PROFESSIONAL

LEARNING PLAN
Assessment 1

EDFD462/452
Transition into the Profession

Jasmine Victoire
S00222258
Rationale

Professional learning stimulates the thinking of teachers and enhances what they already know,
while allowing them to further develop their skills (Churchill et al, 2016). In relation to the Australian
Professional Standards, teachers focus on their professional knowledge of the students and content,
their professional practice of planning effective lessons in a safe environment and their professional
engagement with colleagues, parents/carers and broader teaching networks (Australian Institute for
Teaching and School Leadership, 2017). Professional learning is important for emerging and current
teachers as it provides rich opportunities for them to reflect on the effectiveness of their teaching
strategies and resources used within a classroom. In doing so, teachers are able to identify their
strengths, weaknesses and areas of improvement, to then learn and develop the necessary skills
required, ultimately increasing the quality of learning by students and ensuring they are achieving
their best (Marsh, 2010). Professional learning assists teachers in updating their knowledge and
practice to ensure their skills are refined to the utmost quality, while also encouraging current and
innovative approaches that can be used in classrooms. With new and different ways of
understanding, teachers can acquire new abilities and show an openness to adjusting their teaching
philosophies to benefit all students (Whitton et al, 2010).

Higher achievements and outcomes of students can be attained through professional learning as the
teacher’s practices has the highest impact on students in a classroom setting (Marsh, 2010). As well
as benefiting the skills of a teacher, professional learning has a direct correlation to the learning of
students and helps them to thrive in a classroom (Hobson, Malderez & Tracey, 2009). Along with
other colleagues, teachers can determine how they might develop their growth and strengthen their
teaching practices, which can be obtained by means of professional learning. The continuous
learning of teachers is essential as this allows students to progress on their own continuum
throughout their schooling, a continuum which can constantly be improved through professional
learning (Whitton et al, 2010). Whether sought out individually or as a school, professional learning
improves the practice and broadens the capacity of what is attainable and achievable, this being
reflected in the wellbeing and engagement of students within a school (Churchill et al, 2016).
Professional learning ensures teachers are always at their best and are doing the most for students,
which in turn, ensures that students have every opportunity to reach their own best.

My goal in creating this Professional Learning Plan is to expand my knowledge and to further my
skills. The professional standards below focus on my strengths as well as my areas for development.
They are areas in which I have achieved success in a classroom however, they are also areas that are
challenging, offering room to improve based on previous placement reports from my Supervising
Teachers. The standards include: Standard 1.5 of Professional Knowledge, differentiating teaching to
meet the specific learning needs of students across the full range of abilities; Standard 5.2 of
Professional Practice, providing feedback to students on their learning; and Standard 7.4 of
Professional Engagement, engaging with the parents/carers. I will endeavour to address these areas
of improvement and develop my professional learning and teaching through sourcing additional
information including listening to podcasts and Ted Talks, enrolling in professional developments,
reading teacher-related books and researching relevant content.
Professional Learning Action Plan

Focus Area 1
Professional Knowledge
Standard 1
Know students and how they learn
Focus area 1.5
Differentiate teaching to meet the specific learning needs of students across the
full range of abilities
Graduate Demonstrate knowledge and understanding of strategies for differentiating
descriptor teaching to meet the specific learning needs of students across the full range of
abilities.
Current Knowledge, Skills, Attributes & Strategies
Differentiated teaching is a strategy in which teachers produce lessons to cater for all students,
both aiding their needs, as well as challenging them (Fetherston, 2007). A differentiated lesson
sees the same content being taught to all students; however, it is done using a variety of different
teaching strategies ensuring the lesson accommodates to all of the individual students (Killen,
2015).

In relation to my placement undertaken last year and the feedback received from my Supervising
Teacher (see appendix 1), a strength that was identified was my ability in differentiating lessons to
meet the needs of an ASD student with learning difficulties who required further assistance. An
instance of where I catered to this student’s learning difficulties was a Religious Education lesson
(see appendix 2). In this lesson, students were required to read the Nativity Story as told by Luke
and to then fill in a sequence of events sheet incorporating both written information and images.
The ASD student was not required to write as they were unable to do so. Instead, the student was
provided with a sheet of printed pictures which they had to correctly place on the sequence
worksheet.

