In my professional engagement, I actively embrace ongoing professional learning and collaboration with colleagues, and engagements with parents, carers, and the community. Drawing on constructivist principles, particularly Vygotsky’s work (1978), I recognise the vital role of the community in shaping students’ understanding and meaning-making.

Understanding the impact of community involvement on a child’s success (Department of Education, 2017), I prioritise building partnerships with parents, carers and the community to connect learning at home and at school. Vygotsky’s theory (1978) supports the idea that teaching and learning involve the sharing and negotiation of socially constructed knowledge, highlighting the importance of collaboration. Aligning with the Parent and Community Engagement Framework (2020), I believe effective partnerships foster open communication, involvement, and shared responsibility. This approach creates an inclusive learning environment for students and their families, supporting the Inclusive Education Policy (2021), which recognises the valuable contributions of parents and carers as respected partners in decision-making at all levels.

Due to dynamic nature of education demands, I understand the importance to stay engage in professional learning to stay informed about the latest pedagogical approaches, technological advancements, and inclusive practices to meet the diverse needs of students (Timperley et al., 2007).