Professional Engagement: Standards 6 and 7

Although this summary hopes to respond to all sub-strands relevant to Standards 6 and 7 as a whole, I am looking to specifically address:

 6.1: Identify and plan professional learning needs, Descriptor: Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

6.3: Engage with colleagues and improve practice

7.3: Engage with the parents/carers

 6.1: Identify and plan professional learning needs, Descriptor: Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

The National Professional Standards for Teachers relevant to graduate teachers to meet have been useful in demonstrating the expectations placed on me as a graduating teacher. I appreciate that there are four levels of standards, which provide scaffolding for professional development. Also useful is the Australian Teacher Performance and Development Framework:

http://www.aitsl.edu.au/verve/_resources/Australian_Teacher_Performance_and_Development_Framework.pdf

During my PI I referred to The National Professional Standards for Teachers for advice and information about:

  • ethical codes of conduct
  • information regarding career progression and professional development opportunities
  • planning
  • recommendations about pedagogical approaches, including ICT

    • I also found the Illustrations of Practice page useful:

    http://www.teacherstandards.aitsl.edu.au/Illustrations

    The examples on this page were incredibly useful in demonstrating the high level of teaching that The National Professional Standards for Teachers expects.

     

    6.3: Engage with colleagues and improve practice

    I have found that one of the most wonderful aspects of being a teacher is the ability to share and create learning opportunities in collaboration with other teachers. In my current professional life as a Project Manager/ Student Adviser for a University, I know the value in a strong team in reaching common goals. As such, I continually strive to maintain respectful, trusting and open relationships with all of my colleagues. Working in this capacity has been a wonderful foundation in working collaboratively to achieve common goals.

    During my PI, I noticed that strong teamwork and good communication enables all members of the school community to work together to exceed the students’ personal and academic needs. Whilst on PI, I kept an "open door policy" to ensure that I am accessible, and maintain a friendly demeanor so that I am approachable to staff, parents and students.


    6.3: Engage with colleagues and improve practice

    I have found that one of the most wonderful aspects of being a teacher is the ability to share and create learning opportunities in collaboration with other teachers. In my current professional life as a Project Manager/ Student Adviser for a University, I know the value in a strong team in reaching common goals. As such, I continually strive to maintain respectful, trusting and open relationships with all of my colleagues. Working in this capacity has been a wonderful foundation in working collaboratively to achieve common goals.

    During my PI, I noticed that strong teamwork and good communication enables all members of the school community to work together to exceed the students’ personal and academic needs. Whilst on PI, I kept an "open door policy" to ensure that I am accessible, and maintain a friendly demeanor so that I am approachable to staff, parents and students.


    Feedback:

    Teaching is a cooperative and supportive profession. As a graduate teacher I　greatly valued the　support and advice from more experienced teachers within the school.

    PI was a learning experience and I treated any feedback received as a gift, ensuring that I:

    • Readily accept advice from my mentor and use feedback to improve my performance,
    • Raise and discuss issues and correspondence at Team and Staff Meeting
    • Contribute positively during planning meetings and always come prepared with new concepts or ideas to add value to the Program
    • Follow the Staff Code of Conduct when working with my colleagues.

    To ensure that I could gather as much varied　feedback as possible, I often rotated to other classes to teach. This variance was rewarding, as I discovered that each teacher's style is different and can offer new insight to how I might improve my classroom management and teaching efficacy.

    I ensured that teachers noted their feedback in writing so I could reflect afterwards, one such occurrence is below:

     

    I responded to this feedback by :

      • investigating how to implement 'brain gym' activities in the classroom
      • discussing with my Mentor Teacher how I could improve transitional skills between lessons
      • revisited the school's behavior management ethos and reflected on how I could incorporate it more into my lessons and classroom management.

    My recorded reflection on Mr Peter's advice and the lesson in general is below:


    Reflection 24 Aug 2012 Mr Peter.pdf Reflection 24 Aug 2012 Mr Peter.pdf
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    In all instances of fieldwork placement, the feedback from my Supervisors, Leading Teachers, and my Mentor Teacher has helped me to establish effective classroom management and to become familiar with the culture of the school.

    I recognize that teaching is a fluid profession, where feedback is imperative to improve the learning environment for students and teacher's efficacy.  I will continue to seek feedback on my performance, especially as a professional teacher.

