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Elise Connolly

S00152713
EDFD416: Transition into the profession
Professional learning Plan

Introduction

The profession of teaching requires a lifelong commitment to learning and this requires continual Professional Development to update

and maintain changing educational developments and standards (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 actions to achieve identified goals to fill in the learning gaps (Kilian, 2008). This is attained through the

creation of short term and long term goals striving to achieve them through research and refreshing upon my development in and

maintain areas required to provide quality education as I transition to the profession (Kilian, 2008). Application is achieved through

identifying skills, strategies and attributes that I feel that I should undertake and maintain to enhance and demonstrate my capacity of a

teacher. The outline of how I will achieve this is through a range of strategies and professional learning demonstrating my ability to

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

2008). Professional learning can occur through formal and informal pathways such as the application of knowledge, analysis of

learning, reflection and the refinement through further coaching will provide and scaffold effective learning outcomes for both

educator and students (Kilian, 2008). The following identified learning gaps will be addressed by targeted steps undertaken to

complete and further my understanding of the Australian Professional Standards as a graduate teacher and aspire to these standards to

uphold the very best standards available for myself and my students (AITSL, 2014).
Elise Connolly
S00152713
EDFD416: Transition into the profession
Professional learning Plan

Professional Learning Plan

Standard 1: This standard provides the groundwork for the teacher to actively tailor learning to bring about the students best learning

Knowing outcomes to build upon and develop their knowledge and understanding (AITSL, 2014). In providing the evidence to

students and demonstrate my understanding of this standard among the varying elements I found this one of the stronger areas of my

how they learn. professional knowledge having attained and collected a strong body of knowledge as presented in my Graduate Teacher

Professional Portfolio with the supported evidence covering all areas of this standard. However, there are identifiable elements

upon which I need to further grow and enhance. Elements 1.5, I have identified as needing further development of skills and

attributes for my professional growth as set out below.

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

teaching to understanding and basis for In response to enhancement of this element DSF offers varying ranges of sources and

meet the providing differentiation strategies in my teaching I will support of professional development

specific for a range of students, as I have Engage further in current and theoretical opportunities through both free and

learning needs shown in my professional portfolio research through peer reviews along monetary on line courses. These enhance

of students (AITSL, 2014). However, I feel with research in updated peer reviewed upon areas of working with
Elise Connolly
S00152713
EDFD416: Transition into the profession
Professional learning Plan

across the full that I need to improve in the and published articles to provide myself students/children with a range of learning

range of element 1.5 of Standard 1 as my with current and relevant strategies that difficulties (Focus is on building literacy)

abilities exposure to the changing needs of support a range of diverse learners and (DSF Literacy and Clinical Services, 2014).

students alter with age, cultural improve upon areas of delivery to I will use this resource to gather strategies

diversity, social impact and cement knowledge and growth in the and expand my ability to differentiate in the

emotional and physical constructs classroom. classroom.

of both the student and the Professional development courses using ASCD: Learn teach lead.

classroom (AITSL, 2014). My targeted networks as in DEF and ASCD Provides a range of books and research into

limited exposure and experience both professional external international methods of improving practice (ASCD,

within creating differentiating and national networks supportive 2017). Online learning tools for flexibility

opportunities in the classroom lead sources I will use for my continual and instruction available expose me to a

me too often employ the strategies development and understanding. global community of professional teachers

already in place. Therefore, I feel Engagement in this range of online through an online medium to connect with

further training and experience are resources and webinars can and will and share knowledge raising awareness and

always essential in this area as it improve my knowledge and practice. building upon ideas and strategies for better
Elise Connolly
S00152713
EDFD416: Transition into the profession
Professional learning Plan

changes dynamically and Use the knowledge gained throughout implementation to the diverse learner

continually by influences quoted professional development to reflect upon (ASCD, 2017). Access a range of webinars:

above. Professional development current practice and make necessary online learning conferences are a free

supports this framework to assist changes to my practice coupling this resource available from experts within the

me in exploring and providing with peer discussion and appraisal. field covering a range of topics improving

better outcomes for both myself and and building my development as an

the learner. educator (ASCD, 2017).

