EEE/EXE401 Professional Relationships

Audit Tool
Identifying areas for development
A five step process to audit against the AITSL Graduate Standards

Professional STANDARD 1: What do I know about students and how they learn?
Practice (Describe how you HAVE put the expectation into action) I create lessons that are developmentally appropriate for the level of my students in both the content that I teach as well as the way and pace in which I teach it. I attempt to ascertain a students level of development as early as possible, and therefore plan my lessons and learning activities that utilise students strengths and attempt to improve students areas of weakness. To understand how best my students learn I gather information through informal observations. I see how they deal with a certain task and from there determine how best to teach these students. I plan alternative strategies within lessons that allow flexibility but which will meet the needs of my students. Ongoing assessment allows me to see whether my methods and strategies are effective. An ongoing assessment strategy allows me to determine if my
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Expectation

Explanation (Meaning of expectation) To be able to implement appropriate teaching strategies and teach effectively, one must be aware of which stage of development their students are at. Piagets theory of cognitive development is one example of a theory that details the stages of development that children go through, from infancy to adolescence (1964)

Proof of Practice (Description of evidence you have to support practice claim) Fairhills Primary Science Lesson Plans and assessments Selby Primary Supervisor report

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

To be able to effectively teach students, one must be aware of how students learn. There are many theories that attempt to explain how children learn, constructivism for example believes that knowledge is constructed in the mind of the learner (Bowden, 1989) John Dewey believes that education is a social process, that school is not just a place to learn content, but to learn how to live. Therefore he believed in creating strong links between the curriculum and real life (1902)
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Selby Primary Maths Lesson Plans Mulgrave Primary Observation sheets Lesson strategies Assessments

methods have been successful and to amend them if necessary. All students need to be catered for when planning lessons. No students in a class will be the same; they will differ in many areas, 1.3 including their language, culture, religion Demonstrate knowledge of and socioeconomic status. Thompson (2002) teaching strategies that are refers to the differences students bring to responsive to the learning school as their virtual schoolbags. Being strengths and needs of students aware of these virtual school bags that from diverse linguistic, cultural, students carry with them is essential when religious and socioeconomic planning lessons that will be meaningful and backgrounds. relevant to all. I attempt to understand the needs of my students at all times. In this instance, when starting to work with students I endeavour to seek out information about them. For example I will learn more about a particular culture and incorporate the things I discover into my planning and teaching. I attempt to gain information from parents and guardians that will help create more appropriate learning experiences for my students. While I am yet to work in a school When teaching students of Aboriginal or where I have interacted with students Torres Strait Islander backgrounds it is of Aboriginal or Torres Strait Islander important to understand the impact of backgrounds I have a few steps I opening up a wider set of options to enable would take prior to teaching them. 1.4 them to make decisions about classroom 1. I would engage in wider research Demonstrate broad knowledge organisation and the way curriculum is into teaching Indigenous students (I and understanding of the taught to them (Reynolds, 2005). It is also have looked into this already within impact of culture, cultural important to realise the many cultural this audit) as this would provide me identity and linguistic differences that may arise. Aikenhead (1998) with many theories surrounding the background on the education of identifies that there may be conflict teaching methods best suited to students from Aboriginal and between what is being taught, and cultural Aboriginal and Torres Strait Islander Torres Strait Islander teachings as well as the importance of being students. backgrounds. able to link concepts to real-life ideas. 2. I would consult with the parents, to see if they can offer any insights into their children and culture. 3. I would talk with colleagues to see if they have any experiences that may help.
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Heany Park Fasting student (cant be as active) Kent Park Harmony Day

Evidence required

It is important for teachers to cater for all levels of ability within a classroom. They must structure lessons that are not only 1.5 accessible for lower achieving students but Demonstrate knowledge and that also offer opportunities for high understanding of strategies for achievers. The New South Wales differentiating teaching to meet Department of Education and Training the specific learning needs of (2011) explains that to cater for differing students across the full range of levels within a classroom teachers can offer abilities. modifications to what students learn (content), how students learn (process) and how students demonstrate what they have learned (product)

