Robert McCreery
Mathematics Teacher
Current status
Current status
I teach Mathematics at St. Joseph's College, in Hunters Hill.
I teach Mathematics at St. Joseph's College, in Hunters Hill.
Education
Education
Master of Teaching, Secondary Education in Mathematics
University of Technology Sydney
Master of Teaching, Secondary Education in Mathematics
University of Technology Sydney
Master of Science in Computer Science, concentration in Operations Research
Bowling Green State University, USA
Master of Science in Computer Science, concentration in Operations Research
Bowling Green State University, USA
Bachelor's degree in Applied Mathematics, concentration in Economics
Harvard University, USA
Bachelor's degree in Applied Mathematics, concentration in Economics
Harvard University, USA
Introduction
Introduction
In this five-minute video, I describe myself as a teacher:
In this five-minute video, I describe myself as a teacher:
- my goals and philosophy
- how and why I have become a teacher
- why I think I'll be a great one
Experience
Experience
2024 - St. Joseph's College
2024 - St. Joseph's College
Teacher, Mathematics. Three-week contract, teaching Years 7, 9, 10 and 12, and other teaching and supervisory duties.
Teacher, Mathematics. Three-week contract, teaching Years 7, 9, 10 and 12, and other teaching and supervisory duties.
2023-2024 - Holy Cross College
2023-2024 - Holy Cross College
Teacher, Mathematics. Activities include:
Teacher, Mathematics. Activities include:
- Teaching Year 11 and 12 Standard; Year 9 5.2; Year 8; and Year 7
- Writing and marking assessment tasks - all years, including HSC preliminary and trial exams
- Leading Holy Cross Talk, the homeroom and pastoral care group, for a Year 9 class
- Writing academic reports and conducting parent-student-teacher conferences
- Leading House Sport activities and excursions
- Supervisory duties at recess, lunch, before and after school
- Wednesday afternoon Homework Help drop-in sessions
- Attending student showcase events and matches to support their interests beyond Mathematics
- Improving of teaching practice: Engaging colleagues at least quarterly for observations and feedback to improve class management and pedagogical techniques
2022 - Marsden High School
2022 - Marsden High School
Teacher, Mathematics. After completing my final practicum at Marsden, I was offered a teaching role for the remainder of the year. I taught seven classes across all six school years and ability levels from basic to advanced.
Teacher, Mathematics. After completing my final practicum at Marsden, I was offered a teaching role for the remainder of the year. I taught seven classes across all six school years and ability levels from basic to advanced.
April-May: Casual Teacher. I taught every day for several weeks, while the Marsden faculty prepared for the move to a new campus over the Term 1 break. I taught classes as requested, in any subjects required, using prearranged plans and materials.
February-April: SLSO / Mathematics tutor as part of the Learning Support team, in the Senior Learning Centre. I primarily assisted students in Years 10 through 12, tutoring walk-in students and taking appointments.
2020-22 - Graduate student, UTS. I completed the MTeach program, specialising in Secondary Education, with the Key Learning Area of Mathematics.
Prior professional career
Prior professional career
I worked in the IT industry, first in the USA and primarily in Australia, in roles involving programming, test team leadership, network telemetry systems implementation and support, and business analysis. I have made a career in corporate IT, taking on a broad range of roles and responsibilities. My experiences have helped me develop skills in presentation, written and verbal communication skills, organisation and planning, problem analysis, and relationship building.
I worked in the IT industry, first in the USA and primarily in Australia, in roles involving programming, test team leadership, network telemetry systems implementation and support, and business analysis. I have made a career in corporate IT, taking on a broad range of roles and responsibilities. My experiences have helped me develop skills in presentation, written and verbal communication skills, organisation and planning, problem analysis, and relationship building.
Previous teaching experience
Previous teaching experience
As a graduate fellow at Bowling Green State University, I lectured in Operations Research to undergraduate Business majors; I was the University’s first graduate student to teach the course.
As a graduate fellow at Bowling Green State University, I lectured in Operations Research to undergraduate Business majors; I was the University’s first graduate student to teach the course.
As a senior student at Deerfield Academy, I was an inaugural co-leader of the student tutoring program. I organised staffing schedules with student volunteers, and I tutored other students myself in subjects including mathematics and languages.
As a senior student at Deerfield Academy, I was an inaugural co-leader of the student tutoring program. I organised staffing schedules with student volunteers, and I tutored other students myself in subjects including mathematics and languages.
Evidence
Evidence
The following resources represent my academic work. Practical examples available on request.
The following resources represent my academic work. Practical examples available on request.
Seeking and applying constructive feedback over a connected sequence of lessons
MANSW Journal article on teaching mathematical proof
MANSW Journal article on teaching mathematical proof
Lesson unit to support students of diverse linguistic and cultural backgrounds
Lesson unit to support students of diverse linguistic and cultural backgrounds
Plans and resources to teach topics in sequence with pre-class student preparation
Plans and resources to teach topics in sequence with pre-class student preparation
Adaptations and accommodations for varied developmental and behavioural needs and abilities
Adaptations and accommodations for varied developmental and behavioural needs and abilities
Leading a student group at 'Maths in Surveying' day,
hosted by the Institution of Surveyors NSW
Leading a student group at 'Maths in Surveying' day,
hosted by the Institution of Surveyors NSW
Educational philosophy
Educational philosophy
I believe strongly in believing in students, all of them, as the essential foundation of teaching.
