Elise Connolly

S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Introduction

The profession of being a teacher requires the commitment to a lifelong learning and continued Professional development (Kilian,

2008). The purpose of this professional learning plan is that through identified learning gaps found through the compiling of evidence

of my professional teaching portfolio to create a set of purposeful and planned action to achieve identified goals to fill in the learning

gaps that I may have at a graduate standard (Kilian, 2008). This will be done through creating short term goals and long term goals to

be achieved and an exploration of how I will achive the goals as I move into the education profession (Kilian, 2008). This has been

done through an exploration of identifying skills attributes and strategies that I feel that I need to enhance to demonstrate my capacity

of a teacher. I will the explicitly outline how I will achieve this, through a range of strategies and learning and finally be able to

identify and explain how external networks and professional support systems will continue to help me grow as a teacher (Kilian,

2008). Professional learning can occur through formal and informal however use application of knowledge, analysis of leering,

reflection and the refinement through further coaching must produce effective learning results for the educator and then furthermore

students learning outcomes (Kilian, 2008). The following identified leaning gaps will be address by targeted steps that will be taken to

complete and further my understanding of the Australian professional standards at a graduate teacher standards (AITSL, 2014).
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Professional Learning Plan

Standard 1: Through this teacher can actively tailor learning to bring out students best learning and continually assist students develop their

knowing knowledge and understanding (AITSL, 2014). In providing evidence to demonstrate my understanding of this standard among the

Students and different element I found this area to be one of stronger areas of my professional knowledge, having attained a strong body of

how they learn. knowledge as presented in my Graduate Teacher Professional portfolio. I did in my Professional portfolio provide evidence for all

areas of this standard. However, there are specific features of elements that I need to continue to enhance. Elements 1.5 and 1.6 I

have identified as areas in which I will require further development of skills and attribute for my teaching.

Element: 1.5 Identify elements that I need to Plan for professional learning. Professional Networks
enhance.
Differentiate I have a solid theoretical understanding Developing knowledge DSF: literacy and clinical services.

teaching to and basis for providing differentiation In repose to enhancing this element if DSF offers a wide range of paided and

meet the strategies for a range of students, as I my teaching I will free teacher professional development

specific have shown in my professional Engage further in current and opportunities working with

learning needs portfolio (AITSL, 2014). However, I theoretical research through peer student/children with a range of learning

of students feel that I need to improve element 1.5 reviewed and published articles to difficulties (Focus is on building

across the full of standard 1, providing differentiate to provide myself with current and literacy) (DSF Literacy and Clinical
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

range of meet the specific learning needs of relevant strategies that can support a Services, 2014). I will use this resource

abilities students (AITSL, 2014). I have a range of diverse learners. to gather strategies and expand my

limited experience within creating Attendance of professional ability to differentiate in the classroom.

differentiating opportunities in the development courses using specific

classroom often using the strategies networks namely Def and ASCD are ASCD: Learn teach lead.

already in place. Therefore, I feel that I both professional external Provides a range of books and research in

will need further training and international and national networks method of improving practice (ASCD,

experience as all students are vastly that will support my continual 2017).

different and as I move into the development and understating. I will Online learning tools for flexibility and

profession this will be further engage in their range of online instruction. Using the company, I will

highlighted as I will require more resources and webinars to improve Access a global community of

experiences and further exploration of my practice. professional teachers through an online

strategies to support students. Use the knowledge gained medium community in which to connect

throughout the Professional and share knowledge (ASCD, 2017).

development to reflect on current Access a range of webinars: online

 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

practice and make the necessary learning conferences are a free resource

changes to my practice. with experts within the field coving a

range of topics in which I will require

development (ASCD, 2017).

Standard 2 Standard 2 looks at a teacher ability to know the content and how to teach it. As each area of the curriculum is specific in content

and teaching strategies (AITSL, 2014). In reflection upon my learning in standard 2 I feel that I have a solid understanding of the

knowledge and requirement of providing evidence towards the standard by providing all evidence to represent all elements of the

standard 2 linking evidence across standards. However, I do asp believe that I can further develop elements 2.4 and 2.6 (AITSL,

2014).

