Evidence Set 3
This evidence set demonstrates my achievement in reaching the Australian Professional Standards for Teachers subsection: Professional Engagement.
Professional Engagement is made up of 2 standards:
Standard 6: Engage in professional learning
Standard 7: Engage professionally with colleagues, parents/carers and the community
Context
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Lifelong learning is a mindset that I wish to instil upon every student I teach. Embracing the values of a lifelong learner comes with man benefits both physically and psychologically (Laal & Samati, 2012). Ewing et al. (2019) highlights the importance in embracing lifelong learning as a tool to better yourself in every facet of life. Utilising the people around me and acknowledging I can learn from them; whether they happen to be a principal, fellow teacher, parent/carer, or even student, I am capable of learning from them. York-Barr et al. (2006) highlights self-reflection as another tool that is valuable in becoming a better version of yourself. There is an abundance of research highlighting the value in such a way of life, it would be unreasonable for me to not subscribe to these ways as well. In every community I visit, every school I work in, and every class I teach, I want to embrace an open mindset that is ready for learning. In striving for such an attitude, I am constantly willing to learn from others, strengthen my practice, and become the very best educator I can be.
Action
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Whenever I enter a new school or classroom, I immediately adopt a novice mindset. Although I may be seen as a teacher through a social lens, I engage to learn like a student. I endeavour to speak to other staff members about the school I am entering and things to consider (Figure 33). Furthermore, as a relatively new and inexperienced teacher, I am always seeking advice and ways of improving my own standards from teachers, as they may have insights in becoming a better professional (Figure 34). Additionally, parents/carers are a fantastic way to learn more about a particular child and give a valuable opportunity to learn, which I have done so through engaging with the (Figure 35).
Figure 33 (Above): Excerpt from mentor comments about my willingness to engage and ask questions about a learning space early on to seamlessly transition into a school. Focus Areas: 6.1; 6.2; 6.3; 7.1.
Another crucial element I use to learn more and better my practice is through reflection and journalling. There have been occasions where lessons have not gone quite according to plan for several reasons. I have found that reflecting after these lessons is a great way to identify problems and potentially minimise them in the future (Figure 36). Furthermore, I find great learning through my general journalling which encompasses a range of things including daily reflections, lesson ideas, and advice from others (Figure 37).
Figure 34 (Right): Notes I had taken when I asked a range of teachers at a placement their best behaviour management strategies. Focus Areas: 6.1; 6.2; 6.3.
Figure 35 (Above): Excerpt from mentor comments mentioning my engagement with many people in the school community including parent/carers. Focus Areas: 6.3; 7.3.
Figure 36 (Above): Notes I had taken two days apart from mathematic lessons where the first lesson did not go well, but the second one went much better; additionally I have noted why I thought the lesson went better. Focus Areas: 6.1; 6.2; 6.3; 6.4.
Figure 37 (Above): What a typical week looks like in my diary, full of what to do, strategies I learn and other additional information to improve my practice. Focus Areas: 6.1; 6.2; 6.3.
Finally, there are so many teachers and resources out there that can help further my practice. I love to hear from expert speakers in the teaching world that offer valuable insight during personal development days (Figure 38). Finally, I am connected with many Facebook groups surrounding teaching which involves thousands of teachers engaging and learning from each other (Figure 39).
Figure 38 (Above): My ticket for a personal development day learning about best literacy practices. Focus Areas: 6.1; 6.2; 6.3; 7.2; 7.4.
Figure 39 (Above): Screenshot from a Facebook group I am in with thousands of other teachers who share questions, strategies, and insights for teaching. Focus Areas: 6.1; 6.2; 6.3; 7.4.
Results
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Embracing a novice mindset when entering a new environment is key to becoming a better teacher. I am a curious worker with a beginner mindset that is not afraid to enquire when necessary and listen to those around me. With this mindset, I am able to better myself and improve my teaching practices to become the best teacher I can (Figure 40).
Figure 40 (Above): Excerpt from a mentor teaching noting how I have improved my teaching practice over the course of a placement. Focus Areas: 6.1; 6.2; 6.3; 6.4.
The use I get out of my journal and diary is great tool to better myself. I find that this method is less about bettering my practice. The journalling/diary is more about being more organised and improving my mental health. In saying this, being more organised and having a positive psyche will result in being a better teacher.
Finally, when I value personal development days, I learn a lot from expert teachers breaking down the latest literature. These opportunities provide me with strategies to improve my teaching skills (Figure 41). Furthermore, I have been lucky enough to volunteer with Code Read Dyslexia Network at one of their stalls, where I got to work closely with literacy specialists and learn more about teaching literacy effectively (Figure 42). Additionally, this gives me the opportunity to provide other teachers with information and resources, so they too can engage in lifelong learning.
