1. Ahmet Altindagli
5 Moriac Way, Delahey, Melbourne, Vic, 3037
Mobile: 0426 196 423
E-mail: a.altindagli@ilimcollege.vic.edu.au
Secondary school teacher and educator
Dynamic and results-orientated ESL, Math, ICT and Turkish teacher committed
to inculcating a passion for learning, creating multicultural awareness through
teaching fundamentals of the mentioned subjects. Equipped with a talent to
develop and implement creative, hands-on curriculum that reaches every
student’s learning style and ability, empowering students to succeed and realise
their individual potential. A trustworthy and approachable individual with
excellent communication who cooperatively works with students to meet their
needs and promote the philosophy and goals of the school. Dedicated to being in
a positive learning environment and to make a difference in students’ learning
journey. My strong desire and ability to instantly build respect with my
colleagues, combined with my exceptional skills to ensure a positive rapport
with my students will assure I’m remembered as a good person.
Professional profile
• Dedicated, resourceful and innovative person who strives to change
marginal grades into good grades and support colleagues and
administration by creating an atmosphere of mutual respect and open
communication.
• Exceptional communication with colleagues and caring, diplomatic
manners.
• Encourages socialisation and team spirit.
Educational philosophy
Every student is an individual with different needs, abilities and ways of
learning. It is my ambition to teach all students in my classroom because I firmly
believe that every child is capable of learning. Using my knowledge of brain
based learning; I take my duty very serious when, thus devise teaching strategies
that ensure every student is given an opportunity to be able to excel to their
upmost potential.

2. Education and certification
• Bachelor of Computer Science and Mathematics:
 Victoria University 2005 - 2007
• Advanced Dip. In System Engineering:
 Victoria University 2003 - 2005
• Graduate Diploma in Education:
 Victoria University 2000
• Bachellor of Arts and Education (English language & ESL):
 Gazi University Turkey 1992
Work experience
Full time Maths Teacher 7 to 10 at Ilim College; Melbourne Victoria.
2008- Current
Maths Coordinator at Ilim College; Melbourne Victoria.
2010-2013
Part-time Taxi driver while doing further studies; Melbourne Victoria
2000-2007
Full-time Teacher, English (Grade 7 & 8) Broadmedows, Melbourne, Victoria
1999-2000
Full-time Teacher, ESL (Grade 7 - 12) Yamanlar College, Izmir, Turkey.
1992-1998

3. Selected skills and accomplishments
Curriculum development
• Developed innovative curriculum to instruct individual students, small
groups and classes of 30 students.
• Organised times, space and resources to balance heavy workloads and
stringent deadlines.
• Used unconventional methods and resources to educate students.
• Created comprehensive classroom studies to help learning and
encouraged students to take home materials use them and learn.
Educational assessment
• Spearheaded volunteer program to fulfil a need for students requiring
additional assistance outside the classroom.
• Reviewed numerous classroom assessment methods and techniques
adopted effective tools that were compliant with the school board.
• Appreciates on-going assessment.
• Recognised the need for appropriate pacing and delayed time to ensure
all students have understood the content taught.
Student/parent relations
• Cultivated parent involvement through consistent written and verbal
communication by inviting them to school or visiting them.
• Talent for capturing students’ interest in learning by providing training
support and guidance.
Classroom presentation
• Identified student’s individualism and developed curriculum to
accommodate different learning styles, maximising student
comprehension.
• Established comfortable, student focused, two-way communication that
empowered students to enjoy the learning process.
• Maintained productive learning environment by stating classroom rules,
holding students accountable for their actions and implementing
consistent and fair consequences.
• Ensured student responsibility over their own learning by stating each
lesson’s learning intention
References
Reference #1 Reference #2