Element: 2.4 Identify element that I need to Plan for professional learning. Professional Networks
enhance.
Understand Element 2.4 focuses on the process of In responding to improving this aspect and Oxford farm

and respect reconciliation as an educator, I am an in event of my teaching Oxford farm is providing a Close

Aboriginal and unquiet position to develop and foster I will engage in the Professional the gap educational resource kit for

Torres Strait relationships and reconciliation between Learning Module/ Teacher Toolkit parents teachers and students to

Islander people indigenous and non-indigenous designed by the Australian intuitive engage in a range of activities
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

to promote Australians (AITSL, 2014). One of the for teaching. This learning model designed to close the gap (Oxfam

reconciliation most significant aspect of education is uses a range of resources and Australia, 2017). Through this

between its ability to improve the lives of those activities for preservice teachers to resource, I will gain resources and

Indigenous and around them, and improve standards for develop their understanding and supporting indigenous perspective

non- all indigenous Australians (AITSL, knowledge of element 2.4 and 1.5. that I able to incorporate into the

Indigenous 2014). For myself this includes This learning model uses both online classroom (Oxfam Australia, 2017).

Australians beguiling and providing a culturally and physical strategies, activities and

incisive classroom which incorporated planning suggestion to develop

so indigenous perspectives (AITSL, knowledge. Australian Institute for Teaching and

2014). I feel that this is defiantly an area Use the EATSIP framework to School Leadership (AITSL, 2014).

in which I can improve my practice as support my ability to embed AITSL offers a Professional

an educator. indigenous perspectives into the development learning module for

classroom (EATSIPS, 2015). meeting this element of the

Maintain and engage in current standard and is designed

research such as the Prime minister specifically to develop a preserve

Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

report for 2017 to observe the teachers knowledge, as well as link

processing of closing the gap. to other professional networks to

gain a range of resources to access

and support my teaching (AITSL,

2014)

Queensland Government (

EATSIPS)

EATSIPS is a tool designed for the

purpose of professional

development that assist teachers,

staff to include indigenous

perspectives into all aspect of

school life (EATSIPS, 2015). This

network supports my development

as it assist through guiding

 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

documents and access EATSIPS

online resources (EATSIPS, 2015).

Standard 3 Standard 3 looks at planning for and implement effective teaching and learning (AITSL, 2014). This required educator to have a

solid understanding of planning teaching learning assessing and equating cycle a very important of the education (AITSL, 2014).

Planning ensure outcome base learning and a framework for students to work and teachers to plan to the students (AITSL, 2014).

In identifying my learning and element I provides a range of evidence used to support my understanding of this standard in my

professional portfolio feeling that I have a solid practical and theoretical understanding of standard 3(AITSL, 2014). However I do

feel that I would require additional support towards building understand of Standard 3. However I do feel that I would require

additional support towards building my understanding of element 3.5(AITSL, 2014).

3.5: Use Identify element that I need to Plan for professional learning. Professional Networks
enhance.
effective Element 3.5 of standard 3 I recognize as In repose to building my professional Queensland Government Education

classroom an element of my teaching that I need to knowledge of this element I will I will use this network to access

communication enhance to improve (AITSL, 2014). The Engage in theoretical research of professional learning targeted at

ability to engage learners with clear Strategies that I when communicating classroom management or the
Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

directs and explanations are vital to ideas, content and instruction for students essential skills package for

effective teaching (AITSL, 2014). This that the strategies that I select and use delivering effective classroom

included includes verbal, nonverbal and have a theoretical base and educationally management and communication

written strategies to support student sound. (Education Queensland, 2016). As

engagement within the classroom Observe and apply my fourth-year well as a large range of online