1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

I structure lessons which enable all students to meet learning outcomes, but which offer different ways of getting there. That is, I might offer students a range of tasks that all assess the same thing, therefore giving them different opportunities to demonstrate their knowledge. I endeavour to provide students with a range of opportunities for high-level thinking. I also utilise students abilities within my lessons; those who understand a concept may be able help those who are struggling. By knowing your students, you will know I attempt to treat students with a how to teach them. This is particularly true disability as no different from other for students with a disability. As teachers, students (to an extent). That is I try we must also adhere to legislative not to draw attention to the fact they requirements when teaching students with a may be different from other students, disability. The Attorney-Generals Disability however if these differences are standards (2005) for education seek to noticed I attempt to put them in a ensure that students with disabilities are positive light. able to access and participate in education and training free from discrimination and on the same basis as other students. Regulation Impact Statement http://www.ag.gov.au/RightsAndProtections /HumanRights/DisabilityStandards/ Documents/RegulationImpactStatement.pdf

Heany Park Maths- Addition Lesson Plans Selby and Mulgrave Primary Supervisors reports

Mulgrave Primary - Supervisor report

More evidence required (Ask supervising teacher for notes)

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Professional Challenge 2:

What understanding do I have of content and how to teach it?

Proof of Practice (Description of evidence you have to support practice claim) -

Expectation

Explanation (Meaning of expectation) A teacher cannot attempt to guide a students learning unless they themselves know the content they are trying to teach, and have identified what exactly they want a student to learn. Content does not just mean factual information; it involves all aspects of a topic- concepts, principles and relationships to other concepts. By knowing these things, teachers are able to identify effective teaching strategies. Kathryn Cochran explains this as having pedagogical content knowledge. That is, how to use this content knowledge effectively, within an education setting. (1991)

Practice (Describe how you HAVE put the expectation into action)

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

I consistently attempt to provide students clear explanations of the content, both verbally and in writing. Thoroughly knowing the content allows flexibility and enables me to phrase explanations accurately in multiple ways. This approach caters for differences between students and allows for greater learning experiences. I also provide feedback to students that allows them to remain on track with their learning of a particular concept.

All lesson plans (They all have a lesson objective) Mulgrave Primary Maths Shape Unit plan Heany Park Fibres Unit plan

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2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

Teachers should be able to plan and organise a unit of work to provide the best learning opportunities for students. They need to know the logical sequence for teaching a concept. They need to be able to determine a students level and work out whether a student is ready to move on, or if revision is needed. The Department of Education and Early Childhood Education provides resources for Effective Program Planning, which state that effective programs place the learner at the centre of curriculum planning and which link to the Victorian Essential Learning Standards, pedagogy, assessment and reporting (2012e). Teachers need to understand the structure of the curriculum and then plan lessons that address all aspects of the curriculum. Teachers must then assess whether or not students have achieved these outcomes. The Victorian Curriculum and Assessment Authority, has developed a range of planning documents (for each domain, and year level) that provide a good example of how lessons should be sequenced in accordance with curriculum, assessment and reporting (2012).

I use curriculum documents in my planning to provide a logical framework and accurate sequencing of content and outcomes. I gauge students prior knowledge and build on this through effective use of lesson plans and assessment.

Mulgrave Primary Maths Shape Unit plan Heany Park Fibres Unit plan

I select assessments that match the corresponding learning outcome. I allow different forms of assessment depending on the outcome and the students I am developing the assessment for. The outcomes of my lesson are based upon the curriculum.

All lesson plans (They all have links to AusVELS) Mulgrave Primary Maths Shape Unit plan

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2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

The Aboriginal and Torres Strait Islander cultures are among some of the oldest living cultures in the world and every Australian child should be given the opportunity to learn about them. It is also vital that students of these cultures know that where they come from and that who they are is valued and affirmed at school. Macnaughton and Davis suggest to avoid homogenising indigenous Australians into a collective they. That is, avoid building knowledge of indigenous Australians that always positions them as different to the centre (2001).

I endeavour to incorporate indigenous culture (as well as other cultures) into my lessons as much as possible across different domains. I attempt to also show respect for other cultures by celebrating them, rather than just using them as a point of difference in the classroom.

