Professional Engagement
7. Engage professionally with colleagues, parents/carers and the community
Reflective Commentary
During my practical placement the Year 3 class completed a Design Technologies lesson where they designed and made a 3D bicycle. To complete the project with a variety of different materials I contacted a local sculpture artist and asked her to provide some materials for the students to use. She provided a box filled with bubble wrap, tubes, twisted wire, fabric, buttons, cones, cups etc. The students would not have had access to some of the items donated and were excited to see what materials could be used for their creations. My Mentor Teacher expressed that she had not considered approaching anyone for materials for such an activity and that she usually relied on parents donating cardboard boxes. I believe that it is important to access members of the wider community as they often have a wealth of knowledge and resources to offer.
When planning to visit the Rockingham Landfill Facility and Council Chambers I became aware of the requirements necessary for organising an excursion. Despite the Rockingham Council providing a free bus service and free excursion there was still a great deal of paperwork that I was required to complete. Initially it was difficult to locate some information as I needed to include details such as public liability, wet weather policy, evacuation procedures, risk assessment, child-to-adult ratios, and academic learning outcomes. It was interesting to note that the ratios required by the excursion service compared to the school were conflicting, therefore I needed to clarify the regulations and legal requirements to ensure the excursion was adequately planned.
I wanted to make connections between transport and the community so I approached the Community Policing Department. I organised for Sargent Paul Trimble to visit the class and discuss how police use bicycles as a tool within the police department.
It is crucial to establish positive and collaborative relationships with parents and caregivers. Many families are diverse and it is important as an educator to be respectful of the variables in families (Bowes, Grace & Hodge 2012). As a teacher I will respect each family’s situation, the dynamics in the family, their beliefs, culture, race, faith and religion. In showing consideration of each family’s situation I will be better able to build relationships and engage professionally with parents.
While on my practical placement I communicated with parents through a number of modes. One of which was through the School Newsletter. After attending the Rockingham Landfill Facility I wrote an article for the School Newsletter outlining our excursion. I also wrote an article recounting our class assembly. The articles were also uploaded to the school webpage for all parents to view. Through communicating with parents through the newsletter and webpage I am able to provide information to parents who were unable to attend these events.
When planning to visit the Rockingham Landfill Facility and Council Chambers I became aware of the requirements necessary for organising an excursion. Despite the Rockingham Council providing a free bus service and free excursion there was still a great deal of paperwork that I was required to complete. Initially it was difficult to locate some information as I needed to include details such as public liability, wet weather policy, evacuation procedures, risk assessment, child-to-adult ratios, and academic learning outcomes. It was interesting to note that the ratios required by the excursion service compared to the school were conflicting, therefore I needed to clarify the regulations and legal requirements to ensure the excursion was adequately planned.
I wanted to make connections between transport and the community so I approached the Community Policing Department. I organised for Sargent Paul Trimble to visit the class and discuss how police use bicycles as a tool within the police department.
It is crucial to establish positive and collaborative relationships with parents and caregivers. Many families are diverse and it is important as an educator to be respectful of the variables in families (Bowes, Grace & Hodge 2012). As a teacher I will respect each family’s situation, the dynamics in the family, their beliefs, culture, race, faith and religion. In showing consideration of each family’s situation I will be better able to build relationships and engage professionally with parents.
While on my practical placement I communicated with parents through a number of modes. One of which was through the School Newsletter. After attending the Rockingham Landfill Facility I wrote an article for the School Newsletter outlining our excursion. I also wrote an article recounting our class assembly. The articles were also uploaded to the school webpage for all parents to view. Through communicating with parents through the newsletter and webpage I am able to provide information to parents who were unable to attend these events.
Documentation of Evidence
Communicating with Parents and the Community in the Newsletter
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Making Connections with the Wider Community
7.2 Comply with legislative, administrative and organisational requirements
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Action Plan
“Effective communication between schools, parents, the community and students forms the foundation in developing and maintaining partnerships. Schools also have a responsibility to help parents understand the language of learning (QLD Government)” Through using different forms of communication with families I will be better able to maintain positive communication with them. Examples of communication that I would like to use as a Graduate Teacher include creating a class blog. This will include photographs of students’ work, information to parents, notes and messages. This will ensure families in FIFO, Defence Force, separated or grandparents can have access to students’ work samples and keep them informed of their child’s learning. Additionally, I would like to send home a “What’s Happening This Week” sheet. This will inform parents of what their child is learning and enable them to make the connection between learning at school and home. Welcome notes on the windows or board are also a good way to make parents feel welcome within the classroom. The most important thing that I would like to incorporate in my classroom is an “Open Door” policy. I would like for parents to help in the classroom during Mathematics and Literacy blocks. This will allow for more adults to listen to students read, skip count or play games. I will also enquire about parents’ professions and hobbies as these may be useful to access in my programs.
References
Bowes, J., Grace, R. & Hodge, K. (2012). Children, Families and Communities. Contexts and Consequences. Oxford University Press: Victoria, Australia
Queensland Government. (2014). Parent and Community Engagement Framework. Working Together To Maximise Student Learning. Retrieved from http://education.qld.gov.au/schools/parent-community-engagement-framework/resources/pdf/parent-community-engagement-framework.pdf
Bowes, J., Grace, R. & Hodge, K. (2012). Children, Families and Communities. Contexts and Consequences. Oxford University Press: Victoria, Australia
Queensland Government. (2014). Parent and Community Engagement Framework. Working Together To Maximise Student Learning. Retrieved from http://education.qld.gov.au/schools/parent-community-engagement-framework/resources/pdf/parent-community-engagement-framework.pdf