I believe strongly in believing in students, all of them, as the essential foundation of teaching.
Where it is feasible, I favour a style related to the Socratic method, wherein questions and challenges to ideas are encouraged and all ideas welcomed in discussion. I cultivate discussion where everyone is invited to contribute.
Where it is feasible, I favour a style related to the Socratic method, wherein questions and challenges to ideas are encouraged and all ideas welcomed in discussion. I cultivate discussion where everyone is invited to contribute.
I explicitly encourage tentative answers and conjectures, so they can be explored. Examining students' ideas and welcoming different perspectives lets them builds confidence in their own abilities. It engenders trust in the learning environment, and it fosters curiosity.
I explicitly encourage tentative answers and conjectures, so they can be explored. Examining students' ideas and welcoming different perspectives lets them builds confidence in their own abilities. It engenders trust in the learning environment, and it fosters curiosity.
I also encourage teamwork in the classroom: students gain deeper learning by expressing concepts to others, and together they can own the discovery and accomplishment.
I also encourage teamwork in the classroom: students gain deeper learning by expressing concepts to others, and together they can own the discovery and accomplishment.
I believe also that learning is an upward, outward spiral path, where students go from beginner to master, and back to beginner again, but at a new level. I see wrong answers not as failures, but essential steps in learning progress: aids to deeper understanding of the way concepts work is reflected in how others do not work.
I believe also that learning is an upward, outward spiral path, where students go from beginner to master, and back to beginner again, but at a new level. I see wrong answers not as failures, but essential steps in learning progress: aids to deeper understanding of the way concepts work is reflected in how others do not work.
Mistakes are signs that a student is extending beyond the already known, and is therefore learning. Finding students' current limits, meeting them there, then helping them feel safe and excited in expanding those limits, is how I approach teaching and learning.
Mistakes are signs that a student is extending beyond the already known, and is therefore learning. Finding students' current limits, meeting them there, then helping them feel safe and excited in expanding those limits, is how I approach teaching and learning.
This collaborative approach depends on students having a level of fluency with tools for entry into a discussion. Teaching must include equipping students with those tools. Both discussion and direct instruction, for me, are vital in the classroom environment.
This collaborative approach depends on students having a level of fluency with tools for entry into a discussion. Teaching must include equipping students with those tools. Both discussion and direct instruction, for me, are vital in the classroom environment.
Associations and organisations
Associations and organisations
Professional
Professional
NSW Educational Standards Association (NESA) : Conditional Teacher accreditation
NSW Educational Standards Association (NESA) : Conditional Teacher accreditation
Sydney Catholic Schools : Band 1 (Graduate) Teacher
Sydney Catholic Schools : Band 1 (Graduate) Teacher
Mathematical Association of New South Wales (MANSW) : Member
Mathematical Association of New South Wales (MANSW) : Member
New South Wales Teachers' Federation (NSWTF) : Past Member
New South Wales Teachers' Federation (NSWTF) : Past Member
Independent Education Union of Australia (IEU) : Member, NSW/ACT Branch
Australian Institute for Teaching and School Leadership (AITSL) : Member
Australian Institute for Teaching and School Leadership (AITSL) : Member
Social
Social
UTS Ally : UTS Centre for Social Justice ally of LGBTIQA+ people
UTS Ally : UTS Centre for Social Justice ally of LGBTIQA+ people
Mensa : member, Australian Mensa
Mensa : member, Australian Mensa
More about me
More about me
Dual citizenship
Dual citizenship
Foreign Languages
Foreign Languages
Other Interests
Other Interests
Poetry and Essays
Poetry and Essays
Guitar
Guitar
Running
Running
Sport
Sport
I hold both Australian and US passports.
I hold both Australian and US passports.
I have various levels of competency in French, Italian, and Russian.
I have various levels of competency in French, Italian, and Russian.
I write poems and moderated the Poetry forum of a writers’ website. I have edited and contributed to two poetry collections, and written essays for a literary website.
I write poems and moderated the Poetry forum of a writers’ website. I have edited and contributed to two poetry collections, and written essays for a literary website.
I enjoy playing my three guitars and my ukulele.
I enjoy playing my three guitars and my ukulele.
I have completed three half-marathons, three City2Surf runs, and a 10km run up Mount Wellington in Hobart. I aim to complete the Australian Outback Marathon in 2023.
I have completed three half-marathons, three City2Surf runs, and a 10km run up Mount Wellington in Hobart. I aim to complete the Australian Outback Marathon in 2023.
I enjoy mountain biking, skiing, soccer, touch football, and sailing.
I enjoy mountain biking, skiing, soccer, touch football, and sailing.
Contact
Contact