    　　

    7.3: Engage with the parents/carers

    Communicating with families:

    At my host school for PI, I was always keen to be included in parent/ teacher meetings and through these communications; I gained a thorough understanding of my students and their background. Whilst observing my Mentor Teacher in the early weeks of PI, I noticed his conduct with parents was very positive and collaborative. I attempted to emulate this once I took on the role as the class teacher. Please see a reflection on a particular parent teacher meeting to discuss a child who needed to be assessed for learning difficulties:

     

     

    scan (2).pdf scan (2).pdf
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    Regular reflection on observing meetings such as these greatly assisted me to understand how to manage constructive relationships with parents. As a result, I ensured that I maintained regular communication with parents, establishing a partnership to encourage motivation, better attendance and improved effort from the students. I also made myself available in the afternoons to speak with parents who prefer face to face contact, to discuss:

    • strategies for personalising teaching relevant to their child,
    • concerns and goals for improving the student’s academic results, and
    • engagement in class.

    By building this communicative relationship with parents, I found that they were often quite assured by the knowledge that their child is being cared for and given the attention they deserve, both academically and personally. I tried to consistently demonstrate qualities of diplomacy and empathy, allowing parents to express concerns in confidence, while discussing the range of issues that might be affecting their child in the classroom.

     

    These include:

  • "You Tell Us" Interviews where I meet with parents to discuss their child’s personality and any requirements they have.


  • Parent Teacher Interviews conducted to discuss progress and achievements.


  • Individual Learning Plan Meetings with parents of students at risk where we discuss goals and strategies for home and school.


  • Working alongside parent helpers during literacy and numeracy sessions.


  • Assembly presentations such as awards for good behaviour and performance.


  • Newsletter Items to keep our families and school community up to date on school and class events.

    •  

    Another aspect of communicating positively with families and staff is contributing to whole school events. During my PI I was a keen contributor to school culture, and greatly enjoy the opportunity to invest in school activities. I assisted with the following events and inter-school clubs:

  • The school art show: contributing my class’ works, specifically designed for the art show, attending the event and serving food and drinks to parents and student’s on the night.


  • The school family disco: assisting with the setup of the event


  • The Annual Bush Dance: attending as a supervising teacher and assisting the setting up of the event


  • Book week activities: attending the events as a supervising teacher


  • Football day activities: attending the events as a supervising teacher


    •                                                                                                                   Gardening Club

    Being a presence at these events demonstrated to the students and their families that I was committed to their children, and an enthusiastic team player.  I also appreciated that it gave me insight to the student’s outside the classroom, and observing them enjoying themselves at these events was delightful and rewarding.I certainly look forward to contributing to a school culture as a professional teacher.

     Action Plan: Building communication with parents through regular group meetings

    One of the challenges I noticed in chatting to parents was that I had a great deal of 1 to 1 contact with parents about their individual child, though it would have been great to chat to the parents as a group.

    To improve my communication skills with parents I plan to implement a regular parents meeting to discuss the class direction and issues regarding the cohort as a whole. These meetings will be established early in term, from week 2. We will discuss:

    • Issues facing the students as a whole – such as bullying or group cliques and how to resolve these issues
    • Topics and themes coming up
    • Literacy/ numeracy strategies for the class as a whole and how to implement scaffolding exercises at home.

     I hope that through these meetings parents will feel supported, informed and included in the learning process for their children and as such feel a sense of community within the class and school, confident their child is being encouraged towards achieving their best. 

     Action Plan: Building better communication with teaching colleagues through a Peer Observation program.

    As suggested by the Department of Education and Early Childhood Development: effective schools are positive learning communities:


    "Effective schools are learning communities, the core element of which is a culture of collaboration and collective responsibility for the development of effective teaching practices and improved student achievement. (Department of Education & Training, 2004b).

    "http://www.eduweb.vic.gov.au/edulibrary/public/staffdev/teacher/induction/ProfLearningInEffectiveSchools.pdf"


    To encourage a strong peer to peer community of collaboration and support, the Department suggests a Peer Observation program. The Peer Observation Program is designed for teachers to observe other teachers in action, receiving specific feedback from that observation. As stated by the Department of Education and Early Childhood Development, the program then uses the feedback given as a point of professional growth:


    "The most effective observations are well planned, focused on specific issues and with follow-up to document improvements. Peer observation promotes an open environment where public discussion of teaching is encouraged and supported."


                                            http://www.eduweb.vic.gov.au/edulibrary/public/staffdev/teacher/induction/ProfLearningInEffectiveSchools.pdf


    I feel that this program would assist me to build on my teaching experience as well as build communication between my peers and myself through professional growth. This program is not yet offered in 2013 though dates are to be advised shortly - I would hope to begin the program early in Term 2, 2013

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