National 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

Artefacts:

Succeeding as a teacher requires constant learning, reflection, and seeking new opportunities. I have had the chance to engage in professional learning through various placements at multiple schools. This includes completing placements where I developed learning sequences aligned with the curriculum but adjusted for specific professional learning needs (6.1). These experiences involved collaborating with supervising teachers to receive feedback and support in both formal and informal settings (6.2). When teachers collaborate and come together as a team to support one another, it not only develops their skills in specific teaching strategies but also increases the rate of student learning (Vic Government, 2017).

Artefact 11 presents my professional experience report, completed as part of my ESP2200 – Senior Secondary Curriculum and Pedagogy placement. During this placement, my teaching capabilities were assessed in accordance with the Australian Professional Standards for Teachers (6.1). I successfully met all requirements of the APSTs being assessed. This report required consistent feedback from my supervising teacher and further reflection on my teaching practices (6.3).

During this particular placement, I was provided with the opportunity to engage in professional learning (6.2). This was achieved by participating in subject-specific after-school meetings where I was exposed to new ideas, resources, and how these teachers were engaging with the curriculum while including student engagement in the classroom.

Artefact 12 is a feedback sheet that I have previously received during placement. Receiving feedback from more experienced teachers allows me to reflect on successful moments within the classroom and areas in which I needed to focus more on (6.2, 6.3).  The feedback sheets also include the use of all the Australian Professional Standards I achieved in the observed lesson. This allowed me to reflect deeper into areas that I may not have excelled in for future lessons to ensure I have achieved all the standards where possible (6.4).

When having an informal meeting with my supervising teacher, which gave me the feedback from Artifact 12, I had the opportunity to reflect on my practices and seek support for the areas in which I needed to focus more on, by asking questions and strategies to improve my practices within the classroom (6.3). These informal reflections allowed me to discuss individual students in the classroom who I saw were struggling or needed additional support but were unsure how to provide this, seeking more clarity on the written feedback (6.1, 6.3).

The supportive collaboration extended my teaching practices throughout my placements identified in Artefacts 11 and 12 (6.4). Reflecting on my current practices with a professional in certain subject areas helped me identify both strengths and areas of improvement, and the opportunity for them to collaborate and design opportunities for improvement in my practice (Vic Government, 2017). During each placement, I observed a variety of different pedagogical approaches, teaching strategies, and ways to implement effective behavior management plans. These practices I have adopted in my teaching through trial, reflection, and taking on feedback from supervising teachers (6.2).