Gazing Behind to Move

Ahead
EPR200: Assignment #1 Task 1
By: Rebecca A. Stephens
Reflection is a key catalyst in propelling someone forward. It (reflection)
can be thought of as (an) intentional bridging between past and future
actions.(Yasuhara, K. 2015) Throughout EPR100, including other units
majoring in the educational field of Charles Darwin University, the
importance of reflection is keenly focused on.
This reflective assignment will be written in the first person through the
eyes of Rebecca A. Stephens as she brings to light four key reflections
from her previous placement in EPR100 and the impact that they have
towards her upcoming placement in EPR200. The four reflections are as
follows: The impact of a teacher; the importance of colleague
collaboration; the image of an educator and the continuous improvement
of a career.

The Impact of a Teacher: Classroom

Prior to my placement I considered the value of a Teacher to be significant

yet expendable. Since my enrolment to pursue a career as a high school
educator, I came across various articles, people and tutorials that
challenged that preconceived concept. Rondflet et al. (2011) discussed
that the constant turnover of teachers within a single school lowered
student achievements rates. Furthermore I discovered that there is a
direct link between a teachers impact in the classroom and student
achievement (Kane & Staiger, 2008). This was also made apparent to me
by my own interactions within a class room environment.
My intent, throughout my two weeks, was to positively impact the lives
and learning of the few classes that I interacted with. I did my best to
support and build positive relationship with my students under the
premise of Baker, Grant and Morlock (2008) and OConnor, Dearing and
Collins (2011) who all stated that such positive relationships between peer
and mentor produce a comfortable learning environment and produce
vital scaffolding for further development into adulthood. After my
placement I was greeted by my previous prac students out in the
community. A year later I am still greeted and remembered by many of
them. This supports the fact that a teacher, regardless the extent of their
time in a class, is able to make a positive and continuous impact in the
lives of their students.

WHAT IS NEXT?

In view of my upcoming placement within EPR200 I desire to continue my

effort in developing authentic relationships with the students in my class.
In these relationships I will have a personal goal of equipping my students
with the needed learning to excel not only in school but in life, building
their confidence in and value of themselves. (Knoell, 2012) I am aware
that there are times in education when you can encounter a brick wall
with certain students. However, as a pre-service teacher I am determined
to constantly persevere through the hardships of relational discord in
developing meaningful ground with such students (Department of
Education on Early Child Development, 2009).

The Importance of Colleague Collaboration

The second thing that challenged me during my first teaching practice

was how the team-work ethic between staff played a vital role in
producing the best learning experience for students. (Newtzie and Smith,
2005). All the classes that I interacted with have multiple teachers for
different subjects. I was impressed at the level of collaboration by the staff
at Our Lady of the Sacred Heart (OLSH) College. Their seamless
interactions with one another during the hand overs of classes was well
prepared and with little to no issues. This was the authentic quality of the
solidarity between staff members ( Killion, 2015). It was refreshing to see
a well-connected group of people striving to produce the best laid out
environment for not only their students but the entire school as a whole.
Not only did the tight knit relations between staff members benefit their
pupils, it also benefited teachers. It was said that As iron sharpens iron,
so ones friend sharpens another (Proverbs 27:17 New Literal Translation).
This phrase was evident amongst the staff as there was an atmosphere of
accountability, positive criticism and encouragement between the
faculties. It was a great pleasure to be a part of it.

WHAT IS NEXT?

In my approaching placement I seek to build beneficial and collaborative

relations with my mentor teacher and staff. I am aware that often friction
can result between colleagues. This friction is a natural part of teamwork
that needs to be dealt with (Martin, Snow & Torrez, 2011). Not only do I
intend to work alongside as many skilled staff as possible but I also want
to exhibit a spirit of willingness. I want my colleagues to know that I desire
their instruction, advice and positive criticism of my work within my
placement. I look forward to taking the initiative in using my professional
relationships to better me as a colleague and also my career as a whole.

The Image of an Educator: Reputation to Uphold

Submerged in an educational environment I was confronted with the

requirements for planning, assessing and student/parent relationships and
the large amount of responsibility that those requirements held. Murray
Fastier in his book Curriculum change, challenges and teacher
responsibility (2016) discusses the amount of trust that is placed with
teachers as they are expected to mould a curriculum that suits their
students. I witnessed firsthand the amount of responsibility that each
individual teacher had in every lesson taught. In Fastiers book three key
areas stood out to me. Those were:

Ownership & Responsibility

Curriculum Coherence
Conceptual Understanding
This reading challenged me to develop my skills in those direct areas in
my journey of becoming a teacher. It also added awareness to the
pressure that I was so subtly feeling in the back of my mind throughout
my placement.

WHAT IS NEXT?

I step into my upcoming placement more aware of the immense

responsibility that will be upon me. I intend to focus my efforts on
developing the three key areas mentioned above. I shall retain ownership
and responsibility over my classroom. I will have an educated
understanding of the required Curriculum standards and educational
outcomes for my students and to be aware of the child, adolescent and
family development of each individual student (Slee, Campbell & Spears,
2013). Finally I will ensure not to burn myself out by establishing
profession and appropriate boundaries for a healthy work life balance by
ensuring I have Control (Isaacs, 2016).
The Improvement of a Career: Flexibility, Adaptability &
Humility

As a teacher you do not only equip others to learn, but you yourself are on
a continuous journey of learning and developing knowledge. Encountering
so many different teachers in diverse walks of life made me aware of the
great flexibility a teacher would require to develop their skills. (Hilton, N.
2014) I was aware that the skill to teach required a willingness to bend
with the times and the students. Flexibility was also needed in regards to
reporting, teaching and curriculum standards that have constantly shifted
over the years with regards to the National and State/Territory standard
for being a teacher. This acknowledgment early within my studies will
allow me to develop a humble mindset being flexible and willing to
embrace change, whether it is from my students, colleagues, leadership
or educational board in my state/territory.
WHAT IS NEXT?

With this knowledge stored away I approach my upcoming placement

having a spirit of adaptability and humility. In a constantly changing
society I want to present myself as a relevant teacher to my students. This
is not only with regards to current knowledge and events but also by being
culturally relevant in my teaching. I intend to seek and receive
constructive criticism form students, teachers and parents in regards to
my methodologies of teaching throughout my career. (Oran, 2009)

Unanswered Questions

Having reflected on my previous placement, as I look forward to my

upcoming involvement in a school through EPR200, I do not have as many
questions as I do insecurities. I am concerned about exceling in my
studies and developing into a professional teacher. At times I anticipate
my second placement with anxiousness. Nevertheless I have a fantastic
support structure through Charles Darwin University, my own family (who
all are teachers) and hopefully the school where I will be placed.
There is one question that I am hoping will be answered during this next
placement: How does a teacher remain effective, current and impacting to
their colleagues and students over a long period of time? Also how do you
prevent burn out?
With these questions in mind I will take a brave step into my second
placement through my studies at Charles Darwin University. I will try to
challenge myself daily to impact the lives of the students, staff and the
entire school community; to use my colleagues as resources of knowledge
from whom I am able to learn from and work alongside with; to uphold a
well-respected and professional reputation as a pre-service teacher and to
handle the pressure and responsibilities that come with that while still
remaining flexible, relevant and humble.

Reference Page

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Fastier, M. (2016), Curriculum change, challenges and teacher
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