Evidence Set 3

Professional Engagement and Learning

CONTEXT

The emphasis on student engagement has become increasingly significant within the education field, as it plays a pivotal role in effective teaching and learning (Smith, 2018). Australian educators are expected to actively engage in all aspects of teaching and learning with the inclusion of collaboration with educational networks and the broader community. Professional development courses present information from a range of educational theories aiming to enhance both student learning and teacher professional growth (Brown & Jones, 2016). Professional development is centred on the notion of continuous learning for educators and learning different strategies to enhance learning efficacy and practical application for the benefit of their students learning progress (Williams & Davis, 2019). Therefore, it is an evaluative process that allows, for facilitating training, contact reviews, addressing pedagogical challenges, exploring solutions, and fostering a collective understanding of the learning process (Williams & Davis, 2019).

ACTION

1. Engage in Professional Learning

Before beginning my teaching journey, there were several prerequisites I had to complete before commencing work. Some of these prerequisites include, obtaining relevant history screenings such as a Responding to Risks of Harm, Abuse and Neglect- Education and Care (RRHAN-EC) and First Aid requirements (Figure 1, 1.1 & 1.2). At each school site I have worked on I have also been required to sign-in at reception each morning and sign-out at the end of the day. This to ensure that the school was aware of my presences on site, this particularly important in emergency situations. Whilst teaching I ensured that I always presented professionally and took the opportunity to ask leadership about the dress code and policy at their school site, as well as making sure my name badge was visible for students and colleagues to see (Figure 1.3 & 1.4). Being a teachers means being a lifelong learner I believe, and for that reason I am always seeking opportunities to learn and development my practice and pedagogy through participating in professional development opportunities. Throughout my teaching experience I have participated actively in numerous staff meetings were topics such as Trauma-Based Teaching and The Science of Reading have been discussed to name a few. Throughout my teaching experience I have had the opportunity to observe colleagues and my Mentor in their teaching practice, allowing me to be introduced to a variety of different teaching strategies and pedagogies. This has been influential in my teaching development in the classroom and has allowed me to reflect on my own teaching and identify areas for improvement where necessary.

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2. Professional learning goals and Parent/caregiver engagement

Throughout my teaching journey I have consistently set goals for my ongoing professional growth and learning. At the start of my teaching, I outlined 3 specific learning goals for myself and discussed these with my Mentor (Figure 1.5). I believe that establish these learning goals was pivotal from my professional development and advancement. One main focus for me was developing my skills in incorporating Information and Communication Technology (ICT) regularly into the classroom and lessons. Fortunately, I was able to do this by utilising classroom computers, which students utilised for their final assessment and several lessons in my teaching. More significantly, I was able to utilise ICT to send a letter to parents and carers on their child's final English assessment (Figure 1.6 & 1.7), which allowed me to not only communicate with parents about the assessment, ICT safety and useful resources to guide them, but also allow them to participate in the education process themselves, which was fantastic.

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RESULTS

Professional development completed during my teaching allowed me to identify learning gaps that needed to be seen in order to enhance my teaching skills and pedagogy. This was reinforced by the invaluable feedback from my Mentor who mentioned my professionalism and caring nature towards my students which assisted in the building of strong relationships with my students (Figure 1.8). The relationships I built during my teaching formed the foundation of my highly successful time at the school with my Mentor providing a high level of guidance and support during my time teaching. My professional knowledge, practice and engagement were assessed which exceed the necessary standards when given my report at the end of my teaching time (Figure 1.9). As I was able to establish numerous avenues to engage with parents/ carers both electronically and in person. This experience honed my ability to effectively communicate and involve parent/ carers in the educational process.

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EVALUATION

Throughout my teaching journey, I will continue to develop my teaching practices, learning, and professional knowledge within the education field. refining my approaches and practices, adapting to different curriculum, and fostering safe and supportive learning environments. I will be able to create learning experiences that achieve the desired learning outcomes for my students. As a lifelong learner, I will continually seek further professional development throughout my career in areas I feel will benefit my teaching and the needs of my student cohorts. I am enthusiastic about advancing my professional skills and knowledge and will actively pursue opportunities for growth and development within the field of education. I will also continue to make use of the already-known resources that teachers have access to, such as Plink.

AITSL STANDARDS

3.7 Engage parents/ carers in the educative process

This was achieved through the classroom newsletter I sent home to families explaining their child's English task/ assessment.

4.4 Maintain student safety

This was accomplished through completing my Responding to Risks of Harm, Abuse and Neglect- Education and Care (RRHAN-EC) training.

4.5 Use ICT safely, responsibly, and ethically

This through reaching out to families and discussing the relevant ICT safety policies and guidelines that school site abides by.

6.1 Identify and plan professional learning needs

This was shown through the development of my personal learning goals outlined in my Professional Learning Plan.

6.2 Engage in professional learning and improve practice

My active participation noted my leadership and my Mentor in staff meetings and professional development at the school.

6.3 Engage with colleagues and improve practice

Collaborating with my Mentor when planning as well as receiving written and verbal feedback from my Mentor and members of leadership and using this information to improve my practice.

6.4 Apply professional learning and improve student learning

This was achieved through using the information I learnt during my time at the school including professional development and training and implementing into my teaching strategies and practices.

7.1 Meet professional ethics and responsibilities

This was achieved through the completion of mandatory notification training I needed to teach at the school which is the Responding to Risks of Harm, Abuse and Neglect- Education and Care (RRHAN-EC) training.

7.2 Comply with legislative, administrative, and organisational requirements

The was shown in my completion of the Responding to Risks of Harm, Abuse and Neglect- Education and Care (RRHAN-EC) training. Also, my participation and completion of First Aid Training.

7.3 Engage with parents/ carers

This was accomplished through my use of the classroom newsletter which facilitated my interactions with parents/ carers.

7.4 Engage with professional teaching networks and broader communities

Through the completion of the Responding to Risks of Harm, Abuse and Neglect- Education and Care (RRHAN-EC) and First Aid Training I was able to engage with the boarder community.

References

Smith, J. (2018). Student engagement in the classroom: The role of teacher practices and policies. Educational Psychology, 38(9), 1043-1063.

Brown, A., & Jones, B. (2016). Professional development for teachers: A review of the literature. Journal of Teacher Education, 67(3), 256-267.

Williams, C., & Davis, L. (2019). Lifelong learning for educators: Exploring strategies for enhanced teaching and student progress. Educational Research Quarterly, 42(2), 123-135.