Whilst I am able to differentiate lessons for the learning needs of students who require further
assistance, I have identified an area that requires further development of my skills and knowledge
to ensure I am sufficiently demonstrating this professional standard. This area includes not
differentiating the lesson for higher achieving students and not having effective early finisher
tasks that will enhance their learning.

Rationale for Choice of Focus Area:

As an educator, it is critical to have the knowledge of a range of differentiation strategies that can
be utilised in a classroom to cater to the variable degrees of student’s learning abilities (Victorian
Curriculum, 2019). Regardless of a student’s strengths or areas requiring development, a
differentiated lesson is so important as it ensures teachers have provided all students with the
opportunity to learn and for their performance to be lifted by incorporating adjustments
(Department of Education and Training, 2019). It is essential that as a teacher I have the
knowledge and skills to use the strategy of differentiation in accordance with knowing my
students. Therefore, I have chosen this focus area as I need to continue to develop my capabilities
with differentiating lessons to ensure that as a professional teacher, I can demonstrate the
standard of knowing my students and how they learn.

Learning Goals
My learning goal is to ensure that I am fairly allocating equal time to creating different, effective
and engaging tasks for students and that the full range of learning abilities in my classroom are
catered for.
An additional learning goal is having the same high expectations for students who are below the
standard and require further assistance, as I do for higher achieving students who are above the
standard.

Barriers/Concerns
My concern in reaching this professional standard as a graduate teacher is ensuring I have
differentiated the lesson adequately to be in a classroom and to feel confident in what I have
planned.

A second barrier is ensuring that the differentiation covers the same content for all students.
While I have differentiated previous lessons, the differentiation was targeted at a specific learning
ability and I want to ensure I know how to plan for the learning needs of all students.

Plan of action/Relevant Resources

Enrol in an online Professional Teacher Professional Development Services
Development course, ‘Differentiation https://teacherprofessionaldevelopmentservices.com.au/differentiation/

Strategies That Work’ offered by Teacher

Professional Development Services –
Sharing Evidence Based Strategies for
Learning. This course provides 6 hours of
professional learning. The cost for a
classroom teacher is $149.

Listen to Episode 39 – ‘What is

Differentiation’ from The Teach Thought The Teach Thought Podcast
https://www.teachthought.com/podcast/podcast-ep-39-differentiation/
Podcast spoken by Terry Heick and Carole
Tomlinson, taking notes of important and
useful information.

Focus Area 2
Professional Practice
Standard 5
Assess, provide feedback and report on student learning
Focus Area 5.2
Provide feedback to students on their learning
Graduate Demonstrate an understanding of the purpose of providing timely and
descriptor appropriate feedback to students about their learning
Current Knowledge, Skills, Attributes & Strategies
Feedback is a teaching strategy in which teachers inform students on their progress towards
reaching learning goals and how they can improve their understanding (Hattie, 2017). Feedback,
whether written or verbal, refocuses the student’s attention and effort towards a clear learning
outcome (Brookhart, 2009).

In regard to my placement undertaken last year, along with the feedback received on my report
from my Supervising Teacher (see appendix 3), a strength that was recognised was my capability
in providing specific feedback to students on areas of improvement. An example of where I
provided students verbal feedback in a timely manner was a Mathematics lesson. In this lesson, I
worked with a small focus group looking at multiplication sums and how to better understand
them. Students completed sums that were written on the whiteboard and then individually I
discussed their work with them and how they could approach the sum in a more effective and
efficient way next time.

Although I am able to inform students of ways to enhance their learning through feedback, I have
identified an area that requires additional development of my skills and knowledge to ensure I am
sufficiently demonstrating this professional standard. This area includes not proving clear
feedback of what they are doing well and what they should continue to be doing, rather it is often
something too simple such as 'good job' or 'well done' however, there are no specifics when it is
concerning praising a student on their work.