Figure 41 (Above): Pages of notes I had taken at a personal development day where I learnt new teaching strategies. Focus Areas: 6.1; 6.2; 6.3; 7.4.
Figure 42 (Left): Photo of me volunteering at the Code Read Dyslexia Network stall, gaining valuable insight and helping other teachers engage in lifelong learning. Focus Areas: 6.1; 6.2; 6.4; 7.2; 7.4.
Evaluation
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Being a lifelong learner is being aware there is more the learn. The wisest, most intelligent people I have met all embrace this attitude towards life, something that I endeavour to carry with me throughout my career as a teacher. When I enter a new space, whether that be a school, or a classroom, I want to be a sponge and absorb as much information as I can from those with more experience (Figure 33; Figure 34; Figure 35). In doing so, I can learn and expand my ever-growing teaching practice (Figure 40).
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I hope to continue to use self-reflection tools such as diaries and journals, as these allow me to look inward and improve (Figure 36; Figure 37). In using these tools, I am in a much better frame of mind to be teaching, which means I am a better teacher for my students.
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Outsourcing for additional help has been crucial to me as an inexperienced teacher, as it allows me to navigate the space. Attending professional development days (Figure 38) has allowed me to learn an amazing amount of information from experts (Figure 41), which I can adopt in my teaching and further student learning. Using informal tools such as social media (Figure 39) have allowed me to branch out and learn from thousands of people with more experience. Finally, volunteering (Figure 42) has meant I get to inform other teachers of better practices, which also learning from highly qualified teachers.
Standards
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Engage in Professional Learning
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6.1 - Identify and plan professional learning needs
It is important as a teacher to identify how you can better improve your practice and plan those the align with the learning needs of your students. Figure 33, Figure 34, and Figure 40 showcase how I am inquisitive and source information to better my practice. Figure 36 and Figure 37 are examples of me using self-reflection as a tool to better myself. Additionally, I like to outsource and find expert opinions guided by the latest literature, as seen in Figure 38, Figure 39, Figure 41, and Figure 42.
6.2 – Engage in professional learning and improve practice
Similar to the previous standard, it is important to know how/where to improve, and then implement those actions. Figure 33, Figure 34, and Figure 40 showcase my abilities to actively better myself through colleagues and the general school community. Figure 36 and Figure 37 show how I enact different strategies that I have learnt and how they affect my practice, becoming a better teacher. Attending personal development days and actively engaging with other teachers in the broader community show me learning to improve my practice, as Figure 38, Figure 39, Figure 41, and Figure show.
6.3 – Engage with colleagues and improve practice
As an inexperienced teacher, engaging with colleagues can be an extremely beneficial way to improve my practice. Obvious examples of this happening are shown in Figure 33, Figure 34, and Figure 40. In my self-reflection tools, you can see that I note down comments from mentors/principals/coworkers which help improve my practice, as seen in Figure 36 and Figure 37. Figure 38, Figure 39, and Figure 41 are examples of me finding colleagues beyond my own school, which means broader and deeper learning opportunities.
6.4 – Apply professional learning and improve student learning
As aforementioned, it is important to identify areas of learning needed as a teacher, as well as engaging in the learning. All of that, however, is irrelevant if you are unable to apply that learning to improve student learning. Figure 36 and Figure 40 are prime examples of using some learning to improve future student learning.
Engage Professionally with Colleagues, Parents/Carers, and the Community
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7.1 – Meet professional ethics and responsibilities
It is important, as a professional, to meet specific ethics and responsibilities. Figure 33 shows me being responsible and considerate with my teaching, wanting the best for the classroom I am stepping into and the students within that classroom.
7.2 – Comply with legislative, administrative, and organisational requirements
Every teacher must appropriately comply with legislative, administrative, and organizational requirements. Engaging in personal learning is one of those requirements teachers must fulfill to stay up to date with the latest literature and learn from experts, which I have done in Figure 38 and Figure 42.
7.3 Engage with the parents/carers
Engaging with parents/carers is extremely valuable to everyone in the school community. Having a professional relationship with parents/carers can be a learning experience for all involved, as seen in Figure 35.
7.4 Engage with professional teaching networks and broader communities
Engaging with the broader community and being a valued member in teaching networks can be a great opportunity for everyone to learn. Figure 38, Figure 39, Figure 41, and Figure 42 all showcase my willingness to be a member within these communities.