Teaching practice
Teaching becomes visible in the decisions we make: what we notice, what we design, how we respond, and how we know whether learning is happening.
My practice brings together disciplinary knowledge, language-responsive teaching, formative assessment, inclusive design, and relationship-centred support. These strands overlap in the classroom, but each offers a different way of examining the work.
Explore the five areas below, or move directly into the evidence within each strand.
Five strands. One practice.
The categories below organise the portfolio; they are not separate philosophies. Literacy affects science. Language affects assessment. Access affects participation. Relationships affect everything. The purpose of separating the strands is to make the instructional decisions easier to see.
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Reading, writing, discussion, text study, media, poetry and disciplinary literacy come together here. The focus is not simply on producing work, but on helping students read closely, communicate deliberately, interpret critically, and develop increasingly independent relationships with language and text.
Explore English & Literacy →
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Language is both a means of accessing curriculum and an object of learning in itself. This strand focuses on explicit language support, vocabulary, scaffolding, multilingual resources, oral language, and ways of maintaining intellectual demand while making participation possible.
Explore EAL / LEARN →
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Science creates a particularly rich space for inquiry, disciplinary literacy, evidence, explanation, and problem-solving. This strand examines how scientific thinking connects with reading, writing, language development, questioning, and learning across curricular boundaries.
Explore Science & Cross-Curricular →
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Assessment is most useful when it changes what happens next. This strand considers formative assessment, feedback, student evidence, responsive instruction, criteria, reflection, and the decisions that connect observation to subsequent teaching.
Explore Assessment & Feedback →
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Access, belonging, culture, relationship, learner agency, and responsiveness are not additions to instruction; they shape whether instruction can work at all. This strand examines the conditions that support participation, intellectual risk, dignity, and meaningful engagement.
Explore Inclusive & Responsive Practice →