6. Engage in Professional Learning
•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;
As stated by my teaching objectives.
Tash has consistently attended all meetings, professional learning (PL) and parent chats during her placement. (Sarah Morris, ETP246 Placement Mentor WPS, 2013)
6.1. Identify and plan professional learning needs – Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs
Recognising the AITSL Standards for Graduate Teachers and, further, the Standards progressing for teachers across their careers, I am aware that my journey as a teacher is only just beginning. I will aspire to continual improvement and skills’ enhancement, using the goals to guide my own. I can, and will, also reflect constantly, on my teaching practice in accordance with the Standards.
AITSL (2012) Australian Professional Standards for Teachers. Accessed from http://www.teacherstandards.aitsl.edu.au/
By setting my teaching enhancement as a priority goal in itself, I can strive to be the best teacher I can be. As such, I believe that the following objective of my teaching philosophy is apt:
•I will reflect upon my own and others’ teaching practice, and continually seek to better my skills and knowledge through professional learning and development.
Goal-setting around the Standards will help me achieve this objective.
At Westgarth Primary, attending staff and team-leader meetings, I learned that I was not the only one seeking to meet Standards in my professionalism. The team of teachers were setting goals for themselves, too, in their Professional Reflections for review, whereby they were identifying areas in the Standards of their level of teaching for which they would like to become better teachers.
In setting goals, it is helpful to ask:
What aspects have been helpful or beneficial to the now? What can be applied in the long term?
6.2. Engage in professional learning and improve practice – Understand the relevant and appropriate sources of professional learning for teachers
professional development [n.]
the advancement of skills or expertise to succeed in a particular profession, especially through continued education
- 1857.
Dictionary.com
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 2012)
Natasha was always well-prepared. She ensured she became familiar with administrative jobs ie. The classroom role, school “money bag” awards system (Kathy Dinoris, Mentor ETP410 Practicum 2012)
In addition, my grade 1/2 mentor felt that my actions in the classroom, taught and modelled, contributed to the classroom, and therefore to the school’s development and wellbeing:
Natasha encouraged healthy eating. There was a slight shift in lunches. She also made lunch for a child who often came with no lunch. (Kathy Dinoris, Mentor ETP410 Practicum 2012)
** See photo of healthy eating "plate" as well - I intend to extend my portfolio demonstration of health education in time, but in the time being addition of pictures and reflections lie throughout this presentation **
During my placements, I have constantly been aware of ways of improving my practice, seeking guidance and mentorship from those more experienced than myself, and extending my learning and development wherever possible. I plan to continue this development as I finish my placement, picking up more reading resources, joining more online forums and organisations, subscribing to relevant journals, and seeking out Professional Learning workshops and seminars wherever possible.
At this stage, alongside my full-time study and workload, I have:
I intend to engage in a range of professional learning sources further:
I already have a host of PL sessions I would love to afford and fit into my diary. My next one addressing the teaching of mathematics to Indigenous learners in August.
Examples of the above include:
The ICT Toolkit
“The ICT in Everyday Learning: A Toolkit for Teachers illustrates how pedagogy, content and technology can be successfully and effectively integrated in order to promote learning. A series of activities in English, mathematics, science and history suggest practical approaches using the Australian Curriculum to integrate technology into the classroom.” (ICT Toolkit)
CASAL (Collaborative for Academic, Social and Emotional Learning)
I have obtained membership to this collaborative to constantly update and review my teaching and recognition of students’ social and emotional learning, where effects are clear on academic learning as well. Emotional and social development and skills enhancement in these areas have long been found to improve academic performance and promote positive school culture and climate. CASAL helps to teach methods for self-control, goal-setting, collaboration, conflict-resolution, and problem-solving.
Scootle
An online resource, which now aligns with the Australian Curriculum, and provides resources for teachers. http://www.scootle.edu.au/ec/p/home
Other online PD Resources
In Victoria:
http://www.vic.gov.au/education/teachers-teaching/teacher-professional-development.html
“Teaching Teachers of the Future” – for the enhancement of ICT in teaching
http://www.ttf.edu.au/
6.3. Engage with colleagues and improve practice – Seek and apply constructive feedback from supervisors and teachers to improve teaching practices
Natasha would often reflect and discuss her teaching experiences with the mentor – she would make appropriate educational changes. (Kathy Dinoris, Mentor ETP420 Practicum)
Natasha has developed positive relationships with all stakeholders. She has a kind and considerate nature. (Kathy Dinoris, Mentor ETP420 Practicum)
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 professional engagement through my course and my placement has included my collaboration with other student teachers, with CRTs and with peers on Learnline and my university collaborates. An example of learning through this latter was via the shared experience of Lauren B. Thomson on the 17th April concerning her issues with disengaged students in her practical placement. Hearing other pre-service teachers’ experiences, and their successes in teaching, or practices they have observed to work well with particular students, offer me new and inventive ways of engaging my own students in the learning experience.
The specific teaching and learning strategies that I acquired through feedback from mentors has enabled me to begin a mastery of complex learning situations. I used feedback to shape lesson plans and to gain confidence in my teaching abilities.