(AITSL, 2014). This is an area that I practical expire professional feedback as learning resources that I will be

need to engage with further and work a learning opportunity in which it able to engage across a range of

with. For myself this requires building continues to develop my ability to use topic not singularly just thief

the ability to use appropriate communication in the classroom and element (Education Queensland,

instructions for a range of students both engage students. 2016).

early years and primary (AITSL, 2014). Apply a PBiS (Positive Behavioral Universities: QUT

The use of appropriate and timely Interventions and Supports) to identify While I have spent a large portion

instructions provides students with a how I can affect improve my of my last 5 years learning how to

safe envrionmnet in which learning can communication skill within the be an effective teacher. The use of

best occur as well as effective classroom both verbal and nonverbal. other educational mediums can
Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

communication to engage students Engage in a personal communication provide me a range of support for

(AITSL, 2014). This included knowing assessment. Identify verbal and myself. QUT offers a range of

when to ask open or closed ended nonverbal cues within the classroom. small professional development

question, facilitating discussions and Participate in professional development courses for teachers looking to

being clear on instructions and of based around the essential skills for make improvements of their

movement around a classroom (AITSL, communication and classroom practice. In meeting element QUT

2014). management. This professional offers small courses designed at

development offered by Education communicating effectively in the

Queensland and provides teachers with classroom.

Training with a focus on 10 essential

skills for good classroom management.

 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

3.7 Engage Identify element that I need to Plan for professional learning. Professional Networks

parents/ carers enhance. In response to meeting this element I will Kids matter

in the Element 3.7 of standard 3 engaging with Kids matter is an Australian mental

educative parents and carers within the learning Access research and theoretical health and wellbeing

process environment (AITSL, 2014). I have a understanding about the ways in which programs/framework thats has

theoretical understanding of the role that partnerships between families and been set up as an initive for

parents play within the classroom, some understanding. This can be accessed students within primary schools,

basic strategies and development through the framework kids matter early childhood education and care

however as a pre-service teacher I have component 3. services (About Kids Matter, 2017).

not had the opportunity to build my This network provides a framework

strength in the area (AITSL, 2014). Engage in a professional in which those who work with the

Contently within MT lesson planning development course Engaging educational sector can providing

and the construction of lesson plan I parents in learning, an online course support for mental health and

have not included elements in including created by Teacher Professional needs. This resource will support

Development Services to explore and me as an educator as it provides a

Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

the family in the classroom (AITSL, provide effective strategies for mirage of strategies for building the

2014). supporting parents in the classroom block between partners and

to enhance students learning communities with explicit links to

outcomes. supporting students with mental

health needs.
.

Teacher professional development

services.

This professional network in an

Australian program that is aimed at

providing a range of professional

learning programs and offers a range of

professional learning programs for both

primary and secondary school

educators (Professional Development

 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Services, 2017). This professional

network support my development of a

range of standards by offering flexible

online learning module by experience

experts to support my learning Teacher

(Professional Development Services,

2017).

Standard 4 Standard 4 examines as teachers ability to Create and maintain supportive and safe learning environments (AITSL, 2014). Within

standards 4 reflecting on the construction of my professional portfolio (AITSL, 2014). Evidence that I have constructed to

demonstrated that I have a solid knowledge based and understanding of the content. Element within this standard that feel I that I

need to improve is element 4.2 to develop my ability to manage a classroom activities (AITSL, 2014).

4.2 Identify element that I need to Plan for professional learning. Professional Networks
enhance.
Manage
Within the element, I have identified In response to building my understanding Multilit
classroom
that I will require further development of this element I will
activities
Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

in element 4.2 to show my capacity to This professional network supports my

organize classroom activities and Further expand my repertoire of professional learning and development

provide clear directions to the students strategies for maintaining the through providing a range of professional

(AITSL, 2014). As previously classroom through theory and research. development (Multilit, 2017). The

identified I will require developing my Reflect upon teaching and learning leaning module Positive teaching

communication within the classroom experiences and make changes to created by Multilit this learning course

this element also contributes towards improve teaching practice. provide clear behaviour management

my development of the understanding, Engage with the online learning strategies to ensure that instructions are

as this contributes to the behaviour through the completion of the clear and focused om maximal learning

management of the classroom(AITSL, professional development of Positive (Multilit, 2017).