Kent Park Harmony Day Photos

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

Particularly within my most recent placement, I have begun to To be an effective teacher, simply having understand the need to cater to knowledge in your subject area is not students different learning styles. I enough; you must also understand how have learned to cater for Auditory, to teach this knowledge to your Visual and Kinaesthetic learners. In students. That is, teachers must have a my lessons I plan a number of range of strategies they use to teach a strategies to teach a particular concept to students. Teachers must also concept, using a variety of techniques have strategies in place to help with to develop students understandings. I students from non-English speaking assess student understanding and backgrounds as well as students with a then adapt or change strategies when disability necessary. I monitor my use of these (DEECD, 2012g) strategies, and evaluate their effectiveness.

Heany Park Maths- Addition Lesson Plans Kent Park Daily 5 lesson plans Graphic organisers

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2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Using ICT in the classroom can allow for great educative experiences for students. When using ICT teachers should ensure that they are using the technology to enhance learning, rather than it being an end in itself. That is, often when using technology within a subject, a student may not necessarily understand the concepts behind it, for example, when using a calculator. The Teaching Teachers for the Future (TTF) project, believes that the role of ICT in schools is so important that it is attempting to build the ICT education capacity of the next generation of Australian teachers through its focus on pre-service teachers, teacher educators and the new Australian Curriculum (2012)

I select appropriate ICT tools within my lessons, using those which will enhance learning opportunities for students. I also allow for students who may not be as familiar with specific technologies as other students. Within my classrooms I attempt to handle two aspects of ICT, firstly stand-alone ICT knowledge, for example, formatting a table within Microsoft word. Secondly, I use it to enhance other domain areas, for example, with the knowledge of how to format a table, students learn to create and read a timetable.

Kent Park Maths tasks lesson plan ICT lesson plan (time table)

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Professional STANDARD 3:

How do I plan for and implement effective teaching and learning?

Proof of Practice (Description of evidence you have to support practice claim)

Expectation

Explanation (Meaning of expectation) Operating within the confines of the curriculum, teachers set relevant and achievable learning goals that are still able to challenge students. Learning goals should be stated in terms of student learning rather than student activity. It is believed that setting appropriate goals influences cognitive processes and self-regulative learning. Essentially, it is assumed that the learning of relevant information will be enhanced if a student is told what to learn. Jan and Lai (2011), however feel that the way in which learning goals are used accounts for their instructional effectiveness. That is, simply telling students of the learning goals is not sufficient enough to make them effective.

Practice (Describe how you HAVE put the expectation into action) I develop learning goals in terms of what students will learn, rather than what students will do. I create goals that are assessable and which not only relate to content but also thinking skills. That is, not just what the students learn, but how they will learn it. Furthermore I consider students cultures, and needs when developing appropriate learning goals.

Kent Park - We Are Learning To (Learning Goals) - Supervisor report

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

All Lesson plans have lesson objectives

(While on round one practicum this Selby Primary year, this was an area that a Deakin - Supervisors Report representative identified as an area I needed to develop. For the remainder of the round I focused heavily on improving this area by clearly linking my learning activities and assessments to my learning goals and objectives).

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3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

When planning a unit of work, a teachers knowledge of their students, of the content and the strategies they can use to teach come together to sequence lessons in an appropriate way. For example, lessons should progress from the simple to the more complex. McCutcheon believes that the initial step for a teachers planning, is usually identifying their students needs (1980). However all teachers plan differently and some therefore may use a different point to begin their planning.

Overall I make sure that my lessons adhere to the curriculum. Within this framework I make sure I structure lessons to expand the learning of previous activities. I ensure my daily lesson plans align with the overall unit plan. I also seize opportunities to enhance learning that may arise (that are not necessarily planned for) I do feel I could work more on utilising and developing more teaching strategies within my lesson sequence planning. This is one of my chosen standards to address in my action plan

Heany Park - Fibres lesson plans Mulgrave Primary - Persuasive writing lesson plans Selby Primary Supervisor report

3.3 Include a range of teaching strategies.

It is important for teachers to use a range of strategies when teaching concepts to students. Things such as questioning, student management (group work, individual learning) and the pacing of lessons are strategies teachers use within their classroom. However The University of New South Wales believes that until recently, research into learning and teaching in universities has focused on what the teacher does rather than on what the learner does (2012). They believe that it is important for teachers to use teaching strategies that focus more on what the student does, rather than what the teacher does.