Standard 2 Standard 2 builds upon the teacher aptitude to know the content and how to teach it incorporating and supporting the curriculum

through content and outcomes (AITSL, 2014). My reflection of Standard 2 gives rise of solid understanding of the knowledge

and requirement of my ability to teach to the Standard by provided evidence. Recognition of further developmental needs is

essential for educators with diversity and societal and technological changes as in 2.4 (AITSL, 2014).
Elise Connolly
S00152713
EDFD416: Transition into the profession
Professional learning Plan

Element: 2.4 Identify elements 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 and as an educator and event of my teaching OXFAM is providing a Close the

Aboriginal and recognize I can improve upon this area I will engage in the Professional Gap educational resource kit for

Torres Strait through education to develop and foster Learning Module/ Teacher Toolkit parents teachers and students to

Islander people relationships between Indigenous and designed by the Australian Institute. engage in a range of activities

to promote Non-indigenous Australians (AITSL, This learning model employs a range designed to assist this (Oxfam

reconciliation 2014). One of the most significant of resources and activities for Australia, 2017). A resource to

between aspects of education is its ability to preservice teachers to develop their attain and implement into the

Indigenous and improve the outcomes and thus societal understanding and knowledge of classroom environment supporting

Non- positions of those around them raising element 2.4 and 1.5. This learning indigenous perspective and

indigenous standards and promoting positive model uses both online and physical promote inclusiveness I will

Australians interactions (AITSL, 2014). For myself strategies, activities and planning always promote and foster (Oxfam

this includes providing culturally suggestions to develop knowledge. Australia, 2017).

inclusive and supportive strategies


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

identifying and valuing indigenous Use the EATSIP framework to Australian Institute for Teaching

cultural perspectives into the learning support my ability to embed and School Leadership (AITSL,

environment (AITSL, 2014). I feel that indigenous perspectives into the 2014).

this is an area upon which I can improve classroom (EATSIPS, 2015). AITSL offers a Professional

as an educator. Maintain and engage in current development learning module for

research such as the Prime Minister's meeting this element of the

report for 2017 to observe the process standard and is designed

of closing the gap. Access the specifically to develop a preserve

recommended reading as advised by teachers knowledge, as well as

AITSl to further improve practice. link to other professional networks

to gain a range of resources to

access and support my teaching

(AITSL, 2014).

Queensland Government

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

EATSIPS is a tool designed for

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 assists through

guiding 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 requires educators to have a

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

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

identifying my learning and elements necessary supporting this standard is my Professional Portfolio. I feel I have developed a

solid practical and theoretical understanding of standard 3(AITSL, 2014). Further support in this is always required as it is a
Elise Connolly
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EDFD416: Transition into the profession
Professional learning Plan

constant evolving environment and requires up skilling and theoretical research is pertinent to adapt as the environment changes.

With the fast pacing, societal changes the classroom and educators must change also failure to do so could impede the

educational process of students and educators as set out in Standard 3 (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 is an area In repose to building my professional Queensland Government Education

classroom identified for improvement I feel to be knowledge of this element I will I will use this network to access

communication more effective as a teacher (AITSL, Engage in theoretical research of Apprise myself with professional

2014). The ability to engage learners strategies when communicating ideas, learning targeted at classroom

with clear directions and explanations content and instruction for students that management or the essential skills

are vital to effective teaching (AITSL, those I select and employ have a package for delivering effective

2014). This includes verbal, nonverbal theoretical base and are educationally classroom management and

and written strategies to support student sound and can deliver the outcomes communication (Education

engagement within the classroom intended. Queensland, 2016). As well as a

(AITSL, 2014). This is an area that I Observe and apply my fourth-year large range of online learning

need to engage with further and work practical experience and couple this with resources that I will be able to
Elise Connolly
S00152713
EDFD416: Transition into the profession
Professional learning Plan

upon. I feel I need to build upon the professional feedback as a learning engage across a range of topics not

ability to use appropriate instructions for opportunity in which to continue to singularly to develop my

a range of students both early years and develop my ability to use communication knowledge of element 3.5

primary (AITSL, 2014). The use of in the classroom and engage students. (Education Queensland, 2016).

