Standard 6 - Engage in professional learning
Engage in professional learning
6.1 - Identify and plan professional learning needs
6.1 - Identify and plan professional learning needs
Engage in professional learning
6.3 - Engage with colleagues and improve practice
6.3 - Engage with colleagues and improve practice
I believe that engaging in professional learning is imperative within the teaching profession. So often, new research is developed and new papers are written about what is effective teaching. Teaching is a profession that is constantly changing and evolving and in order to be the best possible teacher, I too must change and evolve my teaching practices.
In order for me to always be the most effective teacher I can be, I am constantly reflecting on my self as a teacher and on my lessons themselves. I also have my students reflect on both my lessons and my teaching as well.
In the first two years of my career (2014) I decided to participate in the In-Class Coaching Program that involved having an advocate. The aim of this program was to accelerate the development of graduate teachers into highly effective classroom teachers. This path provided me with 20 hours of individualised support within my first two years of teaching. My advocate made regular school and in-class visits and engaged in conversations aimed at maximising professional growth. My advocate provided me with targeted support, prompt deep reflection on classroom practice and she often challenged me to further develop and refine my practice. I found this path extremely beneficial as it allowed me to have an experienced outsiders view on everything that was happening within my school and within my classroom.
When meeting with my advocate the Australian Professional Standards for Teachers were always used to reflect on and track my progress as a graduate teacher. This was then used to develop a plan of action and to identify the steps that needed to be taken to achieve my goals. The same process was followed for all meetings with my advocate. This process allowed me to take ownership over my teaching and to truly evaluate and reflect on my teaching practices. All constructive feedback that I received was used to improve professional knowledge and practice.
Below is evidence of my meetings with my advocate. These documents outline the format that was used for all meetings and how together, we were able to constructively analyse and improve my teaching knowledge and practice.
In order for me to always be the most effective teacher I can be, I am constantly reflecting on my self as a teacher and on my lessons themselves. I also have my students reflect on both my lessons and my teaching as well.
In the first two years of my career (2014) I decided to participate in the In-Class Coaching Program that involved having an advocate. The aim of this program was to accelerate the development of graduate teachers into highly effective classroom teachers. This path provided me with 20 hours of individualised support within my first two years of teaching. My advocate made regular school and in-class visits and engaged in conversations aimed at maximising professional growth. My advocate provided me with targeted support, prompt deep reflection on classroom practice and she often challenged me to further develop and refine my practice. I found this path extremely beneficial as it allowed me to have an experienced outsiders view on everything that was happening within my school and within my classroom.
When meeting with my advocate the Australian Professional Standards for Teachers were always used to reflect on and track my progress as a graduate teacher. This was then used to develop a plan of action and to identify the steps that needed to be taken to achieve my goals. The same process was followed for all meetings with my advocate. This process allowed me to take ownership over my teaching and to truly evaluate and reflect on my teaching practices. All constructive feedback that I received was used to improve professional knowledge and practice.
Below is evidence of my meetings with my advocate. These documents outline the format that was used for all meetings and how together, we were able to constructively analyse and improve my teaching knowledge and practice.
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Engage in professional learning
6.2 - Engage in professional learning and improve practice
6.2 - Engage in professional learning and improve practice
Engage in professional learning
6.4 - Apply professional learning and improve student learning
6.4 - Apply professional learning and improve student learning
To ensure that my teaching practice is continually improving and my professional knowledge and understanding continues to broaden, it is vital that I engage with my teaching colleagues and participate in ongoing professional learning throughout my teaching career.
Recently I had the opportunity to participate in a professional development course focusing on Classroom Management Strategies. (CMS) This is a focus within my school and is targeted to my professional needs and school and system priorities. These targets and priorities are outlined within the school business plan and the annual report from 2015, which can both be found here.
Classroom Management Strategies (CMS) aims to grow professional teaching practice in ways that improve the engagement, learning and wellbeing of all students. Delivery focuses on using evidence-based interactive instructional strategies that increase students' active participation and classroom engagement, leading to improved social behaviour and outcomes for students and schools.
I found participation in the CMS Foundation Program highly engaging and motivating. The course involved 3 whole day workshops and then 3 one on one conferences. The course covered a great deal of new information for dealing with different students and it reinforced a lot of low key strategies and skills I am already aware of and implementing.
The CMS Foundation Program helped me to not only address standards 6.2 and 6.4 but also the other strategies listed below (these are can also be found listed on the CMS participation certificate).
Australian Professional Standards for Teachers
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
4.1 Support student participation
4.2 Manage classroom activities
4.4 Maintain student safety
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Apply professional learning and improve student learning
7.4 Engage with professional teaching networks and broader communities
A handout from the program as well as my professional learning certificate can be viewed below.
Recently I had the opportunity to participate in a professional development course focusing on Classroom Management Strategies. (CMS) This is a focus within my school and is targeted to my professional needs and school and system priorities. These targets and priorities are outlined within the school business plan and the annual report from 2015, which can both be found here.
Classroom Management Strategies (CMS) aims to grow professional teaching practice in ways that improve the engagement, learning and wellbeing of all students. Delivery focuses on using evidence-based interactive instructional strategies that increase students' active participation and classroom engagement, leading to improved social behaviour and outcomes for students and schools.
I found participation in the CMS Foundation Program highly engaging and motivating. The course involved 3 whole day workshops and then 3 one on one conferences. The course covered a great deal of new information for dealing with different students and it reinforced a lot of low key strategies and skills I am already aware of and implementing.
The CMS Foundation Program helped me to not only address standards 6.2 and 6.4 but also the other strategies listed below (these are can also be found listed on the CMS participation certificate).
Australian Professional Standards for Teachers
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
4.1 Support student participation
4.2 Manage classroom activities
4.4 Maintain student safety
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Apply professional learning and improve student learning
7.4 Engage with professional teaching networks and broader communities
A handout from the program as well as my professional learning certificate can be viewed below.
Your browser does not support viewing this document. Click here to download the document.
Your browser does not support viewing this document. Click here to download the document.