen aus England und
Deutschland (pp. 267-286). Springer Fachmedien Wiesbaden.
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