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STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING
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.
A teacher, whether starting out as a graduate, or more proficient, needs to be able to identify and plan for their own professional needs to better serve the students under their leadership. It is essential to understand the "Australian Professional Standards for Teachers" and seek learning opportunities that will be relevant and beneficial.
While some staff training is essentially a requirement by leadership, there are many other courses that a teacher can identify as beneficial such as training sessions on supporting students with Dyslexia, or students living with a disability.
Evidence 1: Throughout my studies, there have been a number of required courses, of which Promoting Safety and Wellbeing training is a mandatory topic.
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.
A teacher, whether starting out as a graduate, or more proficient, needs to be able to identify and plan for their own professional needs to better serve the students under their leadership. It is essential to understand the "Australian Professional Standards for Teachers" and seek learning opportunities that will be relevant and beneficial.
While some staff training is essentially a requirement by leadership, there are many other courses that a teacher can identify as beneficial such as training sessions on supporting students with Dyslexia, or students living with a disability.
Evidence 1: Throughout my studies, there have been a number of required courses, of which Promoting Safety and Wellbeing training is a mandatory topic.
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Evidence 2: Teachers are guided and must comply with the Australian Professional Standards for Teachers. This assists teachers at different stages of their career, to know what standards need to be met to be graduate, proficient, highly accomplished, or lead. Forms completed by mentors throughout the Bachelor of Teaching and Learning (Preservice) studies, (shown in the illustration) guide us to meet the requirements and identify professional learning needs. The illustration shown, was from my practicum number 5. |
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6.2 ENGAGE IN PROFESSIONAL LEARNING AND IMPROVE PRACTICE
---Understand the relevant and appropriate sources of professional learning for teachers.
A teacher should engage in professional learning to improve practice, from classroom management to the way lessons are provided.
Evidence 1: I was fortunate to attend a Natural Maths professional learning day with Ann Baker during one of my placements. Strategies to improve teaching practices to provide students with skills to perform mental computation, and maths problem solving were highlights of the session and highly beneficial. Ann read the story "Two many cheeky dogs" by Johanna Bell to the students. Students were then issued with a sheet of paper, and asked to draw their understanding of what they had heard. e.g. some students drew 5 dogs with 3 spots each - some drew 1 dog with 15 spots. This demonstrated how students can understand concepts based around their learning needs, and achieve the same answers, in a different manner. This has further assisted me to improve teaching and learning practices.
Evidence 2:
During my final practicum, I attended a 3 day workshop "Scientist in Residence", presented by Martin Westwell from the Flinders University.
The focus was on giving students opportunities to learn and discover through questioning, reasoning, creating, and exploring, and "play done well" (Westwell, 2015).
Being able to then put these strategies into practice, not only improved my practice as a graduate teacher, but also improved student engagement, learning, and outcomes.
Right: Mentor note on final practicum
Below: Scientist in Residence Certificate
---Understand the relevant and appropriate sources of professional learning for teachers.
A teacher should engage in professional learning to improve practice, from classroom management to the way lessons are provided.
Evidence 1: I was fortunate to attend a Natural Maths professional learning day with Ann Baker during one of my placements. Strategies to improve teaching practices to provide students with skills to perform mental computation, and maths problem solving were highlights of the session and highly beneficial. Ann read the story "Two many cheeky dogs" by Johanna Bell to the students. Students were then issued with a sheet of paper, and asked to draw their understanding of what they had heard. e.g. some students drew 5 dogs with 3 spots each - some drew 1 dog with 15 spots. This demonstrated how students can understand concepts based around their learning needs, and achieve the same answers, in a different manner. This has further assisted me to improve teaching and learning practices.
Evidence 2:
During my final practicum, I attended a 3 day workshop "Scientist in Residence", presented by Martin Westwell from the Flinders University.
The focus was on giving students opportunities to learn and discover through questioning, reasoning, creating, and exploring, and "play done well" (Westwell, 2015).
Being able to then put these strategies into practice, not only improved my practice as a graduate teacher, but also improved student engagement, learning, and outcomes.
