7. Engage professionally with colleagues, parents/carers and the community
•I will collaborate with colleagues, families, the school community, and the wider community more broadly in an open, positive, and friendly manner;
•I will respect the rights, first and foremost, of each child, but also of the family, and of those I work with – this means I will assert authoritative guidance, but also actively listen and be attentive to students’ concerns;
•I will be open to difference, including difference in opinion, being prepared to alter my own attitudes, judgements and outlooks as appropriate and necessary;
•I will reflect upon my own teaching practices and modify these as necessary to match the environment and circumstances at my disposure;
•I will continually assess my own methods and approaches, as well as my students’ learning, using both formative and summative methods for constant and ongoing improvement;
Natasha made herself known to parents. She would have appropriate conversations where necessary. (Kathy Dinoris, Mentor ETP410 Practicum 2012)
Tash was confident, professional and polite with all staff members from the moment her placement commenced. (Sarah Morris, ETP425 and 426 Placement Mentor WPS, 2013)
7.1. Meet professional ethics and responsibilities – understand and apply key principles described in codes of ethics and conduct for the teaching profession
Natasha demonstrated sensitivity and respect for all students, understood diversity and the various cultural differences amongst students. (Kathy Dinoris, Mentor ETP410 Practicum 2012)
I am aware of the Mandatory Reporting and Ethical requirements of a teacher in Australia, as developed through my course and further emphasised in my practice over placement periods.
For example, I know not to share private information, either of students, their parents/families or of staff with others. I make sure I am professional both in presentation and in attitude and behaviour.
In carrying out my duties as a teacher;
- I take and accept responsibility for the learning experiences I create. I will strive to provide meaningful experiences for all students;
- I will recognise that all students have the right to learn;
- I will honour the trust within all of my relationships – with students, teachers, parents and carers, and with the leadership team;
- I will act with dignity and honesty, respecting the rights of all partners in the education system and recognising that cultural differences may deepen this need for dignity;
- I will act in ways that promote my professionalism
7.2. Comply with legislative, administrative, and organisational requirements – Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school age
Natasha is very eager and willing to learn. She will volunteer to support during and after hours. She has an excellent understanding of the workload and commitment required to be a successful teacher. (Kathy Dinoris, Mentor ETP420 Practicum)
Whilst undertaking placement, I have been aware of the following school legislation and teaching standards and procedures for my duties, abiding by these and seeking clarification when unsure:
- Signing in as a visitor prior to having a badge and later wearing my badge of identification when carrying out duties outside of the classroom for a teaching purpose
- Filling in the role book and daily attendance records
- Attending to yard duty as rostered on
- Attending all staff and team-leader meetings and rostered PD sessions
- Maintaining student confidentiality
- Abiding by safety policies and procedures (eg. numbers of students leaving class on their own
7.3. Engage with parents/carers – Understand strategies for working effectively, sensitively and confidently with parents/carers
As I have previously explored, I engaged in parent interaction in various means, strengthening my relationships with my students’ carers and making connections with their home environment:
- Parent-teacher conferences, or parent-student-teacher conferences
- Parent and carer help within my teaching sessions and in specialist sessions
- In- and excursion parent help;
- Homework feedbacK
- Letters of introduction and letters for permission to use photos
- Classroom blog
- Before- and after-school general conversation
7.4. Engage with professional teaching networks and broader communities – Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice
Natasha is very eager and willing to learn. She will volunteer to support during and after hours. She has an excellent understanding of the workload and commitment required to be a successful teacher. (Kathy Dinoris, Mentor ETP420 Practicum)
My teacher networks and knowledge will continue to grow and expand through the following actions:
- Professional development (learning) workshops and seminars
- Memberships to teaching associations and unions
- Online blogs
- Journal subscriptions
- Proactive engagement
- Collaboration with various schools other than my pre-service experience school
- Volunteering outside of my placement
I will increase my teaching links with the community, as well, by inviting the wider community, through parents/carers and friends, to share knowledge and experience in teaching topics, inviting members of the community with relevant police and working with children checks to work in the classroom as parent-helpers, assisting small group work, reading development, ICT skills, etc. In addition, extension of lessons to the wider community, through in- an excursions, increases these links as well.
Beyond my teaching in the Australian mainstream classroom, I am bettering myself as a teacher through my extension to remote schooling, just as I have, previously, volunteered in Cambodian early childhood teaching, and will be doing again in Africa in October of this year. I know that I will find skills of community inclusion and engagement particularly useful in teaching in Arnhem Land, where Aboriginal culture is highly relational and collectivist, and students’ priorities lie with their families, immediate and extended. Using family bonds as well as buddy-like peer learning techniques will enhance learning opportunities and outcomes.
** pic – Cambodia childcare and English teaching **