6.1 Identify and plan professional learning needs
- Demonstrate an understanding of the role of the Australian Professional Standards for Teachings in identifying professional learning needs.
6.2 Engage in professional learning and improve practice
- Understand the relevant and appropriate sources of professional learning for teachers.
6.3 Engage with colleagues and improve practice
- See and apply constructive feedback from supervisors and teachers to improve teaching practices.
While working as a Teacher Aide at Fairview Heights State School in the Special Education Department, I had the opportunity to complete training to support students with oppositional behaviours. This training was relevant and vital to effectively support students in my classroom. Engaging in professional learning that is relevant and appropriate to your teaching role or school environment ensures it is purposeful and can improve your practice, standard 6.2. Challenging behaviours were prevalent at the school so having a tool kit of strategies to draw on ensured I was effectively supporting students. I identified this training as a need as I was not only new to the role but new to the environment and would feel overwhelmed and unsure at times. This training improved my practice, built confidence and enabled me to keep students in a safe environment. Planning appropriate professional development demonstrates my capability to meet standard 6.1 of the Australian Professional Standards for Teachers.
I learnt how to approach students who are in the acting out phase of the seven-phase model for describing acting out behaviour (Colvin & Scott, 2015) and the language to use when students are being oppositional. It is also important to try to understand the trigger, what was the incident that set off the cycle (Colvin & Scott, 2015). This involves considering the setting, aversive stimuli, circumstances and history of the child (Colvin & Scott, 2015). By understanding the trigger, I can then reflect and if possible take steps to remove the trigger or strategise ways to lesson the acting out beahaviour next time. One strategy is to offer the student choices, so they can remain in control of their learning , followed with an explanation or reason for the instruction you have given them. Also giving the student time to process an instruction and being less forceful in your approach will decrease the likelihood of an oppositional behaviour (Colvin & Scott, 2015).
Standard 6.3 of the Australian Professional Standards for Teachers, engage with colleagues and improve practice, was vital in my role as a Teacher Aide at Fairview Heights State School. The teacher in my room and the Head of Department would provide advice on a daily basis, relevant to a situation I had been exposed to. I would also approach both team members to help me understand a situation, as they have many years of teaching experience in Special Education. Building professional relationships to reflect on practices, seeking feedback to improve my professional practice and to create a supportive work environment was integral for my professional capability in this new role and new environment.
Please click the link to view my artefact for standard 6 of the APSTs. https://create.usq.edu.au/renee-cook/examples-of-teaching-impact/examples-of-teaching-impact-for-standard-6/
References
Colvin, G., & Scott, T. M. (2015). A seven-phase model for describing acting-out behavior. In G. Colvin & T. M. Scott (Eds.), Managing the cycle of acting-out behavior in the classroom (pp. 23-51). Thousand Oak, CA: Corwin
Main, K., & Pendergast, D. (2019). Teaching primary years: Rethinking curriculum, pedagogy and assessment. Taylor & Francis Group.
