APST Classroom Continuum, Weekly Reflections and Liaison Observation Feedback 2 TfEL Framework Guide
As an early career teacher, I am ambitious and committed to identifying and planning my professional development. Ultimately, I am working towards becoming a proficient teacher and strive for leadership roles in the future. The Self-Audit Review has been a concise way to report on my progress, achievement and recognise areas for improvement. The TfEL framework guide also provides a number of reliable resources, particularly discussion papers that have helped develop my knowledge of professional learning teaching, domain and pedagogy. I understand that to achieve my professional goals, and I must always reflect on my practice. During my practicum, I produced weekly reflections addressing areas that went well, that did not go well and assessed ways in which I could improve in future lessons. These reflections evaluated my teaching strategies, the impact I had on the student experience and were aligned against the Australian Professional Standards for Teachers. The classroom practice continuum was a resource I used in collaboration with a mentor to guide my professional learning needs. It proved to be a useful resource that ensured my teaching was effectively addressing the APST requirements. During practicums, I sought as many opportunities to receive feedback from my uni liaison. During my practicum at Henley High, my liaison observed two of my Year 10 Geography lessons. I gained in-depth feedback that addressed many of the professional standards and helped me acknowledge both my strengths and areas that need further development. I will continue to work towards improving my professional practise by referring to the APST standards, reflecting over my practice and seeking feedback from other professionals.
Staff and Subject-Area Meeting Verification, First Aid Training, Mentor Comment.
Professional learning is at the heart of best teaching practice. I firmly believe professional learning provides teachers with the opportunity to self-reflect and develop traits that model positive behaviour and create safe working environments. I thrive in situations when I engage in professional conversations. During my practicum, I participated in every staff and faculty-area ( English, HASS and Senior Geography) meetings. These gatherings provided me with a wealth of knowledge and advice from leaders and other teachers that spurred insight and growth for my practice. As reflected in my reports, I frequently asked for feedback to identify my strengths and weaknesses. I scheduled weekly meetings with mentors, peers and other staff to reflect on design principles, curriculum materials, differentiation for students with NEPs and organising technology from the IT department. Creating these networks were all linked to professional learning and informed by practise to varying extents. Extending my PD beyond the school borders, I also conducted mandatory training such as First Aid. This was to ensure my skills were refined in the case of assessing and acting upon emergencies. I acknowledge the importance of engaging in professional learning and will continue to find opportunities in ways to best support my knowledge and practice.
Assistant Principal Comment, Mentor Comment, Peer Feedback and Relief Teacher Feedback.
Communication with colleagues is integral in successful teaching and learning. During my practicum at Henley High School and Temple Christian College, I undertook many opportunities to develop as an educator, through consultation with other staff. I have worked with many members of staff to review differentiated content and assessment, and to create resources for all staff to access and implement when supporting individual student needs. I also believe in encouraging ongoing observation and feedback among colleagues. As part of my professional development, I asked student teachers, leaders and other relief staff members to observe lessons and provide constructive feedback. Peer observation not only generates a culture of professional sharing but establishes commonplace for all teachers to grow - both when receiving and delivering feedback. I absorbed all constructive feedback with enthusiasm, motivation and willingness to go above-and-beyond to improve my teaching practices. As part of my mentor meetings, I established goals which I wish to achieve in my learning and teaching practice. In doing so, I can effectively plan areas to develop skills, knowledge and understanding in specific areas. When I critically reflect upon my practice, and through dialogue with other teachers and leaders, I am developing further strategies and the confidence to use them in complex situations.
SMART Online Training Australian National Wellbeing Framework Module 2 Integrative Bullying activity
Applying ongoing professional learning is inherently linked to student outcomes. I firmly believe that supporting student wellbeing is fundamental for building a positive learning environment where all students feel included, connected, safe and respected. The SMART Online Training and Australian National Framework Module 2 have broadened my understanding in the field of childhood trauma and wellbeing. Student resilience and wellbeing is essential for both academic and emotional intelligence. Undertaking these training has allowed me to confidently refine my strategies to promote safe, supportive and respectful learning environments. One example of this is by incorporating issues of bullying in Year 7 English. Using characters from the class text study, I conducted a class brainstorm on preventative and action against bullying in school. This extended to insightful discussions on ways students could identify positive and damaging behaviours in social settings - both in and out of the classroom. Applying professional learning has ensured that I establish relevant cultures, processes and structures in each lesson to ensure I create a safe learning environment. Many teachers have commented that I had valued professional development in regards to childhood trauma and student wellbeing. I applied this professional learning by becoming aware of social, emotional and physical needs and anxieties in student behaviours. I am passionate about continuous learning and, further, integrating policies and supportive requirements into lessons.