I attempt to use a range of techniques Mulrave Primary and strategies that are appropriate for - Maths- Shapes the concept being taught. I use a lesson plan variety of class groupings, whole class, small groups and individual Selby Primary instruction. I am flexible within my - Maths- Money lessons, to switch strategies when lesson plan appropriate. Kent Park - Daily 5 Lesson Plan - Supervisor report Heany Park - Supervisor report

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3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

Teachers must select resources that are appropriate for students and will be of benefit to students learning. One example of this is providing students with a range of resources that will utilise the best way in which they learn. The VARK guide to learning styles, developed by Neil Fleming, suggests that there are four learning styles Visual learners, Aural learners, Read/Write learners and Kinaesthetic learners (Fleming 2011). All forms of communication need to be clear to students. If a student cannot understand an instruction, they cannot reasonably be expected to perform a task. The Department of Education and Early Childhood Educations Principles of Learning and Teaching, suggest the use of diverse approaches to allow students to experience diverse ways of learning and knowing, and targeted support for individuals, based on teacher monitoring (2012a).

I consider a range of different resources when planning a unit of work. I extend my lessons to include resources outside of the classroom. I have used things such as, computers, Interactive white boards and concrete models. I believe that using a range of resources will cater for students with differing learning styles and therefore plan my use of resources in accordance with this. I verbally explain the purpose of a lesson to students. I check for students understanding before moving on-that is, I will ask random students to repeat the instructions I have just given. I also choose students who may have particular issues understanding the instructions/concept and ask them to repeat, or reword what I have just said to check for understanding. In terms of non-verbal communication, I often used things such as a simple facial expression to convey a message to the students.

Heany Park - Maths- Addition lesson plan Kent Park - Daily 5 lesson plan - Maths Tasks - ICT lesson plan

Kent Park Feelings lesson plan

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3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

3.7 Describe a broad range of strategies for involving parents/carers in the educative process.

Ensuring teaching programs are effective requires close attention to how class is going, evaluating lessons and then adjusting future lessons accordingly. Teachers must be able to critically reflect on their lessons in order to assess the effectiveness of their work plans, and then take steps to improve them where necessary. The Department of Education and Early Childhood development has a variety of resources for teachers to assess their teaching methods. They explain that these tools are aimed at strengthening teachers capacity to use assessment to drive teaching that promotes deep understanding and powerful learning (2012d). When educating students, it is important to realise that parent and community involvement will often enhance student learning. It is vital to communicate with parents to keep them informed as to how classes run, how their child is performing and if there are any ways they can become involved in lessons in the future. Epstein explains that in study after study, teachers, parents, administrators, and even students from elementary through high school say that involvement benefits students, improves schools, assists teachers, and strengthens families (2001).
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I reflect on each lesson I teach, noting both areas I think worked well, and areas I felt I could improve on. I also meet with my supervising teacher to discuss my lessons- here feedback is provided about areas they felt went well and areas where further development may be required.

All my lesson plan contain both self-reflections and reflections from my supervisor. Kent Park - Level meeting notes - PDs

I identify areas of my work plans where parent or community involvement would be of benefit. That is, identifying parent occupations, skills and hobbies that may be relevant to a unit and then utilising them. I also involve parents/carers in the daily education process, for example, informing them how they can best assist their child with their weekly home work tasks, or if they are able to come in and listen to the students read.

Heany Park Fibres Lesson Plan

EST400 unit plan

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Professional STANDARD 4:

How do I create and maintain supportive and safe learning environments?