2014). teaching PD created by multilit.

Cool Australia.org

Cool Australia is a network that has been

supporting teachers (Cool Australia,

2017). This network provides a range of

 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

learning activities, resources with

connections to real life scenarios (Cool

Australia, 2017). This professional

network supports me through the large

range of professional development

opportunities for teachers (Cool

Australia, 2017). As well as the online

community of professional that create a

forum for interactions and shared

information (Cool Australia, 2017).

Standard 5 Standard 5 looks as an educators ability to assess, provide feedback and report on students learning (AITSL, 2014). Evidence that

I had selected for demonstrating my understanding of standard 5 is detailed and I have a solid understanding and basic

understanding of the standard as a whole (AITSL, 2014). However, I do feel that I will require further development of element

5.5(AITSL, 2014).
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

5.5 Report on Identify element that I need to enhance. Plan for professional learning. Professional Networks

student I have identified that I need to develop In response to developing my Queensland Government QCAA
achievement element 5.5 in demonstrating my understanding of this element I will Queensland Curriculum

understanding of a range of strategies for Engage in current research to This network delivers

reporting to students and parents/carers as further develop my understanding professional development to

part of the assessment process (AITSL, of the range of strategies use to assist teachers develops this

2014). Within this element, I have shown in report to students, parents and care knowledge and understanding

my professional development folder that I givers. (QCAA, 2017). This network will

have used a range of strategies to report back Access and use the support my learning using the

to students however used limited experience Australian Teacher Performance activities, guidance for planning

with reporting back to parents/families about and Development Framework and assessing as well as gaining

a students progress (AITSL, 2014). This is highlight what is required to build access to current publication for

an area in which I need to provide much an effective approach to teachers (QCAA, 2017).

more effective communication strategies. professional development. This Australian Council for Educational
Research
framework actively describes and
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

that are required for scaffold The Australian Council for

profession development and the educational Research is a network

impact upon students. The that so aimed at creating and

framework provides a structure to promoting research based knowledge,

appraise, develop and structure to products and services to improve

improve proactive. learning (ACER. 2017). This

Engage in the professional professional network provides a

development (using and range of test, teaching resources and

interpreting data in schools an professional learning for educators, in

ACER accredited course) examine both online and face to face modes

Data analysis, use of assessment (ACER. 2017).

data and assessment scales

Standard 6 Standard six explore and educators ability to engage in professional learning and development. I found that I had collected a

strong body of evidence that I could use to present my understating and ability to recognize and in some cases, engage with
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan
professional learning and development. In reflection on my learning and development I have identified element 6.4 as a further
area of development in which I need to improve.
6.4 Apply Identify element that I need to
enhance.
professional In reflecting upon my understanding of
learning and standard 6, I feel that I need to enhance
improve element 6.4. Through Demonstrating an
student understanding of the rationale for
learning continued professional learning and
furthermore the implications for
improved student learning (AITSL,
2014). For myself the development area
of focus is the understanding and
development knowledge of how the
impact of professional develop impacts
upon a students learning(AITSL, 2014)
Plan for professional learning. Professional Networks
In response to developing my understanding of Queensland College of
Teachers(QCT)
this element I will
The OCT, provides educators access
Access current research on the impact that
to a range of resources that are
profession development plays in the cycle
designed to enhance teaching and
of education with focus on the theory that
learning as well as interpretations
relates to the positive impacts that
(Queensland Collage of Teachers,
professional development plays regarding
2017). This network supports a range
students learning outcomes.
of resources designed to enhance
Continue to reflect upon my teaching ability
teaching, learning (Queensland
with the use if the Australian professional
Collage of Teachers, 2017).
standards for teachers as a guide to identify
ongoing continually professional learning.
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Engage in self-assessment task reflecting

upon the professional development has

Impact students learning outcomes.

