6.2 Engage in professional learning and improve practice
Graduate level: 'Understand the relevant and appropriate sources of professional learning for teachers'.
I am a life-long learner and an advocate for continual improvement.
I believe that I have met the graduate requirements of this standard as evidenced below.
Throughout my Masters degree I have undertaken a number of external professional development courses, as well as participated in networking opportunities when presented by the Department for Education and Child Development (DECD) and the Australian Education Union (AEU).
The Australian Institute for Teaching and School Leadership (AITSL) encourages continual improvement and strong commitment to professional learning. I am converse with their website and their given examples of effective professional learning.
I have developed invaluable self-reflection skills and collaboration strategies from topics within my Master of teaching degree:
I am a member of, subscribe to, the following professional associations and blogs
I understand that professional learning is both formal and informal and is most definitely reciprocal.
Formal
I have participated in a number of professional development workshops, meetings, collaborative learning groups, etc. These are outside of the mandatory training such as Responding to Abuse and Neglect (RAN) and Basic Emergency Life Support (BELS). (Further information and a complete list of my formal professional development can be found here).
I am a life-long learner and an advocate for continual improvement.
I believe that I have met the graduate requirements of this standard as evidenced below.
Throughout my Masters degree I have undertaken a number of external professional development courses, as well as participated in networking opportunities when presented by the Department for Education and Child Development (DECD) and the Australian Education Union (AEU).
The Australian Institute for Teaching and School Leadership (AITSL) encourages continual improvement and strong commitment to professional learning. I am converse with their website and their given examples of effective professional learning.
I have developed invaluable self-reflection skills and collaboration strategies from topics within my Master of teaching degree:
- The Reflective Professional in Action (2013)
- Relationships for Learning and Teaching (2012)
I am a member of, subscribe to, the following professional associations and blogs
- Primary Maths Association (PMA)
- Aboriginal Multicultural, Languages and Learning Resource Centre (AML&ARC)
- Global Education Centre (GECSA)
- The Commonwealth Scientific and Industrial Research Organisation (CSIRO)
- Edutopia
- What Ed Said
I understand that professional learning is both formal and informal and is most definitely reciprocal.
Formal
I have participated in a number of professional development workshops, meetings, collaborative learning groups, etc. These are outside of the mandatory training such as Responding to Abuse and Neglect (RAN) and Basic Emergency Life Support (BELS). (Further information and a complete list of my formal professional development can be found here).
Examples
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'Louise has attended staff meetings, Professional Learning Community meetings, Cluster Training days and meetings with parents. Louise has always contributed to these meetings professionally, communicating her ideas clearly and effectively'. |
Informal
I acknowledge that much of my professional development is gained through informal conversations with peers, sustained contact with my mentor teachers and observations of peers in action.
I continue to volunteer classroom support on a weekly basis at my last practicum school. I assist an experienced teacher of a Reception class taking small groups for drama and cooking activities, and individuals for literacy support. I receive constructive feedback on behavioural management strategies for the challenging students, and my classroom observations
allow me to reflect on my own practice.
I acknowledge that much of my professional development is gained through informal conversations with peers, sustained contact with my mentor teachers and observations of peers in action.
I continue to volunteer classroom support on a weekly basis at my last practicum school. I assist an experienced teacher of a Reception class taking small groups for drama and cooking activities, and individuals for literacy support. I receive constructive feedback on behavioural management strategies for the challenging students, and my classroom observations
allow me to reflect on my own practice.
In my Master of Teaching degree I have collaborated on numerous presentations and participated in an extensive group inquiry project. These have demonstrated how valuable peers are to developing personal learning.
Commitment to continual improvement
- Continued voluntary assistance in Reception class for Term Four 2013. Focus is to gain a greater understanding of assessment strategies such as, 'running records' and using the 'matrix' program for teaching spelling
- Seek, and subscribe to, additional education blogs and professional memberships that will enhance my knowledge and practice
- Attend formal professional development workshops and network opportunities that would be of benefit - practical based
- Attend formal professional development days presented at practicum school (by invite)