Expectation

Explanation (Meaning of expectation)

Practice (Describe how you HAVE put the expectation into action)

Creating a suitable environment for students to learn is an important factor for teachers. They need to make sure that relationships within a classroom are positive and supportive. This all plays a 4.1 role in enhancing student engagement Identify strategies to support and participation. Dallimore, inclusive student participation and Hertenstein and Platt (2004) believe that engagement in classroom activities. it is one thing to recognise the benefit of engaging students in discussion yet quite another to master the skills necessary to effectively facilitate discussion. Classroom management is a vital aspect of a teachers job. Aspects of classroom management include handling of daily tasks and transitions between lessons. Instructions should be given clearly so that all students know what is expected, this minimising time wastage and loss of momentum. Essentially daily tasks, such as marking attendance, distributing handouts and newsletters, should be handled quickly and efficiently. Teachers
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I learn students names and use these in class. I also use we and other inclusive statements to make students feel part of the group. I attempt to get Selby Primary - Supervisor Report to know students, and use knowledge gained from these relationships to promote student participation. When questioning students, I respond to them in a positive, encouraging manner, even if their answer is incorrect.

Proof of Practice (Description of evidence you have to support practice claim) Mulgrave Primary - Supervisor Report

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

I learned very early on how important classroom management is. I therefore establish procedures and rules from the outset when I am teaching. I create procedures for each classroom transition of the day, assign students roles (monitors) gain their involvement. I clearly establish a signal for gaining students attention. This may be something like raising my hand, or ringing a bell. Students know
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Kent Park - Student jobs sign - Supervisor report

Heany Park - Supervisor report

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

should have consistent rules within their classroom. No speaking when the role is being taken, hands up before speaking and so on. When providing directions, teachers should check for understanding to ensure all students know what to do. Hue and Wai-shing (2008) believe that classroom management is about creating an environment that is inviting and appealing to all, and is conducive to learning. In order for learning to be effective, the environment must be conducive to such learning- it must be safe and positive for all students. The teacher must set a level of classroom behaviour which will enable the best possible learning environment. This will necessarily involve having strategies in place to deal with situations where student behaviour falls short of expectations. The Department of Education and Early Childhood (2013) believes that an effective strategy [to deal with challenging behaviour] will be based on a sound understanding of the factors leading to challenging behaviour and how to prevent it in the future.

that when I do this they stop what they are doing and look at me.

I explain and model expectations of classroom behaviour to all students. I work with students to create a classroom rules list. I am alert within my classroom for potential problems, I move around the room while students are working to ensure there are no issues. I use both verbal and non-verbal communication with students to let them know how I view their behaviour. I ask students to reflect on and explain why they think I might have wanted to talk with them about their behaviour. I gain feedback and information from parents/carers and other teachers to determine if a student may be in a situation where difficulties may develop.

Kent Park Classroom rules list Selby Primary Supervisor Report

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4.4 Describe strategies that support students wellbeing and safety working within school and/or system, curriculum and legislative requirements.

Creating a safe supportive classroom goes beyond simply have a safe physical environment. All aspects of a students wellbeing must be considered by the teacher and school. Both should have strategies that align with relevant legislation, to deal with any issues that arise that may harm a students wellbeing. Holley and Steiner (2005) believe that perhaps the most important strategy in creating a safe classroom environment is the development of guidelines for class discussion. The whole class should develop these guidelines so that students are aware of the behaviours their peers and teacher expect from them. As ICT becomes such a large part of everyday life, it is expected that a lot of students learning in regard to ICT usage will occur within the classroom. It is important for students to not only learn about how to use ICT, but how to use it in a safe manner. Hope (2003) believes that the opportunities to develop a student mindset towards safe internet practice are greater in primary than secondary schools.

I create classroom rules that are easily managed by students. I manage my Kent Park classroom by assessing any safety - Classroom rules issues, and dealing with them according to risk level. I observe More evidence required student behaviour at all times- both physical behaviour and verbal conversations where possible. I also carry this duty of care when I am not in the school environment.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

I attempt to incorporate ICT into my lessons regularly, so that students become familiar with it. I explicitly state the dos and donts of using ICT, making sure to closely monitor students while they do use ICT. I also discuss with other colleagues, successful ICT lessons they have conducted, and identify why they were successful.

Evidence required

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Professional STANDARD 5:

How do I assess, provide feedback and report on student learning?

