The Professional Practice Domain comprises of three standards; Plan for and implement effective teaching and learning; Create and maintain supportive and safe learning environments; and assess, provide feedback and report on student learning. Teachers need to set achievable learning goals for students and design well-structured lessons using age-appropriate teaching strategies that will challenge students thinking. They need to evaluate and reflect on their teaching and adjust their practice to respond to the diversity and complexities of the learning environment (Brandenburg & Jones, 2017).
Teachers must recognise that for students to be able to learn they need to engage the frontal cortex (Hammond, 2015). For this to occur students need to feel safe and included in the classroom. This means teachers need to manage the classroom environment and behaviours and promote student participation. Acquiring knowledge depends on the social context and experiences (Vygotsky, 1978).
In addition, to help students develop a growth mindset, take ownership of their learning goals, and recognise the value of their efforts, teachers need to assess student learning and provide them with effective and appropriate feedback (Willis, 2019). Additionally, teachers are required to report and communicate to students and their parent/ carers effectively, confidentially, and sensitively (Department of Education, Queensland, 2023) about student achievement.
Brandenburg, R. & Jones, M. (2017). Toward Transformative Reflective Practice in Teacher Education. In Brandenburg, R., Glasswell, K., Jones, M. & Ryan, J. (Eds) Reflective Theory and Practice in Teacher Education. Self-Study of Teaching and Teacher Education Practices (Vol 17). Springer.
Department of Education, Queensland. (2023). Advancing Partnerships, Parent and Community Engagement Framework. https://education.qld.gov.au/parents/community-engagement/Documents/pace-framework.pdf
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin/ Sage.
Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological Processes. Havard University Press.
Willis, N. (2019). Growth mindset. Retrieved from https://ebookcentral-proquest-com.ezproxy.usq.edu.au
