Professional Engagement
6.1. Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs.
Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Throughout my time at my current school, there have been multiple opportunities for me to reflect on and gain feedback about my teaching practice that have then supported me to identify and plan necessary professional learning needs.
I have reflected on my needs as an early career teacher (through the 2019-2021Annual Self-review and AITSL Evaluations). I have then linked these to the Standard they link to.
My Professional Development Coaching booklet 2021 shows my ability to take student feedback and then identify professional development opportunities.
Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Throughout my time at my current school, there have been multiple opportunities for me to reflect on and gain feedback about my teaching practice that have then supported me to identify and plan necessary professional learning needs.
I have reflected on my needs as an early career teacher (through the 2019-2021Annual Self-review and AITSL Evaluations). I have then linked these to the Standard they link to.
- 2019
- Responding to challenging behaviour – need to be firm but fair…. Behaviour Management (Standard 4).
- 2020
- Structure of Theory Lesson is choppy and not predictable (Standard 2).
- Use more of a wide variety of interactive and contemporary pedagogies to improve student engagement (Standard 3).
- 2021
- Understand students' priorities and what they see as essential to support them (Standard 4).
- Increase the ICT Capabilities of my students and allow extension through interactive workbooks (Standard 1, Standard 3).
- I am developing critical thinking and inference within my students (Standard 1, Standard 3).
- I need to broaden my experience for strategies for teaching Aboriginal and Torres Strait Islanders students. This includes promoting understanding and respect of/for First Nations peoples from non-indigenous Australians (Standard 1, Standard 2).
- I want to use more to involve parents and caregivers in the educative process (Standard 7).
My Professional Development Coaching booklet 2021 shows my ability to take student feedback and then identify professional development opportunities.
Evidence:
- AITSL Self-evaluation Tool
- Professional Development Coaching 2021 – PDC Booklet, Goals
- John Corrigan Survey Results 2021
- Self Review 2019, 2020, 2021
6.2. Engage in professional learning and improve practice
Understand the relevant and appropriate sources of professional learning for teachers.
Professional Development is a key part of my development as a teacher. A comprehensive professional learning program has been undertaken to support my learning and meet my professional obligation (See TRB Evidence Log) through my time at my current schools.
Early in 2021, I was needed as a teacher to reflect on my practice and gain feedback about managing challenging behaviour in my classroom. Through some feedback surrounding my disruptive management behaviour, the following was to support my learning and better support my students with a safe learning environment (See Evidence Provided).
Understand the relevant and appropriate sources of professional learning for teachers.
Professional Development is a key part of my development as a teacher. A comprehensive professional learning program has been undertaken to support my learning and meet my professional obligation (See TRB Evidence Log) through my time at my current schools.
Early in 2021, I was needed as a teacher to reflect on my practice and gain feedback about managing challenging behaviour in my classroom. Through some feedback surrounding my disruptive management behaviour, the following was to support my learning and better support my students with a safe learning environment (See Evidence Provided).
- Discussion with Senior Pastoral Care Coordinator about what was happening.
- I was identifying some strategies that I can use in the short term to manage behaviour.
- Professional Develop: The Comprehensive Behaviour Management Plan
- Develop and Implement a Comprehensive Management Plan
Evidence:
- Professional Development Log (TRB)
- Comprehensive Behaviour Management Plan Notes / Certificate
- My Personal Comprehensive Behaviour Management Plan
- Notes from communication with Senior Pastoral Care Coordinator
6.3. Engage with colleagues and improve practice
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
During my time at OLSH College, I worked collaboratively within the Health, Physical and Outdoor Education (HOPE) and Religious Education faculties to ensure the highest quality of program and learning outcomes for our students, resulting in some key learning and development for me as a teacher. Through professional engagement with peers in my faculty, I re-design the curriculum and further develop my abilities and personal understanding of it. An example of this is in 2019, where we aligned our Year 10 Food and Nutrition offerings to link the Australian curriculum and the Stage 1/Year 11 Food and Hospitality SACE Curriculum. This utilised my understanding of the Australian curriculum, and my colleagues experience with the SACE Curriculum to ensure we could better prepare students for senior subjects focusing on the Food Technology/Hospitality area.
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
During my time at OLSH College, I worked collaboratively within the Health, Physical and Outdoor Education (HOPE) and Religious Education faculties to ensure the highest quality of program and learning outcomes for our students, resulting in some key learning and development for me as a teacher. Through professional engagement with peers in my faculty, I re-design the curriculum and further develop my abilities and personal understanding of it. An example of this is in 2019, where we aligned our Year 10 Food and Nutrition offerings to link the Australian curriculum and the Stage 1/Year 11 Food and Hospitality SACE Curriculum. This utilised my understanding of the Australian curriculum, and my colleagues experience with the SACE Curriculum to ensure we could better prepare students for senior subjects focusing on the Food Technology/Hospitality area.
Evidence:
- Year 10 Food & Nutrition Unit 2019 Update
- Discussions via email with Colleague about curriculum updates
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.
Before teaching Stage 2 Food & Hospitality in 2020, I attended a Stage 2 Food & Hospitality Investigation Support Workshop through HEIA. I attended this Professional Development to understand better how to teach Stage 2 Food & Hospitality and precisely how to set up the investigation for my students to ensure the task is executed to a high standard; this task is 2000 words and 30% of the course load. Through this workshop, I understood what the performance standards were looking for and got ideas of what contemporary issues were suitable for this task. This address the gap in my knowledge and experience as I had not previously worked with Assessment Type 3.
This led to me developing a Student Success Booklet for my students to support their independent building of this research report.
Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Before teaching Stage 2 Food & Hospitality in 2020, I attended a Stage 2 Food & Hospitality Investigation Support Workshop through HEIA. I attended this Professional Development to understand better how to teach Stage 2 Food & Hospitality and precisely how to set up the investigation for my students to ensure the task is executed to a high standard; this task is 2000 words and 30% of the course load. Through this workshop, I understood what the performance standards were looking for and got ideas of what contemporary issues were suitable for this task. This address the gap in my knowledge and experience as I had not previously worked with Assessment Type 3.
This led to me developing a Student Success Booklet for my students to support their independent building of this research report.
Evidence:
- Certificate and Notes from HEIA Investigation Workshop
- Success Booklet for Assessment Type 3