Standard 6 - Engage in professional learning
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
Evidence as to how I meet this Standard:
6.1 6.2
In Term 2 2016, our school embarked on a professional learning journey with the assistance of an external business, LeadLearn Consulting. I am fortunate to work in an environment where the whole teaching staff is dedicated and committed to becoming the best teachers they can be. Our journey began with our own students completing a survey about their current experiences in the classroom and how they would like their experiences to be. The results showed each of us different areas where we could improve our practice to benefit our students and ourselves.
I was generally happy with my results but there is always room for improvement and the main area that stood out for some students surrounded instructions and 'knowing what to do'. I agreed with this as I feel my instructions and intentions aren't always clear to everyone and this can cause some confusion when starting activities.
With input from my colleagues, I have developed a plan to improve students experiences in this area (see photos below). I started to implement this plan in the last two weeks of Term 2 and will continue into Term 3. The main part of the plan is to provide Learning Intentions and Success Criteria for key learning sessions. The sessions start with outlining these on the board and then end with students reflecting with each other as to whether we met our Learning Intentions and how. I discovered a couple of times that my Success Criteria didn't necessarily match my Learning Intentions so I feel that I may need specific training on this aspect alone. I am certain though that practice in writing these will also improve their clarity and relevance.
In Term 3, I will receive training from LeadLearn Consulting as to how to conduct meaningful observations in the classroom. This will help me with both my own goals and those of my colleagues. As much as it is stressful having a colleague observe your teaching, I know that it will be an invaluable insight into my current practice.
At the end of term three all students will be resurveyed with the intention being that results will have improved in the areas we have worked on. We have been told that results tend to improve in other areas also as teachers implement a whole range of different strategies which by default improve, for example, student engagement or involvement. I am looking forward to see those results.
In Term 2 2016, our school embarked on a professional learning journey with the assistance of an external business, LeadLearn Consulting. I am fortunate to work in an environment where the whole teaching staff is dedicated and committed to becoming the best teachers they can be. Our journey began with our own students completing a survey about their current experiences in the classroom and how they would like their experiences to be. The results showed each of us different areas where we could improve our practice to benefit our students and ourselves.
I was generally happy with my results but there is always room for improvement and the main area that stood out for some students surrounded instructions and 'knowing what to do'. I agreed with this as I feel my instructions and intentions aren't always clear to everyone and this can cause some confusion when starting activities.
With input from my colleagues, I have developed a plan to improve students experiences in this area (see photos below). I started to implement this plan in the last two weeks of Term 2 and will continue into Term 3. The main part of the plan is to provide Learning Intentions and Success Criteria for key learning sessions. The sessions start with outlining these on the board and then end with students reflecting with each other as to whether we met our Learning Intentions and how. I discovered a couple of times that my Success Criteria didn't necessarily match my Learning Intentions so I feel that I may need specific training on this aspect alone. I am certain though that practice in writing these will also improve their clarity and relevance.
In Term 3, I will receive training from LeadLearn Consulting as to how to conduct meaningful observations in the classroom. This will help me with both my own goals and those of my colleagues. As much as it is stressful having a colleague observe your teaching, I know that it will be an invaluable insight into my current practice.
At the end of term three all students will be resurveyed with the intention being that results will have improved in the areas we have worked on. We have been told that results tend to improve in other areas also as teachers implement a whole range of different strategies which by default improve, for example, student engagement or involvement. I am looking forward to see those results.
6.1
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 |
The workshop provided opportunity to consider personal goals in relation to moving to proficient level.
My initial goals were to:
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