As a preservice teacher, I was exposed to a wide variety of evolving pedagogical beliefs and teaching strategies, including HITS (DETV, 2019) known to increase student learning outcomes (Hattie, 2009). These strategies instantly resonated with me and I utilised them to target my teaching (Goss et al., 2015) throughout my final practicum placements, planning explicit, well-structured, collaborative lessons, aimed at achieving student learning goals, guided by formative feedback, achieving the complete cycle of inquiry (Timperley, 2011).
As a beginning teacher, it is my job to provide all students with excellence and equity in education (COAG, 2019). I will empower my students to overcome their weaknesses by identifying learning goals and promoting self-sufficient, independent learners. I believe the data I collect and share with parents will reflect these lifelong skills, highlighting to parents their child’s growth, across all aspects of their development, including life skills. Rubrics and grades are a necessity of the education system, to inform moderation (Department of Education & Child Development (DECD), 2016), and reporting decisions, and as such, I will participate in these processes and share my students learning with my colleagues, which in turn will inform my future planning decisions (Timperley, 2011). Additionally, I recognise I am responsible for student safety and wellbeing; therefore, I will refer to the Department of Education Queensland’s website, policies, and documents, plus my employer’s handbook to ensure I am implementing best practice. As a beginning teacher, I have engaged in Professional Development regarding the Code of Conduct (2020) and believe it will guide my interactions with students, families, and the public moving forward.
