It is vital to understand how each child learns, further developing each student accordingly to ensure tasks are not too easy or too difficult for them to achieve. Identifying and planning professional development plans provides a framework that identifies goals, resources, activities and learning opportunities for growth. It also identifies milestones in terms of completion of goals and objectives that help you assess progress toward your desired outcomes. An aspect of teaching that I have been able to participate in through Professional Development day and at staff meetings.
In our year level teams, alongside planning with my teaching partner, we have purely looked at consistently using learning intentions and success criteria's through each of our lessons, whether that may be focusing as a whole class learning goal, or individual learning goal. This allows students to recognise what is expected at the end of the lesson or unit, as well as recognising themselves if they have been successful. Further, we look at differentiation within the classroom, as abilities are evidently varied. Ensuring that professional planning is completed thoroughly, has allowed me to recognise what learning needs must be met throughout lessons and units of work.
Evidence:
Engaging in professional learning the past two years has given me the opportunity to learn and apply new knowledge and skills that has helped me progress into the teacher I am today and develop my practices. Professional development is all about building your skill set and knowledge. I have attended 70+ hours of professional development practice in the past two years, which has allowed me to excel and progress within certain aspects of my teaching. I have been able to learn new and effective strategies from not only presenters, but also other teachers in the outer community and what they do in their teaching practices.
I have attended a variety of PD courses with focuses on different aspects including, Behaviour Management, Restorative Practices, High Band Learners, Back 2 Front Maths, New Curriculum, Working Together - Cultural Awareness, Explicit Direct Instruction, Setting Up For Success, Being a Powerful Learner, just to name a handful. I have left each training with new knowledge, understanding and ideas that I have further implemented and trialed within my own classroom. It has also been beneficial to meet other teachers across the state, who are sharing ideas and resources to further improve my practices and work collaboratively.
Evidence:
As an Early Career Teacher, there is nothing more beneficial then receiving professional feedback on planning and the delivery of my lessons and pedagogies. When seeking constructive feedback from my mentor and other teachers in the school, it is crucial to take on the feedback and further apply it into future lessons. Further, having discussions with various teachers to gain a perspective of different year levels and effective strategies both within behaviour management and general learning. I have been able to harness and implement pedagogies that are effective for Years 4/5 and have a great understanding around the school approaches that different teachers incorporate for student learning. Feedback is an aspect of my teaching that I am thoroughly appreciative of.
I seek feedback in various aspects of learning, specifically from my principal, assistant principal and mentor. Participating and completing my PDP document and interview with my line manager, provides me with a clear insight on not only where I think I am at in my teaching, but also the direction my line manager believes I am heading in. Further, the assistant principal has provided me with adequate feedback on my professional statement for future job applications, allowing me to improve my practices and show my potential and capabilities as a teacher on paper. My mentor teacher, has also observed me with for a lesson and provided me with documented feedback. This gave me a clear indication of what strategies were working well and a focus to have for next time to continue progressing my knowledge and understanding in my teaching practices.
Evidence:
Participating in professional development for myself, ensures that I take on board advice, new ideas and strategies to trial in my own teaching to continue the improvement of student learning. I believe that it is the key to achieving a change in my teaching practice and student outcomes. It enables me to create a culture of learning that supports the successful implementation of effective teaching and delivery of strategies. Collaboration where myself and my mentor/line manager are able to reflect on and refine my practice, through sharing and clarifying provides with me with the feedback needed to continue my own development, to therefore continue student development and progress. Taking on opportunities to plan or work cooperatively with colleagues or take part in a profession development training that provides me with the chance to grow as a teacher, is something I am always willing to participate in. I understand the importance of these trainings and have thoroughly enjoyed taking part in them thus far, as I have taken away beneficial strategies with me.
As my teaching partner is my mentor teacher, it has been great to have ongoing communication with one another as well as being able to observe what he is like in his teaching practices to improve student learning. I always take advantage of having a strong working relationship with multiple colleagues in order to reflect and observe multiple approaches. Each week, my mentor and I have meetings to discuss lessons, approaches and strategies. This provides open communication, advice and feedback to be received through discussion.
Evidence: