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6.1 Identify and plan professional learning needs.
6.3 Engage with colleagues and improve practice.
The demonstration of understanding for Standard 6 will focus on aspts 6.1 Identify and plan for professional learning needs along with aspts 6.3 Engage with colleagues and improve practice. The school connected with my Artifact for this standard was a Primary State School located in a low socio-economic area in the Ipswich region, I was placed in a prep class, with many opportunities to observe and participate in a collection of meetings including staff, moderation, class and prep cohort planning. The moderation meeting was my first experience with positive outcomes, the group of teachers involved had a wealth of experience and knowledge. I was also afforded the opportunity to observe a parent teacher and support worker meetings. During my practicum on many occasions, I sought advice and received feedback on various educational topics. Artifacts include comments from my Professional Experience Report, aligning with aspts 6.1 fig 1 the Artifact highlights beneficial feedback from my mentor teachers, including my participation in math assessments and providing feedback for students writing, fig 2 supporting safe environments and reinforcing school expectations, fig 3 development of lesson plans accommodating diverse learners. During the planning process for my science lesson, I sort help with elements of the topic, receiving feedback after this lesson as per fig 3 was positive and appreciated. Figs 4 align and highlight feedback with standard 6.3 engage with colleagues and improve practice. The collective cohort of prep teachers and teacher aides were an amazing passionate group of professionals who collaborated on a regular basis to navigate the learning and wellbeing path for their students, many students with a plethora of issues ranging from leaning and health issues along with at risk family and home situations. I was compelled to engage and join in to provide support alongside my mentor and other teachers to try and make a difference and support learning. I found this practicum both a rewarding and challenging experience.
The Australian professional standards for teachers’ value across three domains what signifies teacher quality, additionally within the seven standards contained in the domains highlight the benchmark of high-quality and effective teaching practices designed to enhance learning outcomes. The APSTs can aid with critically self-reflection on practice and the impact you have on students learning and wellbeing outcomes, conduct and engage in professional discussions with colleagues, cultivate performance and development goals and create professional learning plans. This support extends across the course of the teaching profession starting at Graduate to Proficient and Highly Accomplished and finally at the Lead stage. Already benefiting from the ASPTs in my preservice I will continue to use this recourse to assist and my professional needs into the future (Australian Institute for Teaching and School Leadership, 2017).