appropriate and timely instructions Apply a PBIS (Positive Behavioral Universities: QUT

provides students with a safe Interventions and Supports) to identify While I have spent a large portion

envrionmnet in which learning can best how I can affectively improve my of my last 5 years learning how to

occur as well as effective communication skills within the be an effective teacher (QUT,

communication to engage this and avoid classroom both verbal and nonverbal. 2017). The use of other

wastage of precious teaching time and Engage in a personal communication educational mediums can provide

resources (AITSL, 2014). My focus at assessment. Identify verbal and me a range of support for myself.

present is to learn when to ask open or nonverbal cues within the classroom. QUT offers a range of small

closed ended questions, facilitating Participate in professional development professional development courses

discussions and being clear on based around the essential skills for for teachers looking to make

communication and classroom improvements of their practice


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

instructions and movements around a management. This professional (QUT, 2017). In meeting this

classroom (AITSL, 2014). development offered by Education element QUT offers small courses

Queensland and provides teachers with designed at communicating

training with a focus on 10 essential effectively in the classroom (QUT,

skills for good classroom management. 2017).

Engage in QUTs Public professional

development short course Speaking:

Making Meaningful Messages(QUT,

2017).

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

Engage enhance. In response to meeting this element I will Kids matter

parents/ carers Element 3.7 of Standard 3 is the Access research and theoretical Kids matter is an Australian

in the engagement with parents and carers understanding about the ways in which mental health and wellbeing

educative within the learning environment partnerships between families and the programs/framework set up as an

process (AITSL, 2014). I have a theoretical school environment affect understanding. initiative for students within
Elise Connolly
S00152713
EDFD416: Transition into the profession
Professional learning Plan

understanding of this role with some This can be accessed through the primary schools, early childhood

basic strategies and developments, framework Kids Matter component 3. education and care services (About

however as a pre-service teacher I have Kids Matter, 2017). This network

not had the opportunity to build my Engage in a professional development provides content and strategies to

strength in the area (AITSL, 2014). course Engaging Parents in Learning, those who work within the

Currently within my lesson planning an online course created by Teacher educational sector providing

and the construction of lesson plan I Professional Development Services to support for mental health and

have not included elements in this that explore and provide effective strategies needs identifiers and responses.

include the family in the classroom for supporting parents in the classroom This resource will support me as

(AITSL, 2014). to enhance students learning outcomes an educator as it provides a myriad

(Professional Development Services, of strategies for building the

2017). blocks between partners and

communities with explicit links to


.
supporting students with mental

health needs.
Elise Connolly
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EDFD416: Transition into the profession
Professional learning Plan

Teacher professional development

services.

This professional network is an

Australian program that is aimed at

providing a range of professional

learning programs for both primary

and secondary school educators

(Professional Development Services,

2017). This professional network

supports my development of a range

of standards by offering flexible

online learning modules by

experienced experts to support my

learning and development as a teacher


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

(Professional Development Services,

2017).

Standard 4 Standard 4 examines a teachers ability to create and maintain supportive and safe learning environments (AITSL, 2014).

Standard 4 reflects on the construction of my professional portfolio (AITSL, 2014). Evidence that I have collected and

demonstrated a solid knowledge based in both understanding of the content and expectations of my role as a teacher. The area

within this standard that feel I that I need to improve is element 4.2 is my ability to manage classroom activities (AITSL, 2014).

4.2 Identify elements 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 This professional network supports my
activities
to show my capacity to organize Further expand my repertoire of professional learning and development

classroom activities and provide clear strategies for maintaining the through providing a range of

directions to the students (AITSL, classroom through theory and research. professional development (Multilit,

2014). As previously identified I will 2017). The leaning module Positive

require developing my communication Teaching provides clear behaviour


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

skills and identify those interactions that Reflect upon teaching and learning management strategies to ensure that

will detract from this and incorporate experiences and make changes to instructions are clear and focused o

this into my planning. Well planned improve teaching practice. maximal learning outcomes (Multilit,

lessons and engaging content are only Engage with the online professional 2017).

