Trudi Ann Bourke

88 Balmoral Road

Conditional Accreditation (K 6)

Mortdale 2223 NSW

Completing B.Ed. 4th year upgrade

0402 974 897

Id. 1102685

trudi.bourke@gmail.com
http://trudibourkeportfolio.weebly.com

The role of a creative leader is not to have all the ideas; it's to create a
culture where everyone can have ideas and feel that they're valued.
- Sir Ken Robinson
Education
2014 Current

Bachelor of Teaching 4th Year Upgrade

Australian Catholic University

2015

Child Protection Awareness Training e-Training

NSW Department of Education and Communities

2014

Anaphylaxis e-Training
ASCIA
e-Emergency Care Training
Professional Learning and Leadership Development Directive

2008

Certificate IV in Workplace Training and Assessment

1985

Diploma of Teaching (General Primary)

St. George Institute of Education (NSW University)

TRUDI ANN BOURKE

Work Experience
March 2014 December
2014

Supervise and assist legally blind student and students with autism.
Assisting with learning, behaviour management and providing support to the classroom teacher.
Liaise with classroom teacher, principal and parents about the students progress.

February 2007 October

2013

Teachers Aide
Milperra Public School (kindergarten)
Padstow North Public School (kindergarten)

Teacher
Links to Learning: Students at Risk Program (years 7- 10)

Teaching students from government secondary schools who experienced multiple barriers and
significant difficulties in school, resulting in, truancy, suspension, inappropriate behaviours, and
poor grades.
The aim was to reintegrate students in their home school, access alternative education services,
or, access support services suited to their individual needs.
Focus was given to Literacy and Numeracy, however all subjects were addressed as needed.
Responsibilities: teacher, counselor, mentor, role model, confidante, advocate, nurse and cook.

A Selection of Evidence of Australian Professional Standards for Teachers

Professional Knowledge:
Standard 1. Know students and how they learn.
1.1.1

Demonstrate knowledge and understanding of physical, social and intellectual development and
characteristics of students and how these may affect learning.
During young adolescence the frontal lobes of the brain are pruning connections and rebuilding.
As a result young people demonstrate behaviours that are often detrimental to their physical,
social and intellectual development. They lack forethought and the ability to consider
consequences, resulting in poor decision making, and, they cannot read emotions easily in others
but they themselves are very emotional. Most of my students were chronic truants, leaving them
with learning gaps and failing grades. To accommodate their needs, lessons were planned from
stages 1 through 5 of the curriculum and one-on-one assistance given for remedial learners and
with school assessments. This resulted in reduced anxiety and improved attendance.

1.5.1

Differentiated teaching strategies, such as, individual teaching or buddying up, were used to
support the learning needs of students, creating opportunities for more focused teaching and
learning, resulting in improved academic achievement and attendance.

TRUDI ANN BOURKE

Standard 2. Know the content and how to teach it.

2.2.1

Organise content into an effective learning sequence.

To develop understanding and fluency in numeracy and literacy, lessons were based on students
prior knowledge, skills and abilities. To accommodate individual needs I used elements from
stages 1 through 5 of the curriculum. This allowed students to work at their ability level, resulting
in increased confidence.

Professional Practice:
Standard 3. Plan for and Implement Effective Teaching and Learning
3.3.1

Include a range of teaching strategies in teaching.

3.5.1

Demonstrate a range of verbal and non-verbal communication strategies to support student

engagement.
For six years I managed high school students with behavioural, social and academic difficulties.
Students who rarely attended school attended my classroom every day and completed assigned
work. The environment was happy and respectful. Friendly relationships were formed. Lessons
were planned primarily from Stages 1 through 5 of the curriculum, catering for individual needs. I
believe that this is strong evidence to support the above standards.

Standard 4. Create and Maintain Supportive and Safe Learning Environments

4.3.1

Demonstrate knowledge of practical approaches to manage challenging behaviour.

Everything was underpinned by teaching and modelling appropriate behaviours. One method
used was to put the responsibility for behaviour on the student by offering an opportunity to make
the appropriate decision. Students were given a choice of two scenarios and the consequences of
each. It was then their choice as to how to proceed. Strict boundaries were in place and
consequences were always followed through, resulting in students knowing and accepting their
role.

Standard 5. Assess, Provide Feedback and Report on Student Learning.

5.2.1

Demonstrate an understanding of the purpose of providing timely feedback to students about their
learning.
A group debrief occurred at the end of each day giving both teacher and students an opportunity
to discuss the events of the day, focusing on positive outcomes but also addressing areas for
change. This allowed students to air any grievances and find solutions with the help of the group.
Goals were given for the three days/week students attended their home school.

TRUDI ANN BOURKE

Standard 5 continued.
5.5.1

Demonstrate understanding of a range of strategies for reporting to students and parents/carers

and the purpose of keeping accurate and reliable records of student achievement.

I completed daily reports on all students which focused on behaviour, attitude and work
completion.
The home schools received a written report at the end of each term which included
recommendations for the student going forward. Weekly, sometimes daily discussion was
held with schools and/or HSLOs.
Parent conferences were often ad hoc, before or after class. Formal meetings were arranged
as necessary.
A data base was maintained for the DEC.

Professional Engagement:
Standard 6. Engage in Professional Learning
6.4.1

Demonstrate an understanding of the rationale for continued professional learning and the
implications for improved student learning.
we should be recognising the job of education is to create a climate in which people learn
enthusiastically, and with confidence, and that the starting point for great education is to engage
peoples imaginations, their talents and their passions. We have to go to where the action
actually happens; we need better classrooms, we need better teachers, we need conditions under
which teachers can be creative, under which they can organise the culture of their own classrooms
and their own schools in a way that takes account of people who are actually there and present in
it. Sir Ken Robinson

Standard 7.

Engage Professionally with Colleagues, Parents/Carers and the Community

It takes a whole village to raise a child. - Igbo and Yoruba (Nigeria) Proverb
Forming close working relationships with students in the re-engagement program, meant forming
close working relationships with all parties interested in their welfare. Regular meetings were
held with schools (principals, deputy principals, head teacher welfare or counselor), HSLOs,
DEC behaviour team, police, police youth liaison and parents/carers. In addition, ongoing
professional relationships were formed with health care workers, case workers, youth workers
and external providers of subject disciplines, e.g. YMCA, Shopfront Theatre and Federal police
Think You Know educators. Community representatives played an important role in helping to
stablilise their youth.
It was part of my role to work with all of the above representatives with the aim of supporting
each student to fulfil their potential.

TRUDI ANN BOURKE