Rationale for Choice of Focus Area

As an educator, it is essential to have the knowledge of understanding how to review and reflect
on a student’s work to be able to provide them with feedback on their areas of learning requiring
improvement, as well as providing them with positive feedback and explicitly stating what they
should continue to do (Department of Education and Training, 2019). Predominantly negative
feedback can deter a student’s motivation to learn therefore, it is so important that a teacher
provides feedback in a nurturing way to ensure the student feels encouraged upon leaving the
classroom, rather than feeling defeated with their efforts (Department of Education and Training,
2019). It is imperative that as a teacher I have the knowledge and skills to use the strategy of
providing effective feedback to students in a timely manner. Hence, I have chosen this focus area
as I need to continue to deepen my knowledge of how to offer adequate feedback to ensure that
as a professional teacher, I can demonstrate providing timely and appropriate feedback to
students about their learning.

Learning Goals
My learning goal is to ensure that I am using specific feedback to commend students, so they are
aware of what they are doing well within the classroom.

An additional learning goal is using a variety of effective ways to leave feedback for students other
than verbally.

Barriers/Concerns
My concern in reaching this professional standard as a graduate teacher is ensuring that I am
equally giving feedback to all students and not just the students who I believe require assistance.

A second barrier is ensuring that the feedback is specific. While I have provided positive feedback
in the past, it has been very unclear as to why I am pleased with the student’s learning/behaviour
and I want to ensure they are aware of what they are doing well.

Plan of action/Relevant Resources

Access the Australian Institute for Australian Institute for Teaching and School
Teaching and School Leadership website Leadership
https://www.aitsl.edu.au/docs/default-source/research-
and read the spotlight document on evidence/spotlight/spotlight-feedback.pdf?sfvrsn=cb2eec3c_12
‘Reframing Feedback to Improve Teaching
and Learning’, highlighting important
notes.

Register in an online Professional

Development course, ‘Effective Feedback’ Teacher Professional Development Services
offered by Teacher Professional https://teacherprofessionaldevelopmentservices.com.au/effective-feedback/
Development Services – Sharing Evidence
Based Strategies for Learning. This course
provides 3 hours of professional learning.
The cost for a classroom teacher is $89.

Focus Area 3
Professional Engagement
Standard 7
Engage professionally with colleagues, parents/carers and the community
Focus Area 7.3
Engage with the parents/carers
Graduate Understand strategies for working effectively, sensitively and confidentially with
descriptor parents/carers
Current Knowledge, Skills, Attributes & Strategies
Teachers and parents engaging with each other sees both groups coming together to
collaboratively achieve the common goal of the student being provided with the most efficient
and effective education opportunities possible (Roffey, 2013). Coming together, teachers and
parents create a support system for the student which benefits their learning and facilitates a
positive schooling experience (Clarke & Pittaway, 2014).

In accordance to my first placement and the feedback received from my Supervising Teacher (see
appendix 4), a strength that was identified was my competence in being able to easily engage with
parents and have discussions. Throughout the duration of my placement, I spoke to parents every
day before and after school. I felt very comfortable in doing so and would often be the one to
approach parents and initiate conversation. We would discuss the classroom and my experiences,
as well as parents often asking questions about their children which I always ensured I kept light
and positive. On one occasion, a parent thanked me for assisting their child in a classroom when
the student was having a little difficulty saying goodbye to their parent in the morning.

While I am able to engage in conversation with parents, I have identified an area that requires
further development of my skills and knowledge as I have not had the opportunity to explore this
area. Once doing so, I can ensure I am sufficiently demonstrating this professional standard. This
area includes having not had highly sensitive discussions with parents or working collaboratively
with them on the work of students in my classroom.

Rationale for Choice of Focus Area

As an educator, it is imperative to understand how to work alongside parents to positively impact
the student’s success, allowing them to grow and flourish (Victorian Curriculum, 2019). The
involvement of parents in their children’s learning offers outcomes such as higher self-esteem of
the child, a positive attitude towards school and a higher motivation to achieve good grades.
(Department of Education and Training, 2019). It is critical that as a teacher I have the knowledge
and skills to engage with parents/carers on a professional, confidential and sensitive level. Thus, I
have chosen this focus area as I need to continue to expand my abilities of effectively connecting
with parents/carers to ensure that as a professional teacher, I can demonstrate the standard of
using strategies to professionally engage with parents/carers.

