Code of Ethics Duty of Care Policy and Yard Duty Participation
The challenge and complexity of teaching can be both exciting and overwhelming, especially in the initial stages of a career. Understanding and applying codes of ethics and conduct are essential for effective engagement with students, parents/carers, colleagues and broader school community. The ethics and responsibilities of an educator are established by governmental institutes such as the Australian Institute for Teaching and School Leadership, the Department of Education and Child Development, ACARA, SACE and the Teachers Registration Board. Referring to documents such as the TRB’s Code of Ethics and DECD Duty of Care policy, I am equipped with the knowledge to promote the highest standards of care in all areas of my profession. I exercise these requirements by participating in Yard Duty during recess and lunch times. I recognise the impact this has on building learn’s capacity to become knowledgeable members of and contribution to a socially just, responsible society. Modelling the ethics and responsibility affirms my commitment to maintaining a high level of professional standard and practice.
Child Protection Curriculum Training, Staff Induction Handbook,
It is essential that teachers understand and comply with legislative, administrative, and organisational policies and processes that are required in the profession. The Department for Education and Child Development and Teachers Registration Board (TRB) have requirements for accreditation that teachers must adhere to. During my placement, I complied with requirements by providing a DCSI clearance, conducted Responding to Abuse and Neglect and Child Protection Curriculum Training necessary to act within legislative requirements. When reflecting on decision making and ethical issues on placement, I adhered to the University’s Professional Experience Handbook and a Staff Induction Handbook toto ensure consistency and compliance with relevant government Acts and associated documents. I will comply with legislative, administrative and organisational policies to ensure I am delivering the utmost safe learning environment and practice in my duty of care.
Parent Email Correspondence Mentor Comment Student Counselling
Parent/carers engagement in student learning is known to lead to improved student outcomes and success. In my role, I am committed to supporting parent/carer engagement by building partnerships to connect learning between home and school environments. In my report, my mentors praised my proactiveness for contacting parents in a sensitive and caring manner. I take a shared partnership approach where I value and support learning at home by communicating effectively, building trust, and sharing information with trusted adults. During my practicum, I frequently engaged with parents for students at risk of failing the subject, prolonged absence or challenging behaviour in class. I actioned all matters confidentially using school email addresses, conducting in-person meetings alongside my mentor, and documenting all correspondence onto the schools LMS system. Communicating with parents has aided me to develop an effective partnership, where there is a share a focus on the student's needs and outcomes. To establish these communications, I attended a Course Counselling evening to assist in advising students in subject selections for the next year. The event gave me a professional opportunity to build networks between student and parent in person. I invited parents to share their ideas, and I welcome feedback. I listened to areas that they believed were their child's strengths and areas that needed enhancing. I listened and learnt about their perspective, and through this, I extended and offered ways in which I could help through my practice. I recognise the critical role that both parents and teachers play in developing positive behaviour toward learning, building their motivation and confidence, and fostering a support network for student wellbeing.
SA Geography Association, SA English Association, Victorian Teachers Geography Association
In Australia, the teaching profession offers limitless opportunities to engage with professional networks and broader educational communities. I thrive in situations where professional dialogue can inspire professional practice. As a result, I have become a member of the Geography Teachers Association of South Australia (GTASA) and the South Australia English Teachers Association (SAETA). I am also a member of the Victoria Teachers Geography Association (GTVA). I believe joining these groups has allowed me to facilitate learning amongst colleagues, and improve the learning Geography and English at South Australian schools. During placement, many of the student teachers and other teachers felt comfortable and asked for advice or my opinion on a range of academic, personal and school matters. Developing these connections has led me to swap contact details with many of my colleagues from placement. They have had a positive impact on my teaching, and I believe that retaining these professional relationships will extend my support network into the future. I plan to attend the GTVA annual conference held in Melbourne next year. The three-day annual conference brings together several Geography educators to share their knowledge and skills with their colleagues at the largest Geography education event in Australia. Networking in professional settings is essential for obtaining knowledge and resources to deliver information via the curriculum and related capabilities effectively. This present example models best practice in the profession and promotes rich learning experiences for teachers to exchange with their students.