Documente Academic
Documente Profesional
Documente Cultură
Abstract
During my final year of study completing a bachelor of primary education, it has become necessary to self-critique my abilities as a
teacher and identify facets of my learning and repertoire of teaching strategies that need development. During my practicing years as a primary
teacher, I will participate in ongoing professional development spanning my entire career. This professional learning plan focusses on the
identification of attributes and professional strategies in need of immediate development. More specifically, it will outline a number of aspects
that I need to enhance in order to become a fully registered teacher. By identifying skills, attributes and professional strategies in accordance
with the Australian Professional Standards for Teachers, plans to develop each of these, and a series of support networks to assist in
development, this plan will guide my professional learning to help me become an effective primary teacher.
normal classroom setting. than I ever could. I will research Practice (Jorgensen, Sullivan &
However, in my future best practices, current legislative Grootenboer, 2014).
classroom I hope to have the policies and relative cultural This resource was developed by researchers
opportunity to fill the current affairs and matters in that visited a wide range of Indigenous
classroom with Indigenous documentation like the two listed communities. Using evidence based
culture and engage all to the right. My research practice, it places a focus on teaching
students in Indigenous combined with an enthusiastic literacy and numeracy through traditional
learning styles including interest will help enhance my Indigenous perspectives.
utilising knowledge that development and create an
Indigenous families will engaging classroom for all
bring to the class. Indigenous students.
Workshops and professional
development days will also be a
large part of my learning and
combined these resources will
help inform a culturally relevant
pedagogy.
While this sub-standard is Standard 2: Know the In order for this strategy to work The following resources outline effective
one that I have been content and how to teach it effectively I need to initially find teaching strategies that will inform my
developing effectively during a small number of teaching and pedagogy.
my professional experience Sub-standard 2.2: Content learning strategies that are • Better learning through structured
placements, it is still one that selection and organisation engaging and that deliver content teaching: A framework for the gradual
requires solidification. I have efficiently and successfully. After release of responsibility (Fisher &
included a range of teaching graduating I will attend Frey, 2013).
and learning strategies professional development This resource outlines a teaching method
throughout different lessons workshops, broadening my that can be utilised in any learning area in
on my placements however as knowledge and perhaps extending the classroom. It is one that I have tested
I come closer to the end of my portfolio of teaching and practiced a number of times and I have
my undergraduate degree I frameworks in order to find what found it to be invaluable in my planning.
am attempting to find works best for me and for the This framework is excellent as it allows for
strategies that work well for students in my class. Professional effective differentiation and culminates in
me and engage students conversations with experienced an equitable classroom with each student
effectively. I believe that colleagues will aid in the working independently.
using a smaller range of development of my teaching • Engaging and supporting all our
effective strategies, often, strategy toolkit once I have students to read and learn from
allows to students to graduated. Professional reading. (Rose, 2016).
understand how the learning experience placements have This resource is an article that briefly
will take place in the allowed me to test different introduces ‘reading to learn,’ a literacy
classroom and eventually, as frameworks to find which are the teaching framework that essentially makes
a result be able to better most effective and the upcoming streaming redundant. It is an extremely
direct their own learning. final placement will allow to
and confidentially with where we are with our learning Students can use this app to upload photos,
parents / carers, I believe it is and how they can assist in the videos, voice recordings and saved
important to get parents process. The app in the next documents from other sources. They can
involved with their child’s column is an excellent example of layer each upload with drawings and voice
education. As a result, I am a resource that helps build recordings as annotations. Each upload
looking to understand useful positive relationships with parents must be approved by the teacher and the
strategies for getting parents and includes them in their child’s teacher gives feedback in the comments
into the classroom and education. section at the bottom of each student post.
involved in the learning Once every student’s work has been
ensuring the students are approved and commented on, parents can
learning not only at school access and comment on their own child’s
but at home as well. work by scanning the QR code sent to them
by the school. They can only access their
own child’s work.
Behaviour and classroom Standard 4: Create and Developing this aspect of my The following resources focus on both
management is definitely a maintain supportive and professional learning will require managing difficult behaviour and creating
skill that I must develop. I safe learning environments a great deal of research into a and maintaining supportive and safe
have noticed on each wide range of behaviour learning environments.
placement that different Sub-standard 4.3: Manage management strategies. I must • Managing Challenging Behaviour in the
strategies work for different challenging behaviour have a number of strategies as Classroom: A Framework for Teachers
classrooms. As a result, I different students respond to and SENCOs (Lavan, 2017);
must build a broad repertoire different management styles. In • Cracking the hard class (Rogers, 1997).
of behaviour and classroom order to develop this, I must also • Positive Discipline in the Inclusive,
management strategies to seek advice from leading teachers Learning-Friendly Classroom
ensure the maximum amount at my school as well as strategies (UNESCO, 2015).
of learning is taking place. I employed by each of the students’ All of these resources include a number of
believe in positive student – parents. Professional development strategies for dealing with challenging
teacher relationships and days will be a useful tool once I behaviour from one child to an entire class.
inclusive and safe classroom know the diverse learning styles They also outline common reasons for
environments. and needs of the students in my misbehaviour in the classroom and ways to
class. intervene before these behaviours ever
occur. These resources focus on a positive
student-teacher relationship and provide
strategies for creating a safe engaging
environment in which all students have the
ability to learn effectively.
