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STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY
7.1 MEET PROFESSIONAL ETHICS AND RESPONSIBILITIES
---Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
An essential element in being a teacher, is to ensure the codes of ethics and conduct are followed.
"The Code of Ethics is not intended as in instrument of compliance but as a framework to assist teachers to reflect on decision making and ethical issues. It articulates the three core values South Australian teachers highlighted as underpinning the teaching profession; integrity, respect, and responsibility" (Teachers Registration Board of South Australia, 2015).
Evidence 1: Throughout my practicums, there have been many discussions shared with me by mentors, parents, students and other staff.
It has been essential that these discussions remain confidential.
These are key elements in the three core values of The Code of Ethics as developed by the Teachers Registration Board of South Australia -
Evidence 2: Part of the course studies have involved following strict guidelines to ensure graduate teachers comply with professional ethics and responsibilities. These have included obtaining a National Police Clearance; training in Responding to Abuse and Neglect (RAN), and Promoting Safety and Wellbeing. These certificates and training responsibilities, need to be obtained before a student can qualify/work as a teacher.
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 stage.
It is essential to understand relevant legislation, administrative and organisational policies and processes to work in an environment dedicated to the education of students. as these assist teachers in knowing and being able to follow correct protocol, keeping everyone safe and being consistent.
Evidence 1: Sign in procedures, filling out the class roll book of student attendance daily, yard duty, staff meetings, T & D days, safety, and behaviour management policies are some of the legislative, administrative and organisational requirements I've been obliged to complete and adhere to while on all of my 6 placements.
7.1 MEET PROFESSIONAL ETHICS AND RESPONSIBILITIES
---Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
An essential element in being a teacher, is to ensure the codes of ethics and conduct are followed.
"The Code of Ethics is not intended as in instrument of compliance but as a framework to assist teachers to reflect on decision making and ethical issues. It articulates the three core values South Australian teachers highlighted as underpinning the teaching profession; integrity, respect, and responsibility" (Teachers Registration Board of South Australia, 2015).
Evidence 1: Throughout my practicums, there have been many discussions shared with me by mentors, parents, students and other staff.
It has been essential that these discussions remain confidential.
These are key elements in the three core values of The Code of Ethics as developed by the Teachers Registration Board of South Australia -
- integrity,
- respect,
- responsibility.
Evidence 2: Part of the course studies have involved following strict guidelines to ensure graduate teachers comply with professional ethics and responsibilities. These have included obtaining a National Police Clearance; training in Responding to Abuse and Neglect (RAN), and Promoting Safety and Wellbeing. These certificates and training responsibilities, need to be obtained before a student can qualify/work as a teacher.
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 stage.
It is essential to understand relevant legislation, administrative and organisational policies and processes to work in an environment dedicated to the education of students. as these assist teachers in knowing and being able to follow correct protocol, keeping everyone safe and being consistent.
Evidence 1: Sign in procedures, filling out the class roll book of student attendance daily, yard duty, staff meetings, T & D days, safety, and behaviour management policies are some of the legislative, administrative and organisational requirements I've been obliged to complete and adhere to while on all of my 6 placements.
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Evidence 2: Within each school, there have been particular organisational requirements concerning routines and management. On all placements, I've had either access to policies and procedures to read, or have been given printed copies.
Some of the content in the example given, include the school motto/vision/values; moral purpose; teacher responsibilities including assessment, behaviour management-learning behaviour, bus duty, confidentiality, curriculum, literacy, meetings, performance management, presentation of student work, reporting to parents, student records, teacher programs, training and development and wet weather policy. The policy also incorporates communication; wellbeing; learning programs; student services; and parent involvement.
Some of the content in the example given, include the school motto/vision/values; moral purpose; teacher responsibilities including assessment, behaviour management-learning behaviour, bus duty, confidentiality, curriculum, literacy, meetings, performance management, presentation of student work, reporting to parents, student records, teacher programs, training and development and wet weather policy. The policy also incorporates communication; wellbeing; learning programs; student services; and parent involvement.
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7.3 ENGAGE WITH PARENTS/CARERS
---Understand strategies for working effectively, sensitively and confidentially with parents/carers.
It is essential to remain confidential and sensitive to individual needs of parents/carers, and demonstrate at all times, the importance of working together as a team to achieve successful learning outcomes for their child.
Evidence 1: Engaging with parents on my final practicum took place in many ways including general classroom face to face discussions when students were brought to school or collected throughout the day, to notes in diaries/telephone calls. An invaluable way to engage with parents/carers was through 3 way conversations, involving the teacher, student and parents/carers, to discuss their child's journey/progress and setting goals for further achievement.
Evidence 2: Excursions are a beneficial part of a students learning. To ensure all students safety while on an excursion, I was able to engage in conversations with parents/carers on a number of occasions - one in particular, occurred when students travelled by bus, to a dig site. This involved engaging and communicating with parents/carers, who contributed to the overall care and supervision of a number of students.
Evidence 3: At the conclusion to my final placement, the students held a surprise party for me, to say thank you and farewell.
As I was unable to see many of the parents and carers, I wrote a note for each student to take home to say thank you, and acknowledge the wonderful
efforts of their child over the practicum.
While engaging one on one is often
the best way to communicate with
parents/carers, sending a letter was an
effective method to make contact at the
conclusion to my practicum.
---Understand strategies for working effectively, sensitively and confidentially with parents/carers.
It is essential to remain confidential and sensitive to individual needs of parents/carers, and demonstrate at all times, the importance of working together as a team to achieve successful learning outcomes for their child.
Evidence 1: Engaging with parents on my final practicum took place in many ways including general classroom face to face discussions when students were brought to school or collected throughout the day, to notes in diaries/telephone calls. An invaluable way to engage with parents/carers was through 3 way conversations, involving the teacher, student and parents/carers, to discuss their child's journey/progress and setting goals for further achievement.
Evidence 2: Excursions are a beneficial part of a students learning. To ensure all students safety while on an excursion, I was able to engage in conversations with parents/carers on a number of occasions - one in particular, occurred when students travelled by bus, to a dig site. This involved engaging and communicating with parents/carers, who contributed to the overall care and supervision of a number of students.
Evidence 3: At the conclusion to my final placement, the students held a surprise party for me, to say thank you and farewell.
As I was unable to see many of the parents and carers, I wrote a note for each student to take home to say thank you, and acknowledge the wonderful
efforts of their child over the practicum.
While engaging one on one is often
the best way to communicate with
parents/carers, sending a letter was an
effective method to make contact at the
conclusion to my practicum.
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.
It is beneficial to draw on the knowledge and experience of external professionals and community representatives to further develop my own knowledge and provide for better practices.
Evidence 1: As a Facebook user, I have joined a variety of online groups, that offer support to each other, ideas for teaching, and Free Teacher/Education PD. Group members are often sharing resources, ideas that have worked, website addresses and a space to post questions, from new teachers to experienced.
---Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
It is beneficial to draw on the knowledge and experience of external professionals and community representatives to further develop my own knowledge and provide for better practices.
Evidence 1: As a Facebook user, I have joined a variety of online groups, that offer support to each other, ideas for teaching, and Free Teacher/Education PD. Group members are often sharing resources, ideas that have worked, website addresses and a space to post questions, from new teachers to experienced.
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Evidence 2: Being a part of various professional teaching networks and broader communities, enables me to further develop knowledge, skills, and resources to better support students and their learning.
Some of these networks include:
- Scootle;
- Teachers Pay Teachers and
- Linkedin.