Proof of Practice Explanation (Description of evidence (Meaning of expectation) you have to support practice claim) Assessment of student learning is vitally I include assessments at many Mulgrave Primary important. Assessment can be used as different stages in my unit planning. I - Observation sheet learning, for learning and of learning. It also plan my assessments so that they - Shapes precan be used as a tool to guide future link to a specific learning outcome. I assessment lessons when planning, and also to aim to design assessments that are - Shapes formative determine whether or not students have authentic with real world applications, assessment achieved learning outcomes. Therefore and which are relevant to the content all assessments should be designed so and outcomes of the plan. Selby Primary that they test a specific learning - Maths assessments outcome. Not all assessments need to take place in a formal setting; observational notes may offer more information about a students learning than a formal exam depending on the situation. Moreland and Jones explain that using the same assessment, but using the information it collects in different ways, can switch the assessment from formative to summative and vice versa (2001) therefore offering teachers more ways to use the information gained from assessment. Practice (Describe how you HAVE put the expectation into action)

Expectation

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

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5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

Providing students with feedback is an important part of using assessments as learning. By giving students feedback, they become aware of how they are performing, and whether or not they are meeting the required learning outcomes. The Department of Education and Early Childhood Educations Principles of Teaching and Learning state that feedback by its nature should be aimed at supporting the learning process, should be ongoing and timely, and provide advice on ways forward for students (2012a). Feedback given to students must be equitable, in that, while all students results may differ, all feedback to students must be delivered in the same way- ideally detailed, constructive suggestions. Students should also be provided feedback consistently. Without this, students can only guess how they are going, and may be unaware that they need to improve their work. Feedback may need to be moderated to ensure that consistent and comparable judgements are being made. The Department Of Education and Early Childhood Development explains that assessment methods used should be valid, reliable and consistent and that where possible, moderation should be used (2012d).

While I have provided students with feedback, I have not yet been in a position as to see whether or not a students performance is altered because of my feedback. This is one of my chosen standards to address in my action plan

- Evidence required

While I provide students undergoing the same assessment equitable feedback. I have not yet been able to perform any assessment moderation.

Mulgrave - Maths assessment

More evidence required

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5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Assessment data can be gathered numerous ways. Whether gathered in an informal or formal setting, teachers have an important role in interpreting this data to identify student learning and then modify their own teaching in accordance with the findings. Therefore teachers are essentially determining two things when assessing students; Students learning and their (the teachers) own performance. The Department of Education and Early Childhood development has a variety of resources for teachers to reflect on their assessments. They explain that these tools are aimed at strengthening teachers capacity to use assessment to drive teaching that promotes deep understanding and powerful learning (2012d). Being able to accurately report on student achievement is a critical part of becoming an effective teacher. Through the use of a comprehensive and accurate list of student results, an effective teacher will be able to identify a students level of achievement. The Department of Education and Early Childhood explains that a report card should be a concise, common sense report of student progress and achievement that all parents can easily understand. (2012f). While all schools have reporting procedures in place, good teachers may also supplement
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I keep a comprehensive record of student results. I also endeavour to keep a record of informal conversations with feedback from students. While also using student results to provide them with feedback for the students, I also use it to identify possible areas where I could improve the effectiveness of my teaching methods. For example, if most of my students struggled with a particular aspect of a concept during an assessment, I would interpret that as an area I need to go over again or cover from a different angle. I would amend my methods of planning to more effectively achieve the desired result.

Mulgrave Primary - Maths assessment More evidence required

I maintain a thorough system for recording information on student progress This is an area I would like to develop. - With the limited access as preservice teacher, it has never really been an option to keep records such as this.

Kent Park - Notes from Parent Teacher interviews I attended - Supervisor report

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these when needed eg. Notifying parents of a students learning outcomes, both positive and negative.

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Professional STANDARD 6: How do I engage in professional learning?