Right: Mentor note on final practicum
Below: Scientist in Residence Certificate
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6.3 ENGAGE WITH COLLEAGUES AND IMPROVE PRACTICE
---Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Teachers, regardless of their level of knowledge and experience, should always engage and collaborate with other colleagues, with the goal of continuous improvement. Some methods might include feedback/comments, team meetings, program/year level meetings, collaboration with teachers from other schools and other stakeholders.
Evidence 1: I was able to participate in prior to school meetings,held at Cummins each fortnight, where teachers involved in the primary year levels, met to discuss issues and develop strategies relating to improving practices to benefit all students and staff. Teaching resources that could be of benefit across the curriculum levels, were also discussed and suggestions for purchase made.
Evidence 2: Engaging with colleagues and improving practice, was also achieved by attending whole school staff meetings each fortnight and a Training & Development day based on student wellbeing during a school closure day. Opportunities for group work, sharing of ideas, discussion and problem solving were part of discussions.
Evidence 3: Throughout all placements, there have been numerous opportunities to observe other classes/teachers to develop methods of improving teaching and learning practices.
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.
Ongoing professional learning is essential for teachers, whether at a graduate stage or more highly accomplished, for continuous learning that can assist and improve student learning.
Evidence 1: Following a training session "Scientist in Residence" conducted by Flinders University lecturer Martin Westwell, some aspects learnt were then able to be put into practice to improve student learning. Apart from the strategy "I do, we do, you do", providing students with opportunities to explore, experiment, question, create new knowledge, are just a small part of ways to improve student learning. On a recent practicum, students had been learning about dinosaurs and the various eras over time. To further improve student learning, students were to become paleontologists for a day at a fossil reserve. By using the strategy "I do, we do, you do", I introduced them to a YouTube clip about the life of a paleontologist. Students gained invaluable knowledge including language and materials used, methods of preservation, and identification of dig finds, before they set up their own dig sites. Students were also able to improve their learning, and identified criteria such as the stages in exploration, and use the new language learnt.
---Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Teachers, regardless of their level of knowledge and experience, should always engage and collaborate with other colleagues, with the goal of continuous improvement. Some methods might include feedback/comments, team meetings, program/year level meetings, collaboration with teachers from other schools and other stakeholders.
Evidence 1: I was able to participate in prior to school meetings,held at Cummins each fortnight, where teachers involved in the primary year levels, met to discuss issues and develop strategies relating to improving practices to benefit all students and staff. Teaching resources that could be of benefit across the curriculum levels, were also discussed and suggestions for purchase made.
Evidence 2: Engaging with colleagues and improving practice, was also achieved by attending whole school staff meetings each fortnight and a Training & Development day based on student wellbeing during a school closure day. Opportunities for group work, sharing of ideas, discussion and problem solving were part of discussions.
Evidence 3: Throughout all placements, there have been numerous opportunities to observe other classes/teachers to develop methods of improving teaching and learning practices.
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.
Ongoing professional learning is essential for teachers, whether at a graduate stage or more highly accomplished, for continuous learning that can assist and improve student learning.
Evidence 1: Following a training session "Scientist in Residence" conducted by Flinders University lecturer Martin Westwell, some aspects learnt were then able to be put into practice to improve student learning. Apart from the strategy "I do, we do, you do", providing students with opportunities to explore, experiment, question, create new knowledge, are just a small part of ways to improve student learning. On a recent practicum, students had been learning about dinosaurs and the various eras over time. To further improve student learning, students were to become paleontologists for a day at a fossil reserve. By using the strategy "I do, we do, you do", I introduced them to a YouTube clip about the life of a paleontologist. Students gained invaluable knowledge including language and materials used, methods of preservation, and identification of dig finds, before they set up their own dig sites. Students were also able to improve their learning, and identified criteria such as the stages in exploration, and use the new language learnt.
![Picture](/uploads/1/1/7/9/11791210/1448595186.png)
Evidence 2: At a staff meeting on one of my practicums, the presenter was discussing the possibility of the school changing from the current psycho-physical training program, to KidsMatter. Staff were shown the many benefits associated with the KidsMatter website and how it contributes to the social and emotional wellbeing of each student. Exploring this website and the professional training, has enabled the same language to be utilised across the classrooms, to improve students wellbeing. A students social and emotional wellbeing, is an essential element in improving students ability to learn in a safe and supported learning environment.