Engage professionally with colleagues, parents/carers and the community
While undertaking my degree, I was given the opportunity to assist with a year nine student camp at Charles Sturt University. I was a Future Moves Program Assistant, and as a part of this role I supervised students and assisted in camp activities. Below is a report from the conclusion of this camp, which meets standard seven, focus area 7.1.1: 'Communicates effectively and interacts professionally with colleagues" (see report comments). I was also required to interact with community Indigenous elders as a part of the camp, as well as other members of the community. These guests attended a presentation from the students, who demonstrated what they had achieved over the duration of the camp. This opportunity demonstrated the requirements of professional conduct when interacting with colleagues and members of the community.
EPT329 Annotations:
Within the EPT218 placement, I was given the opportunity to engage in discussions with a select number of student family members (parent/guardian/grandparent), particularly during the school ‘Grandparents Day’ event. As student family members looked at student work in the classroom, I was given the opportunity to discuss student work with the families. The family members were aware that there had been a preservice teacher in the classroom, so I was able to discuss how my lessons were supported, assessed and supervised by my supervising teacher, while also talking about student achievements to family members.
Within the EPT218 placement, I was given the opportunity to engage in discussions with a select number of student family members (parent/guardian/grandparent), particularly during the school ‘Grandparents Day’ event. As student family members looked at student work in the classroom, I was given the opportunity to discuss student work with the families. The family members were aware that there had been a preservice teacher in the classroom, so I was able to discuss how my lessons were supported, assessed and supervised by my supervising teacher, while also talking about student achievements to family members.
Critical Reflection:
The above feedback states the opportunity I was given to interact with parents during my EPT218 placement. The feedback notes my ability to maintain professionalism while completing my placement, as well as opportunities I was given to communicate with parents. This communication occurred predominantly on ‘Granparents Day’. I was able to provide feedback to family members on student achievement during my time in the classroom at the school. The supervising teacher’s feedback demonstrates my ability to meet standards 7.1 “Meet professional ethics and responsibilities” (AITSL, 2014), 7.2 “Comply with legislative, administrative and organisational requirements” (AITSL, 2014) and 7.3 “Engage with parents and carers” (AITSL, 2014) of the Australian Professional Standards for Teachers. However, there could be a gap in my knowledge regarding standard 7.4 “Engage with professional teaching networks and broader communities” (AITSL, 2014). There is a gap in my knowledge regarding the wider community. Community resources can provide valuable learning support, through areas including prior knowledge and skills of community members (McLeod, Reynolds, 2007). My interactions with the broader community were limited during this placement. I also feel there could be a gap in my professional learning. While I did attend staff meetings, I feel this is a skill I could develop further, engaging more in professional development opportunities. Weatherby-Fell (2015) states “positive professional relationships have been found to play a key role in sustaining teachers’ wellbeing” (p.230). These professional relationships could potential increase my capacity to engage in professional learning, while also assisting my engagement with “professional teaching networks” (AITSL, 2014). I have developed a goal around engaging in further professional development to address this standard.
The above feedback states the opportunity I was given to interact with parents during my EPT218 placement. The feedback notes my ability to maintain professionalism while completing my placement, as well as opportunities I was given to communicate with parents. This communication occurred predominantly on ‘Granparents Day’. I was able to provide feedback to family members on student achievement during my time in the classroom at the school. The supervising teacher’s feedback demonstrates my ability to meet standards 7.1 “Meet professional ethics and responsibilities” (AITSL, 2014), 7.2 “Comply with legislative, administrative and organisational requirements” (AITSL, 2014) and 7.3 “Engage with parents and carers” (AITSL, 2014) of the Australian Professional Standards for Teachers. However, there could be a gap in my knowledge regarding standard 7.4 “Engage with professional teaching networks and broader communities” (AITSL, 2014). There is a gap in my knowledge regarding the wider community. Community resources can provide valuable learning support, through areas including prior knowledge and skills of community members (McLeod, Reynolds, 2007). My interactions with the broader community were limited during this placement. I also feel there could be a gap in my professional learning. While I did attend staff meetings, I feel this is a skill I could develop further, engaging more in professional development opportunities. Weatherby-Fell (2015) states “positive professional relationships have been found to play a key role in sustaining teachers’ wellbeing” (p.230). These professional relationships could potential increase my capacity to engage in professional learning, while also assisting my engagement with “professional teaching networks” (AITSL, 2014). I have developed a goal around engaging in further professional development to address this standard.
References:
Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian professional standards for teachers. Retrieved from Australian Institute for Teaching and School Leadership website: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and education. Pearson Australia : Frenchs Forrest, NSW.
McDonald, T. (2013). Classroom management: Engaging students in learning (2nd ed). Oxford University Press : South Melbourne, Vic.
McLeod, J., Reynolds, R. (2007). Quality teaching for quality learning: Planning through reflection. Cengage Learning Australia : South Melbourme, Vic.
Venille, G., Dawson, V. (2012). The art of teaching science for middle and secondary school (2nd ed.). Allen & Unwin : Sydney, NSW.
Weatherby-Fell, N. (2015). Learning to teach in the secondary school. Cambridge University Press : Port Melbourne, Vic.
Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian professional standards for teachers. Retrieved from Australian Institute for Teaching and School Leadership website: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and education. Pearson Australia : Frenchs Forrest, NSW.
McDonald, T. (2013). Classroom management: Engaging students in learning (2nd ed). Oxford University Press : South Melbourne, Vic.
McLeod, J., Reynolds, R. (2007). Quality teaching for quality learning: Planning through reflection. Cengage Learning Australia : South Melbourme, Vic.
Venille, G., Dawson, V. (2012). The art of teaching science for middle and secondary school (2nd ed.). Allen & Unwin : Sydney, NSW.
Weatherby-Fell, N. (2015). Learning to teach in the secondary school. Cambridge University Press : Port Melbourne, Vic.