6.1 Identify and plan professional learning needs
Proficient level: 'Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs'
Having graduated in December 2013 I wanted to be proactive and plan for the next step - working towards Proficient standard. I made the most of the summer holidays by attending the 'Graduate to Proficient Workshop' run by DECD which proved invaluable.
I learned what evidence I needed to collect to demonstrate proficiency and, more importantly, how to present it. I particularly like the CARES acronym and will implement its use throughout this portfolio.
Context
Action
Result
Evaluation
Standards
I learned what evidence I needed to collect to demonstrate proficiency and, more importantly, how to present it. I particularly like the CARES acronym and will implement its use throughout this portfolio.
Context
Action
Result
Evaluation
Standards
The workshop provided opportunity to consider personal goals in relation to moving to proficient level.
My initial goals are to:
The information I learned from this workshop is valuable to other teaching graduates and I will pass on this knowledge to my peers and recommend that they attend later workshops being held throughout the year.
The certificate for this workshop can be found here
My initial goals are to:
- maintain my e-portfolio on regular basis (at least monthly)
- remain converse with AITSL and SA TfEL
- use AITSL to plan for any gaps in my learning and development
- use the CARES structure for annotating my evidence
- seek feedback from peers and colleagues at every opportunity
The information I learned from this workshop is valuable to other teaching graduates and I will pass on this knowledge to my peers and recommend that they attend later workshops being held throughout the year.
The certificate for this workshop can be found here
Professional Development example:
I have worked in several schools that use the 'Play is the Way' approach to teaching social skills and had started to use some of the language but without knowing the reasoning behind its use. A block contract in a very challenging class prompted me to attend the day's workshop with the desire to learn skills in developing my students' resilience and social behaviours.
The day was all practical, and fifty teachers spent the day learning the language and approach through actively participating in the structured games that students would be asked to play. As well as being fun and engaging I learned that I, like many others in the room, overused superlatives to the point that it could be detrimental to a child's learning, for example, saying 'Fantastic!', 'Great!' in response to them simply telling me they'd put their bag away! I agree with Wilson McCaskill that we need to use these words only when they have been earned and not overpraise our students.
Since being back in the classroom I have been more conscious of my language and how I respond to students. I have not been able to stop myself from using superlatives on occasion but if one does slip out, I follow it with 'because'. For example, 'That's great! ... because of the way you have drawn the lines straight with a ruler and written your words clearly'.
I have the opportunity to set up Play is the Way 'thinking' in the classroom, term 4 2014. It is difficult to dive straight into the games without first teaching the students about bravery and how we need to respect each other in the classroom. I am looking forward to using the programme and will post examples and photos as I go. Watch this space!
I have worked in several schools that use the 'Play is the Way' approach to teaching social skills and had started to use some of the language but without knowing the reasoning behind its use. A block contract in a very challenging class prompted me to attend the day's workshop with the desire to learn skills in developing my students' resilience and social behaviours.
The day was all practical, and fifty teachers spent the day learning the language and approach through actively participating in the structured games that students would be asked to play. As well as being fun and engaging I learned that I, like many others in the room, overused superlatives to the point that it could be detrimental to a child's learning, for example, saying 'Fantastic!', 'Great!' in response to them simply telling me they'd put their bag away! I agree with Wilson McCaskill that we need to use these words only when they have been earned and not overpraise our students.
Since being back in the classroom I have been more conscious of my language and how I respond to students. I have not been able to stop myself from using superlatives on occasion but if one does slip out, I follow it with 'because'. For example, 'That's great! ... because of the way you have drawn the lines straight with a ruler and written your words clearly'.
I have the opportunity to set up Play is the Way 'thinking' in the classroom, term 4 2014. It is difficult to dive straight into the games without first teaching the students about bravery and how we need to respect each other in the classroom. I am looking forward to using the programme and will post examples and photos as I go. Watch this space!
"PLAY IS THE WAY© is a practical methodology for teaching social and emotional learning using guided play, classroom activities and an language - behaviour education using wisdom, not force." (taken from https://playistheway.com.au 21/09/14) |