Practice (Describe how you HAVE put the expectation into action) I have considered all of The National Professional Standards for Teachers within this audit and I have identified areas that I need to work on. I have developed plans of action for two of the standards where I feel improvement is needed. Proof of Practice (Description of evidence you have to support practice claim) This audit My Action Plans

Expectation

Explanation (Meaning of expectation)

As a teacher, one of the main areas for professional learning lies within reflection on practice. The Australian 6.1 Professional Standards for Teachers Demonstrate an understanding of comprise seven Standards which outline the role of the National what teachers should know and be able Professional Standards for Teachers to do (AISTL, 2012). The National in identifying professional learning Professional Standards for Teachers needs. helps teachers identify areas of strength and weakness, within their own professional practices. Teaching is a complex profession where developments are constantly being made. Because of this, teachers must make sure they are continuously attempting to improve their professional learning. There are many ways in which 6.2 teachers can do this; attending teacher Understand the relevant and conferences, professional development appropriate sources of professional sessions, membership of professional learning for teachers. subject/teaching associations and by reading professional journals, are just some of these ways. The Department of Education and Early Childhood Development believes that high quality professional learning is one of the
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I have attended quite a few PD sessions. Also, through university, I have read many professional journal articles and have studied many educational theories to assist me in this profession.

Kent Park - PD notes

AEU membership

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cornerstones of an effective school and therefore offer a range of professional learning resources for teachers (2012d). When attempting to reflect on your own practice, it is useful to gain insights from others within the profession. Colleagues and supervisors are often able to offer opinions and advice based on similar experiences. When constructive feedback is given, it has potential to guide and improve teachers' professional development (Ovando, 2005) Teachers, like most other professions, are obliged to continue their learning throughout their careers. With ongoing professional learning, teachers seek to create more productive learning experiences for their students and will ideally progressively improve their own practice. When teachers apply this professional learning to their teaching the desired outcome should be improved student learning. (VIT, 2010) I aim to always work in collaborative teams with my colleagues, discussing any issues we have found while teaching. I ask supervisors to provide me with feedback, to determine my areas of strength and of weakness. I then incorporate this advice and feedback, when relevant, into my teaching practices.

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

All my lesson plans have notes from my supervisors All Supervisor reports

6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

While undergoing professional Kent Park learning, I attempt to find ways to - PD notes relate it to my practice. That is, I apply More evidence required a new piece of knowledge that I acquired during professional development to a specific classroom situation. I understand the importance of continued learning and its effectiveness in the development of my teaching practices.

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Professional STANDARD 7:

How do I engage professionally with colleagues, parents/carers and the community?

Expectation

Explanation (Meaning of expectation) Teachers should always demonstrate the most professional attitude in their service. They must always put students first, and maintain honesty and integrity when interacting with parents and colleagues. According to the Victorian Teaching Profession Code of Conduct there are three main values teachers should consider- Integrity, Respect and Responsibility (2008) Principle 1.5 also notes that Teachers are always in a professional relationship with the students in their school whether at school or not. Teachers hold a unique position of influence and trust that should not be violated or compromised. They exercise their responsibilities in ways that recognise that there are limits or boundaries to their relationships with students (2012)

Practice (Describe how you HAVE put the expectation into action) Entering this career, I almost always have to consider my professionalism, even when not in a school or classroom environment. That is, all interactions with students, parents and colleagues should consider the values outlined by the Code of Conduct. However these interactions can extend to those outside school hours. For example, running into students and parents out shopping.

Proof of Practice (Description of evidence you have to support practice claim) Evidence required

7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

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As part of the profession, there are many school, department and federal policies and laws to which teachers must adhere. Things such as dress code, punctuality, curriculum, assessment and 7.2 reporting must be considered and Understand the relevant legislative, applied by teachers. The Department of administrative and organisational Education and Early Childhoods policies policies and processes required for and procedures include: School policy teachers according to school stage. requirements, privacy information, Child Protection - Mandatory Reporting, Parent Complaints and Attendance (2012b).

When starting out in a school I always spend time to finding out specific school policies, relate to things such as arrival times, dress code, meetings and other teacher responsibilities.