Engage in peer assessment to determine the

impact of professional learning and

development against the Australian

professional standards (AITSL, 2014).

Standard 7 Standard seven focuses on a teachers professional engagement with regards to government, peers, professionals, and various

other stake holders within education (AITSL, 2014). I am constructing my professional portfolio, I found in providing evidence

and demonstrating mu understanding of this standard it was one of my weaker standards and areas and will require additional

development in element 7.2 and 7.3(AITSL, 2014).

 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan
7.2 Comply Identify element that I need to
enhance.
with legislative,
Through reflection I have identified that
administrative
element 7.2 is an area as an area in
and
which I will require further development
organisational
in (AITSL, 2014). This element focus
requirements
examines and requires me to understand
the relevant, legislative, administrative
and organisational policies and
processes required for teachers at a
school age (AITSL, 2014). For myself I
can access and comply with legislative
requirements for a range however I feel
that I need further development in this
area in breaking down its meaning and
application (AITSL, 2014).
Plan for professional learning. Professional Networks
In response to building my understanding Australian Professional Teachers
Association.
of this element I will.
Australian Professional Teachers
Maintain and access relevant current
Association (APTA) this is a federal state
and possible future legislation that is
and territory council or professionals
will Impact my teaching and the
representing over 160 000 teachers from
educational environment.
both government and independent
Access current frameworks for
schools within Australia (APTA, 2016).
example the teacher information
The purpose of APTA is designed to
booklet compiled by disability services
provide support and advances
commission to for strategies to ensure
professional teaching association (APTA,
legislation requirements are being met
2016). This resource supports my
(Home Disability Services Commission,"
transition into the profession through
2017).
prodding collaborative activities, and
Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Access schools administrative and current research into education (APTA,

organisational requirement documents 2016).

to familiarize myself with the specific ADCQ : Anti-Discrimination

requirements that I must fulfill. commission Queensland

Use self-diagnostic tools and work with Supports my development of element 7.2

peers, school communities and school through proving explicit training on the

officers on assessment tool and assist Queenslander understand the rights

checklist to reflect on how I am and responsibilities that are related to

meeting the legislation requires as an anti-discrimination law (The Anti-

educator. Discrimination Commission Queensland,

2017).
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Identify element that I need to Plan for professional learning. Professional Networks
enhance.
7.3 Engage
Element 7.3 examines my ability you In response to building my understanding Mind matters & Beyond Blue.
with the
understand the strategies for working of this element I will The mind matters are a mental health
parents/carers
effetely, sensitively and confidentially Access relevant and current theory to initiative aimed at secondary schools

with parents/ careers (AITSL, 2014). In further my understanding of strategies (MindMatters, 2017). This framework

developing this element, I feel that I will to work confidentially with parents. provides a structure, guidance and

require exploring this element of a Use the teachers code of professional support that allows students to build their

whole considering that feel I have a practice to outline strategies that are own mental health strategies

limited expire cue with this notion appropriate for communication and is (MindMatters, 2017). This network

(AITSL, 2014). While I can work with professionally with parents and care supports my professional development

families and careers there is in many givers. through the elegant of the learning model

cases the need to be confidential and Use the learning online module created 3 with a focus on communication in the

specific discussion can essential for the by Mind matters and beyond blue to school envrionmnet (MindMatters,

student(AITSL, 2014). gather strategies to communicate 2017). While this network is aimed at
Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

confidently with parents and care secondary school many of the strategies

givers (Mind Matters, 2014). and principles can be adapted and used in

Engage in the information provides by a primary setting (MindMatters, 2017).

education Queensland relating to the This resource also provides topic through

privacy act relating to the legal school, face to face events, webinars and

requirements (Education Queensland, further support (Mind Matters, 2017).

2017).

Education Queensland.