This is a skill that has been Standard 5: Assess, To develop my ability to provide The following article will help me in my
mentioned in the interim provide feedback and feedback to students I must development of providing feedback and
report from my last report on student learning engage in professional reporting on student learning.
professional experience conversations with experienced • Spotlight: Reframing feedback to
placement. During the colleagues. There are also a improve teaching and learning
placement I found myself a number of resources I can read (AITSL, 2017c).
little lost when asked to give Sub-standard 5.2: Provide that outline useful feedback and This resource highlights the importance of
immediate verbal feedback. I feedback to students on feedback that, while appearing timely and meaningful feedback for
also need to work on the their learning positive, actually hinders improving learning. It gives a number of
depth of my written feedback progress. useful tips and strategies as well as things
ensuring that it is constructive to avoid in the feedback itself.
and meaningful. • Mindset: How can you fulfil your
potential (Dweck, 2012).
This resource focuses on a positive growth
mindset and the power of telling students
‘you are not there yet, but how can we get
you there?’
As I become a registered Standard 6: Engage in Being a teacher means continually The following resource will enhance my
teacher I must seek out professional learning learning new strategies throughout development in professional standard 6.
professional development that the entirety of my career. While • Developing a professional mindset
will improve my own practice Sub-standard 6.2: Engage schools source professional (AITSL, 2017b).
as an effective teacher. in professional learning development days for teachers I This resource assists teachers in developing
and improve practice must also seek out professional a strong reflective mindset. With this tool I
development that I know would will be able to continually reflect on my
personally benefit me. The own practice, identifying areas in need of
professional learning plan on the development.
right comes directly from the
As a teacher I will need to be Standard 7: Engage To develop this aspect of my The following resource will help me
up to date with all legislative, professionally with teaching I must research relevant develop this aspect of my teaching:
administrative and colleagues, parents/carers documentation about • K-12 policies and resources
organisational requirements. I and the community requirements relating to current (Queensland Curriculum and
must know where to source legislation and directly relating to Assessment Authority, 2018).
the information for all of Sub-standard 7.2: Comply the policies of the school I work QCAA is constantly updated meaning the
these in order to stay up to with legislative, within. Professional conversations policies and resources will always be
date with current legislation. administrative and with colleagues will be useful in current and relevant. This resource includes
organisational this regard as they will be able to policies in relation to assessment, syllabus
requirements assist me in sourcing the correct development, Aboriginal and Torres Strait
relevant documentation. Islander perspectives and equity in
education.
References
Australian Institute for Teaching and School Leadership. (2013). A unit outline and content for professional learning units to support teachers in
library/a_unit_outline_and_content_for_professional_learning_units_to_support_teachers_in_meeting_focus_areas_1-4_and-_2-
4_monash_et_al_feb_2013.pdf?sfvrsn=d3faec3c_0
Australian Institute for Teaching and School Leadership. (2017a). Australian professional standards for teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards
Australian Institute for Teaching and School Leadership. (2017b). Developing a professional mindset. Retrieved from
https://www.aitsl.edu.au/docs/default-source/default-document-library/developing-a-professional-mindset.pdf?sfvrsn=ac78ec3c_0
Australian Institute for Teaching and School Leadership. (2017c). Spotlight: Reframing feedback to improve teaching and learning. Retrieved
from https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight-feedback.pdf?sfvrsn=cb2eec3c_12
Dweck, C. (2012). Mindset: How can you fulfil your potential? Retrieved from https://ebookcentral-proquest-
com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=897458
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.).
Jamieson-Proctor, R., & Larkin, K. (2014). “Mathematics as a language”: A theoretical framework for scaffolding students’ mathematical
https://leo.acu.edu.au/pluginfile.php/2005887/mod_book/chapter/75500/Maths%20Language%20Model.pdf
Jorgensen, R., Sullivan, P., & Grootenboer, P. (2014). Pedagogies to enhance learning for indigenous students: Evidence-based practice.
Lavan, G. (2017). Managing challenging behaviour in the classroom: A framework for teachers and SENCOs. Retrieved from
https://ebookcentral-proquest-com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=4930794
Queensland Curriculum and Assessment Authority. (2018). K-12 policies and resources. Retrieved from https://www.qcaa.qld.edu.au/about/k-
12-policies
Rogers, B. (1997). Cracking the hard class: Strategies for managing the harder than average class. Gosford, Australia: Scholastic Australia Pty
Ltd
Rose, D. (2016). PETAA paper 202: Engaging and supporting all our students to read and learn from reading. Retrieved from
http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PETAA_Papers
https://web.seesaw.me/homepageb?utm_expid=.y8_0GSHqQwihpKR1iDurgQ.1&utm_referrer=https%3A%2F%2Fwww.google.com.au
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United Nations Educational, Scientific and Cultural Organisation. (2015). Positive discipline in the inclusive, learning-friendly classroom: A