Constructive feedback
When concerned about a students’ behaviour or work standard, I would always clarify my judgement with my mentor. I learned a great deal from this process. With clarifications of students’ work standards, for example, I would be referred to relevant supporting curriculum documentation to keep me on track – especially a worthy analysis to gauge with such varied classroom abilities so that judgement is not based on comparison alone, rather is effective for feedback on individual student learning
I found it important to think about the areas of teaching I would most like to improve on – seeking feedback from my mentor on these areas helped me to feel more competent across the board of Graduate Standards, and to continually increase my confidence in teaching.
6.4. Apply professional learning and improve student learning – Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning
Seven Principles for Effective Professional Learning
A central part of the practice of improvement should be to make the connection between teaching practice and student learning more direct and clear. The present generation of students deserve the best practice we can give them and their learning should not be mortgaged against the probability that something good will happen for future generations. Improvement should be focused directly on the classroom experience of today’s students
(Elmore, R. ( 2002) Bridging the Gap Between Standards and Achievement: The Imperative for Professional Development in Education, p. 31).
Highly professional effective learning can be guided by 7 principles (DET 2005). I will be guided by these in my professionalism and practice:
Principle 1: Professional learning is focused on student outcomes, not just individual teacher needs
Principle 2: Professional learning is focused on and embedded in teacher practice, not disconnected from the school
Principle 3: Professional learning is informed by the best available research on effective learning and teaching
Principle 4: Professional learning is collaborative, involving reflection and feedback
Principle 5: Professional learning is evidence based and data driven to guide improvement and to measure impact
Principle 6: Professional learning is ongoing, supported and fully integrated into the culture and operations of the system - schools, networks, regions and the centre (not episodic and fragmented)
Principle 7: Professional learning is an individual and collective responsibility at all levels of the system and it is not optional
•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;
As stated by my teaching objectives.
Tash has consistently attended all meetings, professional learning (PL) and parent chats during her placement. (Sarah Morris, ETP246 Placement Mentor WPS, 2013)
6.1. Identify and plan professional learning needs – Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs
Recognising the AITSL Standards for Graduate Teachers and, further, the Standards progressing for teachers across their careers, I am aware that my journey as a teacher is only just beginning. I will aspire to continual improvement and skills’ enhancement, using the goals to guide my own. I can, and will, also reflect constantly, on my teaching practice in accordance with the Standards.
AITSL (2012) Australian Professional Standards for Teachers. Accessed from http://www.teacherstandards.aitsl.edu.au/
By setting my teaching enhancement as a priority goal in itself, I can strive to be the best teacher I can be. As such, I believe that the following objective of my teaching philosophy is apt:
•I will reflect upon my own and others’ teaching practice, and continually seek to better my skills and knowledge through professional learning and development.
Goal-setting around the Standards will help me achieve this objective.
At Westgarth Primary, attending staff and team-leader meetings, I learned that I was not the only one seeking to meet Standards in my professionalism. The team of teachers were setting goals for themselves, too, in their Professional Reflections for review, whereby they were identifying areas in the Standards of their level of teaching for which they would like to become better teachers.
In setting goals, it is helpful to ask:
What aspects have been helpful or beneficial to the now? What can be applied in the long term?
6.2. Engage in professional learning and improve practice – Understand the relevant and appropriate sources of professional learning for teachers
professional development [n.]
the advancement of skills or expertise to succeed in a particular profession, especially through continued education
- 1857.
Dictionary.com
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 2012)
Natasha was always well-prepared. She ensured she became familiar with administrative jobs ie. The classroom role, school “money bag” awards system (Kathy Dinoris, Mentor ETP410 Practicum 2012)
In addition, my grade 1/2 mentor felt that my actions in the classroom, taught and modelled, contributed to the classroom, and therefore to the school’s development and wellbeing:
Natasha encouraged healthy eating. There was a slight shift in lunches. She also made lunch for a child who often came with no lunch. (Kathy Dinoris, Mentor ETP410 Practicum 2012)
** See photo of healthy eating "plate" as well - I intend to extend my portfolio demonstration of health education in time, but in the time being addition of pictures and reflections lie throughout this presentation **
During my placements, I have constantly been aware of ways of improving my practice, seeking guidance and mentorship from those more experienced than myself, and extending my learning and development wherever possible. I plan to continue this development as I finish my placement, picking up more reading resources, joining more online forums and organisations, subscribing to relevant journals, and seeking out Professional Learning workshops and seminars wherever possible.
