Lisa Teitzel 22265962 Annotation 6

Note the focus area and standard descriptor/s the Note the type of Describe the document / artefact Describe how the document
artefact / document reflects artefact / document and indicate the possible impact or / artefact meets the
result of the artefact / document on standard descriptors you
teaching and/ or student learning have identified.

6.2
Engage in professional
learning and improve
practice
Understand the relevant
and appropriate sources
of professional learning for
teachers.
6.3
Engage with colleagues
and improve practice
Seek and apply constructive
feedback from supervisors
and teachers to improve
teaching 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
This artefact is a The goal of the professional
photo I took whilst development/planning day was
attending a half-day to engage at a professional level
professional with co-workers so we can
development/planni develop the ability to more
ng day on my PEX thoroughly incorporate our
III ESP placement, learning into our teaching
which was centred practice, in order to become a
around how to teacher that makes a difference
deliver the (Hattie, 2013). Having the
mathematics opportunity to engage with other
curriculum at the educators provided myself with
particular school. invaluable knowledge and an
insight into how other educators
follow the same four-step
process but incorporate different
strategies.
Following on from this day, I was
able to go back into the
classroom and in my following
maths lesson, work with the
students to add more detail to
the in class poster under each of
the four steps. In doing so,
By taking part in this professional
development/planning day I have come to
understand how teachers incorporate their
learning into their practice. I now
understand the school based SMART
Maths teaching technique and as a result
of this planning day was able to focus
maths instruction around the four-step
process. (APST: 6.2)
Throughout the professional development
day I actively engaged with the year 3
cohort teachers, making suggestions for
how to solve particular questions around
the four step process, whilst also listening
and taking on suggestions from more
experienced educators on alternate ways
of thinking. (APST 6.3)
The planning day enabled myself to apply
professional learning by demonstrating a
keenness to discuss the processes and
their implications for student learning.
Through taking part in this learning,
myself as an educator was able to develop
Lisa Teitzel 22265962 Annotation 6

students were able to gain a a deeper understanding of certain SMART

clearer understanding of what Maths strategies and how I would
each process involved and think implement these in the classroom to
more strategically (Rogers, improve student learning. (APST 6.4)
2012).