Continual improvement
6.1.1 Demonstrate a capacity to reflect on and improve teaching practice
6.1.2 Demonstrate knowledge of the professional standards framework and its impact on the professional life as a teacher
6.1.3 Demonstrate knowledge of the available professional development opportunities and the importance of personal planning to ongoing professional growth
6.1.4 Demonstrate knowledge of the importance of teamwork in an educational context
6.1.5 Accept constructive feedback to improve and refine teaching and learning practices
Just like these stairs, my learning is on a steep climb and I cannot see the top!
Major knowledge gaps are within the content of subject matter as it has been some years since leaving school.
6.1.2 Demonstrate knowledge of the professional standards framework and its impact on the professional life as a teacher
6.1.3 Demonstrate knowledge of the available professional development opportunities and the importance of personal planning to ongoing professional growth
6.1.4 Demonstrate knowledge of the importance of teamwork in an educational context
6.1.5 Accept constructive feedback to improve and refine teaching and learning practices
Just like these stairs, my learning is on a steep climb and I cannot see the top!
Major knowledge gaps are within the content of subject matter as it has been some years since leaving school.
Reflection, standards, teamwork and feedback 6.1.1, 6.1.2, 6.1.4, 6.1.5
Within my previous career as a network engineer (in addition to being a registered nurse), peer review was not only mandatory, but welcomed. Being an outsourcer, all documents were reviewed internally before published to clients.
Within teaching, mentor feedback forms were completed for university requirements and to receive as feedback. Please refer to mentor feedback forms elsewhere on this site plus those below that demonstrate reflection and implementation of feedback. I have also sought out opportunities to both observe other teachers during my practical - following my class around during RFF periods, and teach other classes (grade sport, a challenging year 2 class with two high needs students and finally a year three class with students from other year three classes about stick insects on RFF time.)
Throughout this web site I have also reflected upon information posted.
Mentor Feedback - Handwriting - need to work on communication.
Mentor Feedback - Science - with implemented and improved communication after reflection
Journal entry - focus area with reflection and future addits - classroom management.
Observation of another class
Reflection on website
Within teaching, mentor feedback forms were completed for university requirements and to receive as feedback. Please refer to mentor feedback forms elsewhere on this site plus those below that demonstrate reflection and implementation of feedback. I have also sought out opportunities to both observe other teachers during my practical - following my class around during RFF periods, and teach other classes (grade sport, a challenging year 2 class with two high needs students and finally a year three class with students from other year three classes about stick insects on RFF time.)
Throughout this web site I have also reflected upon information posted.
Mentor Feedback - Handwriting - need to work on communication.
Mentor Feedback - Science - with implemented and improved communication after reflection
Journal entry - focus area with reflection and future addits - classroom management.
Observation of another class
Reflection on website
Professional development 6.1.3, 6.1.4, 6.1.5, 6.1.6,
Several professional development days were run during my practical experience. These were invaluable!
It was also a chance to develop networks and to get to know other teachers and their skills so that I may seek their help in future.
I have attended presentations in the evening aimed at parents and caregivers on the new spelling program "Ants in the Apple" conducted by Lin Meeks - founder. This was to both understand parents views expressed through questions and comments during the session and to understand the spelling program in greater depth that what was available in text.
Regular training and development days were held, of which I attended.
Attendance at committee meetings also was a priority when time constraints allowed.
I also LOVED the stage meetings and collaborative teaching model at my prac school. I felt at ease approaching ANY teacher and asking advice.
I was also asked to attend a meeting with school principal, deputy principal, learning and support coordinator, school counsellor, teachers aide, classroom teach regarding a special needs student in our class and his progression.
Knowledge of NSW DET registered courses PL@EDU site
Evidence:
26/3/12 Asthma workshop - presented by the Asthma foundation
9/8/12 Problem solving in maths - presented by the Department of education
29/4/13 National Curriculum - English syllabus - presented by Lane Cove West Public school
30/4/13 Problem solving in maths - presented by Lane Cove West Public school
30/4/13 Gifted and Talented - presented by Lane Cove West Public school
9/5/13 Explicitly teaching reading and comprehension
Knowledge of NSW Teachers Institute continuing professional development
Journal entry Training and development - Reading and comprehension session page 1
Journal entry Training and development - Reading and comprehension session page 2
Journal entry Training and development - Maths Problem solving
Observing another class - in upper primary.
Meeting notes and preparation regarding special needs status page 1
Meeting notes and preparation regarding special needs status page 2
Certificate of Anaphylaxis training
It was also a chance to develop networks and to get to know other teachers and their skills so that I may seek their help in future.
I have attended presentations in the evening aimed at parents and caregivers on the new spelling program "Ants in the Apple" conducted by Lin Meeks - founder. This was to both understand parents views expressed through questions and comments during the session and to understand the spelling program in greater depth that what was available in text.
Regular training and development days were held, of which I attended.
Attendance at committee meetings also was a priority when time constraints allowed.
I also LOVED the stage meetings and collaborative teaching model at my prac school. I felt at ease approaching ANY teacher and asking advice.
I was also asked to attend a meeting with school principal, deputy principal, learning and support coordinator, school counsellor, teachers aide, classroom teach regarding a special needs student in our class and his progression.