Learning Goals
My learning goal is to ensure that I appropriately address sensitive topics with parents concerning
their child.
An additional learning goal is to always try and work alongside parents to ensure the expectations
and outcomes of the student’s learning are aligned.

Barriers/Concerns
My concern in reaching this professional standard as a graduate teacher is ensuring that parents
are happy with my teaching style that I will be using in the classroom with their child.

A second barrier is having parents try to dictate what occurs in a classroom. While their opinion
will be valued and considered, it cannot dictate classroom practice and I will need to learn how to
approach this potential issue.

Plan of action/Relevant Resources

Buy and read the book ‘Parents and Dymocks
https://www.dymocks.com.au/book/parents-and-teachers-working-together-by-
Teachers Working Together’ by Brett brett-novick-9781475828887
Novick costing $39.99. While reading,
write down notes on a sheet which can
later be kept in my desk in the classroom
for reference if necessary.

Listen to the Ted Talk ‘Building Ted Talk

Relationships between Parents and https://www.youtube.com/watch?v=kin2OdchKMQ
Teachers’ spoken by Megan Olivia Hall
who is a Science Teacher in 2013.
References

Australian Institute for Teaching and School Leadership (2017). Australian Professional Standards for
Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

Brookhart, S. (2009). How to give effective feedback to your students. Moorabbin, Vic.: Hawker
Brownlow Education.

Churchill, R., Ferguson, P., Godhino, S., Johnson, N.F., Keddie, A., & Letts, W., et al. (2016). Teaching:
Making a difference (3rd). Milton, Australia: John Wiley& Sons

Clarke, M. & Pittaway, S. (2014). Marsh’s Becoming a teacher: Knowledge, skills and issues (6th ed.).
Frenchs Forest, NSW: Pearson Australia.

Department of Education and Training. (2019). In Our Classrooms: Differentiation to Improve

Engagement and Learning. Retrieved from
https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approachesppn16diff
erentiationtt.aspx

Department of Education and Training. (2019). In Our Classrooms: Developing and Delivering
Effective Feedback. Retrieved from
https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approacheshitsmaste
rclassnleung.aspx

Department of Education and Training. (2019). Going to School: Parents Getting Involved at School.
Retrieved from https://www.education.vic.gov.au/parents/going-to-school/Pages/get-
involved-at-school.aspx

Department of Education and Training (2019). Teaching Practice: Feedback and Reporting. Retrieved
from
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insig
ht-feedback.aspx

Diversity of Learners – Overview – Victorian Curriculum (2019). Victoriancurriculum.vcaa.vic.edu.au.

Retrieved from https://victoriancurriculum.vcaa.vic.edu.au/overview/diversity-of-learners

Fetherston, T. (2007). Becoming an effective teacher. South Melbourne, Vic: Cengage Learning
Australia.

Hattie, J. (2017). High Impact Teaching Strategies. Department of Education and Training.

Hobson, A., Malderez, A., & Tracey, L. (2009). Navigating initial teacher training : Becoming a
teacher. Abingdon [England] ; New York: Routledge

Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs Forest, NSW:
Pearson Education.

Killen, R. (2015). Effective teaching strategies : Lessons from research and practice (Seventh ed.).

Roffey, S. (2013). Positive relationships: Evidence based practice across the world. New York, NY:
Springer.

Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., & Nanlohy, P. (2010). Learning for teaching,
teaching for learning (2nd ed.). Melbourne, Vic: Cengage Learning.
Appendices

Appendix 1 – Feedback from Supervising Teacher on Professional Knowledge

Appendix 2 - Extract of Religious Education lesson plan incorporating differentiation

Appendix 3 – Feedback from Supervising Teacher on Professional Practice

Appendix 4 - Feedback from Supervising Teacher on Professional Engagement