Belief Statement
To be a successful professional, I aspire to continuously develop my practice to effectively promote learning outcomes throughout all stages of the teaching and learning cycle (Australian Institute for Teaching and School Leadership (AITSL), 2022). I intend to implement a repertoire of effective strategies, resources, and technology, to deliver well-structured learning sequences in alignment with established curriculum learning goals, classroom procedures, and differentiated student needs (Rose et al., 2018; Vygotsky, 1978). This scaffolded planning will enable me to explicitly monitor individual development and engagement through effective communication, targeted questioning, and ongoing formative assessment (Hattie, 2009; Schildkamp, 2019). In alignment with legislative requirements, I will provide high-quality feedback, report to parents/carers, and participate in moderation to invaluably evaluate my teaching practice, inform consistent judgement, and analyse data to implement future planning decisions (Adie et al., 2012; Hattie, 2009).
To maintain a safe, inclusive and culturally responsive learning environment, I value the implementation of a combination of preventative and responsive classroom management strategies (Rogers, 2020). From Maslow’s (1943) perspective, before a student’s cognitive needs can be met, their physiological needs and emotions must be fulfilled. As an effective educator, I intend to explicitly communicate desired routines and expectations to create a conducive learning environment, sharing responsibilities with my class to foster genuine teacher-student partnerships built on firm foundations of trust and respect (Peel & McLennan, 2019).
References
Adie, L., Klenowski, V., & Wyatt-Smith, C. (2012). Towards an understanding of teacher judgement in the context of social moderation. 64(2), 223–240. http://doi.oeg/10.1080/00131911.2011.598919
Australian Institute for Teaching and School Leadership (AITSL). (2022). Australian Professional Standards for Teachers (APST) (Rev. Ed.). https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf
Hattie, J. (2009). Visible learning. Routledge.
Maslow, A. (1943). A theory of human motivation. Phychological Review, 50, 370–396.
Peel, K., & McLennan, B. (2019). Promoting pro-social behaviour. In K. Main & D. Pendergast, Teaching primary years: Rethinking curriculum, pedagogy and assessment (pp. 372–399). Allen & Unwin.
Rogers, B. (2020). The establishment phase of the year: Core practices and skills in establishing cooperative classroom learning communities. https://dmbcwebstolive01.blob.core.windows.net/media/Default/ChildrenYoungPeopleFamilies/10%20Establishment%20Phase%20Practices%20and%20Skills%202020.pdf
Rose, D. H., Robinson, K., Hall, T. E., Coyne, P., Jackson, R., Stahl, W., & Wilcauskas, S. (2018). Accurate and informative for all: Universal design for learning (UDL) and the future of assessment. In Handbook of accessible instruction and testing practices: Issues, innovations, and applications (pp. 167–180). Springer International Publishing.
Schildkamp, K. (2019). Data-based decision making in education. Educational Research, 61(3), 257–273. https://doi.org/10.1080/00131881.2019.1625716
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Standards 3, 4 & 5 in practice
Please click here to view a demonstration and analysis of my capabilities against identified focus areas within the AITSL standards 3, 4 and 5.