Knowledge of NSW DET registered courses PL@EDU site
Evidence:
26/3/12 Asthma workshop - presented by the Asthma foundation
9/8/12 Problem solving in maths - presented by the Department of education
29/4/13 National Curriculum - English syllabus - presented by Lane Cove West Public school
30/4/13 Problem solving in maths - presented by Lane Cove West Public school
30/4/13 Gifted and Talented - presented by Lane Cove West Public school
9/5/13 Explicitly teaching reading and comprehension
Knowledge of NSW Teachers Institute continuing professional development
Journal entry Training and development - Reading and comprehension session page 1
Journal entry Training and development - Reading and comprehension session page 2
Journal entry Training and development - Maths Problem solving
Observing another class - in upper primary.
Meeting notes and preparation regarding special needs status page 1
Meeting notes and preparation regarding special needs status page 2
Certificate of Anaphylaxis training
Educational ideas through research 6.1.7
Along with keeping up to date with current topics in the news, including the potential ramifications with change of government in September 2013 for education, I have regularly read the following:
Evidence:
NSW Teachers federation - to gain insight into what teachers are wanting.
World of animal welfare - Teacher resources - lessons aimed at teaching responsibility for other living creatures.
Animals in education must carefully considered. For example, the chicken hatching program needs to be explained carefully to the students that what they are observing is a very special event and that ownership of an animal is a long term commitment, which may escape the students once the hatched chickens are taken away!
Also, the eggs and chicks need careful attention - especially over the weekends if left in the classroom.
During my time in my last practical, I included animals in education in the form of Goliath stick insects. Presenting a short talk on the insects, their habitat, diet and life span. Showing students all stages from the egg, nymph, adolescent and fully grown Goliath. Talking about their defence systems, their need for shelter, food and water. This presentation was given to another class, whom, have taken the responsibility of looking after one of the female Goliath insects.
Reading newspapers should not constitute the total of research. My own research has shown that what is portrayed in print can be misleading or have hidden (political) agendas.
Such as the "Money for less fortunate" article - Sydney Morning Herald April 16th 2013, states that Merrylands High school will have its funding per student increased to $12,193 in 2014. Looking at the financial information on www.myschool.edu.au this states that in 2009 the school had funding of $13,019. This discrepancy also should be compared to give relativity.
Hunters Hill high school ALWAYS had funding per student in excess of $12,000. This school is located in an affluent suburb. Their students from Non-English speaking background are 26% compared with 70% at Merrylands. Merrylands also has 1/3 of their students classified in the lowest category of socio-educational advantage (Tovey, J, 2013)
Evidence:
Money for less fortunate - Sydney Morning Herald, April 16th 2013
Bosses give graduates a failing grade - Sydney Morning Herald - March 2nd - 3rd 2013
Evidence:
NSW Teachers federation - to gain insight into what teachers are wanting.
World of animal welfare - Teacher resources - lessons aimed at teaching responsibility for other living creatures.
Animals in education must carefully considered. For example, the chicken hatching program needs to be explained carefully to the students that what they are observing is a very special event and that ownership of an animal is a long term commitment, which may escape the students once the hatched chickens are taken away!
Also, the eggs and chicks need careful attention - especially over the weekends if left in the classroom.
During my time in my last practical, I included animals in education in the form of Goliath stick insects. Presenting a short talk on the insects, their habitat, diet and life span. Showing students all stages from the egg, nymph, adolescent and fully grown Goliath. Talking about their defence systems, their need for shelter, food and water. This presentation was given to another class, whom, have taken the responsibility of looking after one of the female Goliath insects.
Reading newspapers should not constitute the total of research. My own research has shown that what is portrayed in print can be misleading or have hidden (political) agendas.
Such as the "Money for less fortunate" article - Sydney Morning Herald April 16th 2013, states that Merrylands High school will have its funding per student increased to $12,193 in 2014. Looking at the financial information on www.myschool.edu.au this states that in 2009 the school had funding of $13,019. This discrepancy also should be compared to give relativity.
Hunters Hill high school ALWAYS had funding per student in excess of $12,000. This school is located in an affluent suburb. Their students from Non-English speaking background are 26% compared with 70% at Merrylands. Merrylands also has 1/3 of their students classified in the lowest category of socio-educational advantage (Tovey, J, 2013)
Evidence:
Money for less fortunate - Sydney Morning Herald, April 16th 2013
Bosses give graduates a failing grade - Sydney Morning Herald - March 2nd - 3rd 2013
Policies and Procedures 6.1.8
Knowing where to find policies and procedures is more important (in my opinion) than knowing the contents of all. This is because you will always know where to find them, and as they are updated, knowing the location is imperative. All policies are found at https://www.det.nsw.edu.au/ under the "policies" menu.
Evidence:
One policy that my mentor brought to my knowledge is the recommendation for KLA teaching allocations.
Calculation of teaching time based on unchanged timetable - April 2013.
Sample timetable - original
Sample timetable - with changes, and interruptions.
During my practical the timetable from my class revolved around this policy. Ensuring correct allocation of hours is tough! With all the interruptions, timetabling changes some weeks it was very difficult to keep to the time frames required.
Evidence:
One policy that my mentor brought to my knowledge is the recommendation for KLA teaching allocations.
Calculation of teaching time based on unchanged timetable - April 2013.
Sample timetable - original
Sample timetable - with changes, and interruptions.
During my practical the timetable from my class revolved around this policy. Ensuring correct allocation of hours is tough! With all the interruptions, timetabling changes some weeks it was very difficult to keep to the time frames required.
References
Tovey, J., (2013), Money for the less fortunate - it's about investment. Sydney Morning Herald, April 16
No Author, (2013), Bosses give graduates a failing grade. Sydney Morning Herald, Weekend edition, March 2-3
No Author, (2013), Bosses give graduates a failing grade. Sydney Morning Herald, Weekend edition, March 2-3