part of the learning delivery but also development program through the
Cool Australia.org
how to control the flow and completion of the professional
Cool Australia is a network that has
interruptions in a classroom are essential development of Positive Teaching
been supporting teachers (Cool
in keeping the focus on the lesson and PD created by multilit (Multilit,
Australia, 2017). This network provides
not the interruptions. Behavior 2017).
a range of learning activities, resources
management of the classroom is
with connections to real life scenarios
required in understanding the diverse
(Cool Australia, 2017). This
learner and planning around the ability
professional network supports me
and cognizant prior to the
through the large range of professional
commencement and incorporating this
development opportunities for teachers
into the lesson (AITSL, 2014).
Elise Connolly
S00152713
EDFD416: Transition into the profession
Professional learning Plan

(Cool Australia, 2017). As well as the

online community of professionals that

create a forum for interactions and

shared information (Cool Australia,

2017).

Standard 5 Standard 5 looks at 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 demonstrates my ability and understanding

of this (AITSL, 2014). I feel that I will require further development of element 5.5 as a need based area of learning as this is

ongoing and subject to many alterations with governance and legal requirements involved (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 Element 5.5 demonstrates an understanding In response to developing my Queensland Government QCAA
achievement of a range of strategies for reporting to understanding of this element I will Queensland Curriculum

students and parents/carers as part of the Engage in current research to This network delivers

assessment process (AITSL, 2014). My further develop my understanding professional development to

professional development folder shows I of the range of strategies use to assist teachers in their

have used a range of strategies to report back report to students, parents and care knowledge and understanding

to students however with limited experience givers through accessing QCAA (QCAA, 2017). This network

in reporting back to parents/families about newsletter and research. will support my learning guiding

on a students progress there is further work Access and use the activities, planning and assessing

to be done (AITSL, 2014). This is an area in Australian Teacher Performance as well as gaining access to

which I need to provide much more effective and Development Framework current publications (QCAA,

and clear communication strategies. highlighting upon what is required 2017).


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

to build an effective approach to

professional development. This

framework actively describes the Australian Council for Educational


Research
requirements a teacher needs and
The Australian Council for
how and where to resource for
Educational Research is a network
scaffolding profession
aimed at creating and promoting
development and the impact upon
research based knowledge, products
students. The framework provides
and services (ACER. 2017). This
a structure to appraise, develop
professional network provides a
and structure to improve proactive
range of test, teaching resources and
communication and responses.
professional learning for educators,
Engage in the professional
in both online and face to face
development (Using and
models (ACER. 2017).
Interpreting Data in Schools an
Elise Connolly
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EDFD416: Transition into the profession
Professional learning Plan

ACER accredited course) Examine

Data analysis (ACER, 2017).

Standard 6 Standard six explores the 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

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 Plan for professional learning. Professional Networks
enhance.
professional In reflecting upon Standard 6, I feel I My response to further develop understanding Queensland College of
Teachers(QCT)
learning and need to enhance element 6.4. of this element I will
The OCT, provides educators
improve Demonstrating an Understanding of the Access current research on the impact that
access to a range of resources that
student Rationale for Continued Professional profession development plays in the cycle
are designed to enhance teaching
learning Learning and furthermore the of education with focus on the theory that
and learning as well as
implications for improved student relates to the positive impacts that it has
interpretations (Queensland Collage
learning (AITSL, 2014). For myself the regarding students learning outcomes.
Elise Connolly
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EDFD416: Transition into the profession
Professional learning Plan

development area of focus is of the Continue to reflect upon my teaching ability of Teachers, 2017). This network

value of professional development and with the use of the Australian Professional supports a range of resources

the impacts upon a students learning Standards for Teachers as a guide to designed to enhance teaching,

(AITSL, 2014) identify ongoing continually professional learning (Queensland Collage of

learning. Teachers, 2017).

