Professional Engagement
6. Engage in professional learning
Reflective Commentary
As a graduate teacher I fully understand the importance of continuing my learning to enhance my knowledge and understandings about teaching and learning. I recognise that professional reflexivity is essential for teacher improvement and increasing student outcomes. Research shows that “when teachers reflect upon their practices, recognise their professional development needs, introduce and evaluate changes and assist others in this process, or, participate in system-wide innovation and evaluation, they acknowledge the importance of lifelong learning and professional growth” (Lyons, Ford & Slee, 2014. pp 106). I believe it is important to reflect upon the curriculum, how it is delivered, student engagement and assessment on student outcomes. Through doing so I will be able to identify areas of strength and weakness and make positive changes.
I had numerous opportunities during my practical placement for professional reflexivity. I wrote reflections on individual lessons as well as reflecting on the general day-to-day business of the classroom. I spent many conversations discussing my strengths and weaknesses with my Mentor Teacher and how I could use these to my advantage.
During my practical placement I attended fortnightly staff meetings. During this time I contributed to the development of the school’s business plan. I regularly discussed my areas of strength and areas that needed to be developed with my Mentor Teacher. As a result of these discussions I researched and trialled new techniques and strategies in the classroom. For example, my Mentor Teacher is a teacher trainer in The Bump Model behaviour management system. We spent a number of sessions focussing on The Bump Model program and implementing it within the classroom.
I believe that through reflecting upon strategies, programs and classroom management I can strengthen my philosophy, adapt to new research and build the connection between knowledge and practice. Above all, professional reflexivity is essential in order for me to reflect on my classroom environment, programs and teaching style. It is through honest reflection that I can continue to become a better teacher.
I had numerous opportunities during my practical placement for professional reflexivity. I wrote reflections on individual lessons as well as reflecting on the general day-to-day business of the classroom. I spent many conversations discussing my strengths and weaknesses with my Mentor Teacher and how I could use these to my advantage.
During my practical placement I attended fortnightly staff meetings. During this time I contributed to the development of the school’s business plan. I regularly discussed my areas of strength and areas that needed to be developed with my Mentor Teacher. As a result of these discussions I researched and trialled new techniques and strategies in the classroom. For example, my Mentor Teacher is a teacher trainer in The Bump Model behaviour management system. We spent a number of sessions focussing on The Bump Model program and implementing it within the classroom.
I believe that through reflecting upon strategies, programs and classroom management I can strengthen my philosophy, adapt to new research and build the connection between knowledge and practice. Above all, professional reflexivity is essential in order for me to reflect on my classroom environment, programs and teaching style. It is through honest reflection that I can continue to become a better teacher.
Documentation of Evidence
School Based Research Project
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Action Plan
Through discussions with other teachers on social media I have collated a number of agencies to access Professional Learning. During Term 3 I will be attending a professional learning session ‘Using Authentic Assessment to Inform Planning’ provided through the Catholic Education Office. My Mentor Teacher and I identified assessment as an area that I need to further develop so I feel it important to specifically focus on this area.
Additionally, I approached the Principal of my placement school and asked to partake in any Professional Learning opportunities within the school. I will be returning to the school on the first day back to participate in the Staff Development Day.
Furthermore, I am also conscious of finding appropriate, engaging and financially viable professional learning opportunities. I believe that many teachers already within the school have a great wealth of knowledge and resources to share. The AITSL website has identified ‘Learning Walks’ as a valuable tool for increasing teachers’ awareness of practices occurring within their school. “Classroom observation makes teaching and learning more visible. It encourages colleagues to collaborate to improve teacher practice and student learning.” ‘Learning Walks’ provide opportunities for teachers to share and improve upon their teaching and learning environment. The ‘Learning Walk’ is a strategy for observation and development that I would like to participate in when I take on a graduate teaching position.
Additionally, I approached the Principal of my placement school and asked to partake in any Professional Learning opportunities within the school. I will be returning to the school on the first day back to participate in the Staff Development Day.
Furthermore, I am also conscious of finding appropriate, engaging and financially viable professional learning opportunities. I believe that many teachers already within the school have a great wealth of knowledge and resources to share. The AITSL website has identified ‘Learning Walks’ as a valuable tool for increasing teachers’ awareness of practices occurring within their school. “Classroom observation makes teaching and learning more visible. It encourages colleagues to collaborate to improve teacher practice and student learning.” ‘Learning Walks’ provide opportunities for teachers to share and improve upon their teaching and learning environment. The ‘Learning Walk’ is a strategy for observation and development that I would like to participate in when I take on a graduate teaching position.
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http://www.aitsl.edu.au/docs/default-source/professional-growth-resources/Observation-Resources/how-to-guide---learning-walks.pdf?sfvrsn=2
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References
AITSL. (2014). Classroom Observation Strategies: choose your journey. retrieved from http://www.aitsl.edu.au/professional-growth/support/classroom-observation-strategies
Lyons, G., Ford, M., Slee, J. (2014). Classroom Management. Creating Positive Learning Environments. Cengage Learning. Victoria, Australia
AITSL. (2014). Classroom Observation Strategies: choose your journey. retrieved from http://www.aitsl.edu.au/professional-growth/support/classroom-observation-strategies
Lyons, G., Ford, M., Slee, J. (2014). Classroom Management. Creating Positive Learning Environments. Cengage Learning. Victoria, Australia