Emily Rovelli creates a positive learning environment where her students at Mackay State High School feel included and excited to learn. Emily is proud of her work in public education and proud of her school. She has a particular interest in the teaching of literacy and Senior English curriculum; her passion for these areas drives her classroom practices.
Emily uses strategies drawn from the research-based Pedagogical Frameworks of Explicit Instruction and Marzano’s Art and Science of Teaching (ASoT) to create effective and engaging learning experiences for her students.
Her students are safe in the knowledge that they can contribute without fear of negative judgement being made.
“Emily’s classroom is a calm, positive and orderly learning environment and she makes use of the research-based Essential Skills in Classroom Practices strategies to assist in behaviour management strategies,” principal Stephen Paulger said.
She uses student draft responses, both oral and written, to provide students with extensive, specific and individualised feedback to facilitate their academic improvement. She is also able to cater for students spanning the full spectrum of academic capabilities.
At the commencement of each year Emily familiarises herself with students’ backgrounds and academic performance histories, prior support programs, cultural/linguistic backgrounds and even their relevant medical conditions.
Emily provided exemplars of this process to the teachers of the school as a model of best practices. She used these details to create learning experiences for her students and engage in differentiation to suit their individual abilities. Emily also uses her own assessment data to evaluate her teaching and adjust programs to meet student needs.
She provides significant and meaningful feedback to students and their parents/carers on the strategies that can be applied to improve performance.
Emily collaborates with her peers, looking at performance data to develop improvement targets for her classes, and engages her students in setting targets and goals for their own improvement – a process she initiated ahead of it being mainstreamed.
“Emily has demonstrated exemplary and outstanding commitment to her profession. She participates in a multi-disciplinary professional learning team of peers where they regularly discuss strategies for improving their practices and also strategies for improving learning outcomes for students,” Stephen said.
She frequently supervises preservice teachers and has trained as a Mentor for Beginning Teachers, coaching and modelling for them.
Emily is professional and has an enviable skill for maintaining supportive and ethical relationships with former students as they transition beyond the school and into being members of the community.
Congratulations Emily on your QCT Excellence in Teaching Award nomination.