6.2 Engage in Professional Learning and Improve practice
6.3 Engage with colleagues and improve practice
I completed my first placement in a Year 3 and 4 composite class with 27 students in metropolitan Brisbane. During my experience, I taught a sequence of geometry lessons focusing specifically on 2-dimensional and 3-dimensional shapes and symmetry. Throughout this placement, I engaged in professional learning (APST 6.2) with my mentor teacher to improve my practice (APST 6.3).
As seen in Artefact 10, I taught a geometry lesson on three-dimensional shapes and actively sought feedback from my mentor teacher (APST 6.3). Following the Department of Education and Training Melbourne’s [DETM] (2018) ‘cycle of peer observation’, the first step in this this professional learning process was my self-reflection (APST 6.2). I used my previous feedback and the template (artefact 10) to decide what I wanted to focus on or improve in my teaching for my next lesson. Following this, I had a pre-observation conversation with my mentor teacher, where I provided them with a feedback form for written feedback and discussed my goals for the next lesson. In this lesson, I wanted to ensure I had relevant formative assessment throughout. My mentor teacher then observed my lesson and used the feedback form to reflect and provide me with constructive feedback. We engaged in a post-observation conversation which provided me with the opportunity to receive structured feedback and reflection, based on my goals with a focus on progressing student learning (DETM, 2018). As a result of this professional learning cycle, I was able to self-reflect to consider new strategies to improve my teaching and learning (DETM, 2018). Research conducted by Raff (1999) demonstrates that when peer observation is done effectively, with feedback and reflection, it has a significant impact on improving a teacher’s professional practice and professional development.
Additionally, I was able to collect formative assessment from the students’ worksheet and kahoot in the lesson (Artefact 10). Therefore, I was able to work with my mentor teacher to develop a shared understanding of at-standard work, identify common misconceptions among students, and evaluate the effectiveness of instructional strategies for different individuals (Darling-Hammond, 2017). Engaging in this formative assessment process not only aligns with professional standards (APST 6.2, 6.3) but also contributes to the development of productive professional learning communities (PLCs) within the school environment (Darling-Hammond, 2017). According to Darling-Hammond (2017), the incorporation of PLC’s in schools are proven to improve teachers confidence and ability.
As a result of engaging in professional learning (APST 6.2) and engaging with my colleague to improve practice (APST 6.3), I understand the importance of continually participating in professional development in order to enhance my skills and adapt to evolving educational environments (Darling-Hammond, 2017).
