Dave John Mounter

Background

About Dave John Mounter

A brief outline of my studies, teaching /leadership experience and strong pastoral background to date is discussed below. In October 2002 I completed a Master of Teaching degree at the University of Sydney and I have completed a Bachelor of Business at Newcastle University with a major sequence in management. Since the completion of my university studies I have worked as a teacher in suburban high schools and as a Program officer in New South Wales Sport and Recreation Centres coordinating sports programs. Working as a high school teacher in suburban high schools for 6 years in Australia, I have also taught young children in International schools around the globe for 14 years. I am also accredited to teach Economics (IB Diploma program, NSW Higher School Certificate, AS and A2 Level Syllabus), Business Studies (IB Diploma program, NSW Higher School Certificate, AS and A2 Level Syllabus), Accounting to A levels, IB Creativity, Activity, and Service (CAS), IB Extended Essays, Geography, History and Physical Education in middle school. I have also completed extensive Careers and Guidance Counselling training courses to support Australian and International students when applying for university entrance. I am deeply passionate about teaching and working with young people and know that strong motivation underpins fantastic learning experiences. Great learning, great experience and great support are the driving principles behind my educational beliefs. I believe that the most effective teaching methodologies are active and pupil-centred, exponential learning where students take educational responsibility, are free to make mistakes and are empowered in their own learning, progress, and reflection. Data and its analysis are an essential part of my teaching and learning at schools I work in. I use data effectively within schools, set challenging targets, formative and summative assessment, accurately measure student progress, and target interventions to ensure all pupils, including vulnerable groups such as disadvantaged pupils, can achieve. When leading members of my team, I play a key role in the analysis of departmental data. This empowers colleagues and gives them a detailed understanding of its purpose of data collection and analysis. When I complete a task, I do so diligently and professionally for the benefit of the students involved.