At this stage, alongside my full-time study and workload, I have:
- Attended professional learning sessions available in-school – eg. workshops on water saving techniques by CERES, on Autism Spectrum, and on Sustainability;
- Participated in collaborative sessions – teaching with my mentor as well as team-teaching with other student teachers to come into the school, merging two ways of teaching and ideas for the unit into the one lesson delivery;
- Seeking advice and evaluation through feedback – including from CRT teachers when my mentor was absent;
- Visits to the specialist subjects – observations of students’ lessons in Key Learning Areas (KLAs) beyond the standard literacy and numeracy of the classroom and looking for ways to merge all areas for integrated approaches to student teaching;
- Visits to other grades, observing lessons from age levels other than that which I am placed with;
- Attended and assisted on sports’ days – Cross country; inter-school team sport
- Observation and participation in Occupational Therapy teaching sessions at Manunda
I intend to engage in a range of professional learning sources further:
- Peer observations
- Coaching
- In-school workshops and seminars
- External workshops and seminars
- Accredited courses
- Online learning
- Professional conversations
- Structured and ongoing professional reading
- Varied placement and volunteering
- Subscriptions to teaching and learning journals
- Associating myself with teaching networks
I already have a host of PL sessions I would love to afford and fit into my diary. My next one addressing the teaching of mathematics to Indigenous learners in August.
Examples of the above include:
The ICT Toolkit
“The ICT in Everyday Learning: A Toolkit for Teachers illustrates how pedagogy, content and technology can be successfully and effectively integrated in order to promote learning. A series of activities in English, mathematics, science and history suggest practical approaches using the Australian Curriculum to integrate technology into the classroom.” (ICT Toolkit)
CASAL (Collaborative for Academic, Social and Emotional Learning)
I have obtained membership to this collaborative to constantly update and review my teaching and recognition of students’ social and emotional learning, where effects are clear on academic learning as well. Emotional and social development and skills enhancement in these areas have long been found to improve academic performance and promote positive school culture and climate. CASAL helps to teach methods for self-control, goal-setting, collaboration, conflict-resolution, and problem-solving.
Scootle
An online resource, which now aligns with the Australian Curriculum, and provides resources for teachers. http://www.scootle.edu.au/ec/p/home
Other online PD Resources
In Victoria:
http://www.vic.gov.au/education/teachers-teaching/teacher-professional-development.html
“Teaching Teachers of the Future” – for the enhancement of ICT in teaching
http://www.ttf.edu.au/
6.3. Engage with colleagues and improve practice – Seek and apply constructive feedback from supervisors and teachers to improve teaching practices
Natasha would often reflect and discuss her teaching experiences with the mentor – she would make appropriate educational changes. (Kathy Dinoris, Mentor ETP420 Practicum)
Natasha has developed positive relationships with all stakeholders. She has a kind and considerate nature. (Kathy Dinoris, Mentor ETP420 Practicum)
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 professional engagement through my course and my placement has included my collaboration with other student teachers, with CRTs and with peers on Learnline and my university collaborates. An example of learning through this latter was via the shared experience of Lauren B. Thomson on the 17th April concerning her issues with disengaged students in her practical placement. Hearing other pre-service teachers’ experiences, and their successes in teaching, or practices they have observed to work well with particular students, offer me new and inventive ways of engaging my own students in the learning experience.
The specific teaching and learning strategies that I acquired through feedback from mentors has enabled me to begin a mastery of complex learning situations. I used feedback to shape lesson plans and to gain confidence in my teaching abilities.
Constructive feedback
When concerned about a students’ behaviour or work standard, I would always clarify my judgement with my mentor. I learned a great deal from this process. With clarifications of students’ work standards, for example, I would be referred to relevant supporting curriculum documentation to keep me on track – especially a worthy analysis to gauge with such varied classroom abilities so that judgement is not based on comparison alone, rather is effective for feedback on individual student learning
I found it important to think about the areas of teaching I would most like to improve on – seeking feedback from my mentor on these areas helped me to feel more competent across the board of Graduate Standards, and to continually increase my confidence in teaching.
6.4. Apply professional learning and improve student learning – Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning
Seven Principles for Effective Professional Learning
A central part of the practice of improvement should be to make the connection between teaching practice and student learning more direct and clear. The present generation of students deserve the best practice we can give them and their learning should not be mortgaged against the probability that something good will happen for future generations. Improvement should be focused directly on the classroom experience of today’s students
(Elmore, R. ( 2002) Bridging the Gap Between Standards and Achievement: The Imperative for Professional Development in Education, p. 31).
Highly professional effective learning can be guided by 7 principles (DET 2005). I will be guided by these in my professionalism and practice:
Principle 1: Professional learning is focused on student outcomes, not just individual teacher needs
Principle 2: Professional learning is focused on and embedded in teacher practice, not disconnected from the school
Principle 3: Professional learning is informed by the best available research on effective learning and teaching
Principle 4: Professional learning is collaborative, involving reflection and feedback
Principle 5: Professional learning is evidence based and data driven to guide improvement and to measure impact
Principle 6: Professional learning is ongoing, supported and fully integrated into the culture and operations of the system - schools, networks, regions and the centre (not episodic and fragmented)
Principle 7: Professional learning is an individual and collective responsibility at all levels of the system and it is not optional
- Effective teachers draw out and work with the pre-existing understandings that their students bring with them.
- Effective teachers teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge
- Effective teachers focus on the teaching of metacognitive skills, integrating those skills into the curriculum in a variety of subject areas.