Standard 6 Engage in professional learning
Standard 6.1 Identify and plan professional learning needs
Demonstrate an understanding of the role pf the Australian Professional Standards for Teachers in identifying professional learning needs
These are excerpts from reflections made individually and with consultations with the supervising teachers at St. Peters and at Balcombe Grammar.
The excerpt to the left shows my discussion with my supervising teacher at Oakleigh Grammar regarding AITSL standard student safety.
The lesson excerpt in the middle indicates my ability to reflect as an individual and to acknowledge that not all students will voice their concerns vocally, I must use questioning to ascertain competence.
In the excerpt to the right, it was made apparent of time management issues regarding time spent with students below standard.
6.1 Critical reflection
It was primarily due to the frequent consultations with supervising teachers and other important members of staff either during reflections or general inquiries that instigated the most improvement in my practice as a pre-service teacher.
One of the most frequent recommendations for improved practice was time management, which thanks to consultations, was solved with planning less work for the class and having extension tasks at hand, spending less time with below standard students and giving them some assistance for continuing work individually such as the GRR technique, and recognizing when a skill or important knowledge will not be learnt within the class allocated time, therefore knowing when to move forwards and revisit the skill in the following lesson.
Another recommendation made by supervising teachers was recognizing which language is appropriate for the different year levels, as this not only changes due to maturity, but is different in each class at different schools. Learning how to adapt language to suit varying levels of confidence and different personalities was something I received much support and acknowledgement from my supervising teachers.
Standard 6.2 Engage in professional learning and improve practice
Understand the relevant and appropriate sources of professional learning for teachers
This is an excerpt from a year 10 music plan focusing on enhancing group collaboration as a result of meetings held focusing on student well-being and engagement. The meeting specified encouraging students to develop their teamwork and collaboration skills to enhance engagement.
1st placement at St Peters
This excerpt of a student's work was completed during my 2nd placement, where I demonstrated willingness to work with colleagues typing up students work for the Art Show.
2nd placement at Oakleigh Grammar
After my supervising teacher of Balcombe Grammar stated both year 8 and year 9 students must digitally compose using BandLab, I made it a top priority to learn how to compose digitally using this website so I might better instruct the learners how to use it safely and here are a few examples of my digital compositions.
6.2 Critical reflection
Throughout my placement experiences, I have attended professional development meetings where appropriate and have engaged and used the various content to enhance student learning. Two prime examples undertaken at St Peters was the suggestion resulting from meetings to enhance group collaboration and the instruction to provide the class with one task to accomplish individually or in groups to then be submitted at an appropriate time. Every suggestion to enhance student well-being was met with careful planning to ensure the best possible outcome, as Covid19 showed a drastic reduction in learners mental well-being.
I have demonstrated my abilities to work and learn from all manner of teachers during my practical placement at Oakleigh Grammar, where various tasks such as typing students work, cutting and decorating the rooms were undertaken to develop my teamwork skills and student delegation of tasks, in addition to my abilities to ensure helper students were staying on task and helping where appropriate.
Furthermore, I have demonstrated that where a lack of sufficient skill development is evident, I will undertake professional development to enhance this skill. This was strongly evident in my digital composition undertaking as was necessary not only to ensure I may adequately teach the class how to compose digitally, but I also believed it best to experience usage of the website for myself to assist with any student concerns and empathize with concerns of difficulties.
Standard 6.3 Engage with colleagues and improve practice
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices
These excerpts demonstrate a clear acknowledgement of discussion with the supervising teacher at Oakleigh Grammar indicating the need to work on smooth transitions for the reflection activity and my putting this question into action by instructing the different groups to form a line to collect the reflection sheets.
The excerpt below is from a PowerPoint presentation slide for a year 6 music class demonstrating the sharing of resources (Google chrome music lab) with a music teacher at the school. Followed by the instruction to do in the lesson plan for this subject. The excerpt to the left is an example of reflection on action undertaken after the lesson where the lesson was accurately evaluated, with positive attributes and room for improvement in future classes.
2nd placement at Okleigh Grammar
These excerpts demonstrate seeking and then acting upon advice within my first placement at St Peters, where the instruction was to find a means to promote student engagement and the suggestion to hold students accountable. This was activated through the class watching a YouTube clip on the annoyances of online learning and using the schools ROCKS policy when appropriate.
6.3 Critical reflection
Throughout my placement experiences there are frequent examples of my learning from more knowledgeable colleagues, listening and adhering to advice and enjoyment obtained from working professionally and collaboratively with members of staff.
In every placement duration I have sought advice from supervising teachers and other staff members after each lesson, and actively sought to improve upon my practical teaching skills by acting upon their advice and making note of advice in the lesson plans.
Many discussions were undertaken in both music and drama where at Oakleigh Grammar, I shared not only the resource Google Chrome Music Lab with the current music teacher but other ideas for promoting student engagement. Additionally, at Balcombe Grammar, I shared a resource that allows students with learning disabilities to learn scripts aurally using technology, enhancing their capacity to learn lines within the given timeframe.
Standard 6.4 Apply Professional learning and Improve practice
Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
The excerpt below is an example of reviewing and evaluation of teaching strategies and the lesson plan undertaken for a year 7 music class undertaken at Balcombe Grammar. The recognition of GRR as inappropriate given time constraints was mentioned additionally with the acknowledgement of verbal understanding providing more accurate information than written responses and the need to diagnose the lack of response to verbal feedback.
The except below is an example of the development of an accurate self-evaluation of the lesson and the lesson plan as a result of reflective practices undertaken during my first placement at St Peters. As evidenced the activities were unsuccessful due to ineffective scaffolding and incorrect assumptions made on my part.
The excerpts below are examples of continuous through processes regarding advice from the supervising teacher of Oakleigh Grammar and the reflection underlining the need for continuing work in transitions. As provided, the supervising teacher responded with evaluative feedback and the lesson was modified as a result. The following reflection indicates more skill development within this area to be undertaken as the lesson did not go according to plan.
6.4 Critical reflection
Throughout my placement durations my reflective skills have developed well and have allowed me to not form an accurate evaluation of teaching strategies and lesson plans, but to reflect upon the evidence provided to ascertain the level of student skill development within the subject. As a result of evidence collected, reflections undertaken both during and after lessons and consultations with supervising teachers allowed me to adapt lessons to a higher standard to meet the needs of my students.
Whilst undertaking my placement at Oakleigh Grammar, as I was unfamiliar with the International Baccalaureate program prior to my placement I researched this program greatly so I might better understand how to teach the students in a means to which they were accustomed. This included ensuring the students were reflective, critical and creative thinkers, considered global significance of their studies, grew in confidence with risk-taking and treated others with respect. The one area in which I should have included and was not done so due to time constraints was the category of inquiry. In future, if I am to work at a school which values discovery through research and both independent and collaborative learning then this must be part of future lessons.
Whilst undertaking placement at Balcombe Grammar a student was diagnosed with anxiety and ADHD. As such, much research was quickly undertaken and consultations ratified how best to meet the students needs. I proposed the option of taking away student choice so as not to trigger anxiety, the student was under no mandatory obligation to work with others but gently encouraged and to assist and was not obligated to send through work electronically as this triggered feelings of inadequacy. In terms of ADHD, the student was provided with a more comfortable place to sit away from distractions with extra breaks in which the student could spend an allotted time on an activity of their choosing before returning to the task.