The department of education and training

is committed to ensuring Queenslanders

have the education and skills that is

needed to contribute to the economic and

social development of Queensland

(Education Queensland, 2016). This

Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

department supports me as an editor as it

provides education and training services

for all people at each stage of their

personal and or professional development

(Education Queensland, 2016). This

resource supports my development and

understanding of element 7.3 through

access to Links to the Piracy act relating

to education. Furthermore, this resource

also provides explicit professional

development and training for other areas

(Education Queensland, 2016).

Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Conclusion

To conclude it can be seen that through the construction and development of profession learning goals and the explicit steps that I

have outlined in order to achieve these goals that I have constructed an explicit and effective learning plan that when placed into

action will allow me to actively demonstrate my understanding of the Australian professional teaching standards at a graduate level

educator(AITSL, 2014).
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Reference list

About DSF Literacy and Clinical Services. (2014). Retrieved from https://dsf.net.au/about-dsf/.

About Kids Matter | kidsmatter.edu.au. (2017). Retrieved from https://www.kidsmatter.edu.au/families/about-kidsmatter.

ACER. (2017). Australian Council for Educational Research. Retrieved from https://www.acer.org/.

ASCD: Professional Learning & Community for Educators. (2017). Retrieved from http://www.ascd.org/Default.asp.

ATEA. (2016). ATEA Home Page - ATEA | Australian Teacher Education Association. Retrieved from https://atea.edu.au/.

Australian Association for Research in Education. (2017). Retrieved from http://www.aare.edu.au/.

 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Close the Gap student kit | Oxfam Australia. (2017). Retrieved from https://www.oxfam.org.au/close-the-gap-student-kit/.

Cool Australia. (Nod). Courses Archive - Cool Australia Professional Development. Retrieved from

https://learn.coolaustralia.org/courses/.

Courses Archive - Cool Australia Professional Development. (Nod). Retrieved from https://learn.coolaustralia.org/courses.

Create Change with the Right Communication - Cool Australia Professional Development. (n.d.). Retrieved from

Education Queensland. (2016). Education Queensland. Retrieved from http://education.qld.gov.au/

Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS). (2015). Retrieved from

http://indigenous.education.qld.gov.au/eatsips/Pages/default.aspx.

Home Disability Services Commission. (2017). Retrieved from http://www.disability.wa.gov.au/

 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Information Privacy. (2017). Retrieved from http://www.education.vic.gov.au/school/principals/spag/governance/Pages/privacy.aspx

ITC Publications. (2014). Retrieved from http://www.itcpublications.com.au/

Kilian, J. (2008). Assessing impact: Evaluating staff development (2nd Ed.). Thousand Oaks, CA: Corwin Press.

Mindmatters - Home. (2017). Retrieved from https://www.mindmatters.edu.au/.

Multilit (2017). Retrieved from www.multilit.com/professional-development/positive-teaching-pd/.

PrepYear 10 [Queensland Curriculum and Assessment Authority]. (2017). Retrieved from https://www.qcaa.qld.edu.au/p-10

Professional Development Calendars. (2017). Retrieved from http://education.qld.gov.au/staff/development/calendar/.

Professional Knowledge | Australian Institute for Teaching and School Leadership. (2017). Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/domain-of-teaching/professional-knowledge.
 Elise Connolly
S00152713
EDFD416 : Transition into the profession
Professional learning Plan

Professional Learning Calendar. (2014). Retrieved from https://dsf.net.au/events/.

Queensland Collage of Teachers. (2017). CPD Resources and activities. Retrieved from http://qct.edu.au/professional-

development/resources-and-activities.

Teacher Professional Development Services. (2017). Retrieved from https://teacherprofessionaldevelopmentservices.com.au/.

The Anti-Discrimination Commission Queensland. (2017). ADCQ: Training. Retrieved from https://www.adcq.qld.gov.au/training

TQI Code of Professional Practice and Conduct - ACT Teacher Quality Institute. (2017). Retrieved from

http://www.tqi.act.edu.au/professional-standards/code-of-conduct.