All Schools - Notes from supervisor meetings

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

An essential part of teaching is engaging with parents and carers. Parents often want to know how their child is going, and while reports are able to convey some of this information they may not be enough. Class/year level newsletters, information evenings or one-on-one meetings are all methods of working with parents and carers. The Department of Education and Early Childhood Developments Victorian Teaching Profession Code of Conduct contains a couple of principles for teacher relationships with parents. Principle 1.6 dictates that teachers maintain a professional relationship with parents and Principle 1.7 says that Teachers work in collaborative relationships with students families and communities. (2012c)
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I endeavour to keep lines of communication open with parents and carers, so that they feel they can approach me with any issues if and when they arise. (This has been difficult as a preservice teacher, that is, often parents prefer to discuss things with the actual classroom teacher. I am however, planning to conduct some parent/teacher interviews in the next round of interviews, later in the year.)

Kent Park - Parent- teacher meeting notes. More evidence required

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7.4 Understand the role of external professionals and community representatives in broadening teachers professional knowledge and practice.

A school can be considered a community, and when teachers are willing to work and share resources with one another, it can broaden their professional knowledge and practice. A teachers role extends beyond the classroom, and when they acknowledge this, they realise that others in the wider community can assist with this. That is by engaging with teaching networks, and others in the wider community insights can be shared and utilised by teachers within classrooms. It is important to promote a sense of scholarship within the teaching profession (Education Queensland, 2013)

I have joined the AEU, and therefore receive notices of upcoming PDs. Within the school community, I engage with other teachers regarding new strategies and experiences they may be able to offer insight into.

-AEU membership

(As a pre-service teacher, I have not been able to join many teaching networks, as I am unsure of where I will be employed, this is however something I aim to do as soon as I am employed)

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References
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Jan, E & Lai, J 2011, Why do learning goals (not) work: a reexamination of the hypothesized effectiveness of learning goals based on students' behaviour and cognitive processes, Educational Technology Research & Development, vol. 59, no. 4, pp. 553-573 Macnaughton, G & Davis, K 2001, Beyond 'Othering': rethinking approaches to teaching young Anglo-Australian children about indigenous Australians, Contemporary Issues in Early Childhood, vol. 2, no. 1 pp.37-45 McCutcheon, G 1980, How Do Elementary School Teachers Plan? The Nature of Planning and Influences on It, Elementary School Journal, vol. 81, no. 1, pp. 4-23 Moreland, J & Jones, A 2000, Emerging assessment practices in an emergent curriculum: implications for technology, International Journal of Technology and Design Education, vol. 10, no. 3, pp. 283305, retrieved 9 March 2013 NSW Department of Education and Training, 2011, When one size doesn't fit all!, New South Wales Government, retrieved 10 April 2013 <http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/prolearn/reading/pr_007.htm> Ovando, M 2005, Building Instructional Leaders'Capacity to Deliver Constructive Feedback to Teachers, Journal of Personnel Evaluation in Education, vol. 18, no. 3, pp. 171-183 Piaget, J 1964, Part I: Cognitive development in children: Piaget development and learning, Journal of Research in Science Teaching, vol. 2, no.3, pp.176-186. Reynolds, R 2005, The Education of Australian Aboriginal and Torres Strait Islander Students: Repair or Radical Change, Childhood Education, vol. 82, no. 1, pp. 31-36. Romeo, G, Lloyd, M, & Downes, T, 2012, Teaching Teachers for the Future (TTF): Building the ICT in education capacity of the next generation of teachers in Australia, Australasian Journal of Educational Technology, vol. 28, no. 6, pp. 949-964 Thomson, P 2002, Vicki and Thanh Schooling the rustbelt kids: making the difference in changing times, Allen & Unwin, Crows Nest, NSW, pp.1-18. University of New South Wales, 2012, Teaching Approaches and Strategies, retrieved 18 March 2013 <http://teaching.unsw.edu.au/teaching-approaches-and-strategies> Victorian Institute of Teaching, 2008, The Victorian Teaching Profession Code Of Conduct, retrieved 15 April 2013 <http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/Code-of-Conduct-June-2008.pdf>
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Victorian Institute of Teaching, 2010, Professional Practice Online Newsletter, retrieved 15 April 2013 <http://www.vit.vic.edu.au/professionalpractice/archives/article.aspx?aid=10_1109&id=2> Victorian Curriculum and Assessment Authority, 2012, English Planning Templates, Victorian Government, retrieved 20 April 2013 <http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/resources/templates/english.aspx>

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