Engage in self-assessment tasks reflecting

this area and impacts on 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 Plan for professional learning. Professional Networks
enhance.
with legislative,
Through reflection I have identified that In response to building my understanding Australian Professional Teachers
Association.
administrative
element 7.2 is an area as an area in of this element I will.
Australian Professional Teachers
and
which I will require further development Maintain and access relevant current
Association (APTA) sets out federal,
organisational
in (AITSL, 2014). This element focus and possible future legislation that
state and territory council requirements
requirements
examines and requires me to understand impacts my teaching and the
for all teachers. With representation of
the relevant, legislative, administrative educational environment.
160000 teachers from both government
and organisational policies and Access current frameworks for
and independent schools within
processes required for teachers at a example the teacher information
Australia (APTA, 2016). The purpose of
school age (AITSL, 2014). For myself I booklet compiled by Disability
APTA is designed to provide support
can access and comply with legislative Services Commission for strategies to
and advances professional teaching
requirements for a range however I feel ensure legislation requirements are
(APTA, 2016). This resource supports
that I need further development in this
Elise Connolly
S00152713
EDFD416: Transition into the profession
Professional learning Plan

area in breaking down its meaning and being met (Home Disability Services my transition into the profession through

application (AITSL, 2014). Commission," 2017). providing collaborative activities, and

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 and commission Queensland

uphold. Supports my development of element

Use self-diagnostic tools and work with 7.2 through proving explicit training to

peers, school communities and school assist educators in understanding the

officers on assessment tool and rights and responsibilities that are

checklist to reflect on how I am related to anti-discrimination laws for all

meeting the legislation requires as an parties (The Anti-Discrimination

educator. 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 in In response to building my understanding Mind matters & Beyond Blue.
with the
understanding strategies for working of this element I will Mind Matters are a mental health
parents/carers
effectively, sensitively and Access relevant and current theories initiative aimed at secondary schools

confidentially with parents/ care givers and legislative requirements to further (MindMatters, 2017). This framework

(AITSL, 2014). In developing this my understanding of strategies to work provides a structure, guidance and

element, I feel that I will need further confidentially with parents. support that allows students to build

exploring, practice and direction of this Use the teachers code of professional their own mental health strategies

element with the limited experience I practice to outline strategies that are (MindMatters, 2017). This network

have had in this area (AITSL, 2014). appropriate for communication and is supports my professional development

While I can work with families and care professionally compliant with parents through the element of

givers there are many cases where the and care givers.
Elise Connolly
S00152713
EDFD416: Transition into the profession
Professional learning Plan

need for confidentiality and specific Use the learning online module created Learning Model 3 with a focus on

discussion is essential for the student by Mind Matters and Beyond Blue to communication in the school

(AITSL, 2014). gather strategies to communicate envrionmnet (MindMatters, 2017).

confidently with parents and care While this network is aimed at

givers (Mind Matters, 2014). secondary school many of the strategies

Engage in the information provided by and principles can be adapted and used

Education Queensland relating to the in a primary setting (MindMatters,

Privacy Act relating to the current legal 2017). This resource also provides

requirements (Education Queensland, topics through school, face to face

2017). events, webinars and further support

(Mind Matters, 2017).

Education Queensland.

The Department of Education and

Training is committed to ensuring


Elise Connolly
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EDFD416: Transition into the profession
Professional learning Plan

Queenslanders have the educational

skills needed to contribute to the

economic and social development of

Queensland (Education Queensland,

2016). This department supports me as

an educator through the provision of

education and training services

(Education Queensland, 2016). This

resource supports my development and

understanding of element 7.3 through

access to links to the Privacy Act

relating to education along with other

areas of professional development.

(Education Queensland, 2016).


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

Conclusion

To conclude it can be seen that through 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 a specialized and effective learning plan that when placed into action

will allow me to actively follow and demonstrate my understanding of the Australian Professional Teaching Standards at a graduate

level educator(AITSL, 2014).


Elise Connolly
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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/.
Elise Connolly
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EDFD416: Transition into the profession
Professional learning Plan

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

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

QUT - Education short courses and professional development. (2017). Retrieved from https://www.qut.edu.au/study/short-courses-and-

professional-development/education
Elise Connolly
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Professional learning Plan

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/

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/.


Elise Connolly
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Professional learning Plan

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.

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
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Professional learning Plan

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