Standard 6: Engage in professional learning
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
Critical Reflection
Teachers need to engage in professional development in order to improve practice and student learning. Wells (2014) state that “professional learning has the potential to effect significant change in teacher practice” (p. 488).
It is vital that teachers engage in professional learning opportunities so they can determine their personal learning goals and strategies to improve their practice (Richter, Kunter, Klusmann, Lüdtke & Baumert, 2011). Richter et al. (2011) further indicates that professional learning enables teachers “to reflect on their practice and to learn from their colleagues” (p. 117). Teachers need to be able to reflect on their practice and their role as an academic leader to promote student success (Fleming, 2014). In artefact 1, the placement report form, I have identified my learning needs in relation to the Australian Professional Standard for graduate teachers.
Professional learning helps teachers improve their practice as they are provided with content and pedagogical knowledge, are given opportunities to problem solve and build supportive relationships (Wells, 2010). Richter et al. (2011) further state that professional development “deepen and extend teachers’ professional competence, including knowledge, beliefs, motivation and self-regulatory skills” (p. 116). Teachers need to attend and engage in professional learning workshops so they can extend their knowledge and enhance their skills. Artefact 2, my lacrosse certificate, demonstrates that I have engaged in professional development workshops, which has developed my knowledge and skills in teaching.
Teacher collaboration is an integral part of professional learning. Teachers are able to come together to share knowledge, personal experiences and gain new insights in teaching and learning (Fleming, 2014; Richter et al., 2011). Teachers will be able to provide each other with constructive feedback, this will help them improve their practice and enhance student learning. This is evident in artefact 3, as the comments I received from my associate teachers show that I have built a positive rapport with all colleagues.
Word Count: 276
References
Fleming, J. (2014). Engaging beginning teachers as experts in professional development. The New Educator, 10(3), 166-181. doi:10.1080/1547688X.2014.925734
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education: An International Journal of Research and Studies, 27(1), 116-126. doi:10.1016/j.tate.2010.07.008
Wells, M. (2014). Elements of effective and sustainable professional learning. Professional Development in Education, 40(3), 488-504. doi:10.1080/19415257.2013.838691
Evidence
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
Critical Reflection
Teachers need to engage in professional development in order to improve practice and student learning. Wells (2014) state that “professional learning has the potential to effect significant change in teacher practice” (p. 488).
It is vital that teachers engage in professional learning opportunities so they can determine their personal learning goals and strategies to improve their practice (Richter, Kunter, Klusmann, Lüdtke & Baumert, 2011). Richter et al. (2011) further indicates that professional learning enables teachers “to reflect on their practice and to learn from their colleagues” (p. 117). Teachers need to be able to reflect on their practice and their role as an academic leader to promote student success (Fleming, 2014). In artefact 1, the placement report form, I have identified my learning needs in relation to the Australian Professional Standard for graduate teachers.
Professional learning helps teachers improve their practice as they are provided with content and pedagogical knowledge, are given opportunities to problem solve and build supportive relationships (Wells, 2010). Richter et al. (2011) further state that professional development “deepen and extend teachers’ professional competence, including knowledge, beliefs, motivation and self-regulatory skills” (p. 116). Teachers need to attend and engage in professional learning workshops so they can extend their knowledge and enhance their skills. Artefact 2, my lacrosse certificate, demonstrates that I have engaged in professional development workshops, which has developed my knowledge and skills in teaching.
Teacher collaboration is an integral part of professional learning. Teachers are able to come together to share knowledge, personal experiences and gain new insights in teaching and learning (Fleming, 2014; Richter et al., 2011). Teachers will be able to provide each other with constructive feedback, this will help them improve their practice and enhance student learning. This is evident in artefact 3, as the comments I received from my associate teachers show that I have built a positive rapport with all colleagues.
Word Count: 276
References
Fleming, J. (2014). Engaging beginning teachers as experts in professional development. The New Educator, 10(3), 166-181. doi:10.1080/1547688X.2014.925734
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education: An International Journal of Research and Studies, 27(1), 116-126. doi:10.1016/j.tate.2010.07.008
Wells, M. (2014). Elements of effective and sustainable professional learning. Professional Development in Education, 40(3), 488-504. doi:10.1080/19415257.2013.838691
Evidence
Artefact 1, is an excerpt of my self-evaluative comments written as a mid-point review on my third year placement report form. It identifies my ability to identify my professional learning needs which were guided by the Australian Professional Standards for Graduate Teachers.
Descriptor: 6.1
Descriptor: 6.1
Unit Title: EDPH306: Personal Development Health and Physical Education 1
This certificate is evidence that I attended a professional development workshop on Lacrosse and Physical Education. Through this workshop, I developed teaching skills in Physical Education activities, such as lacrosse, which promoted a wide variety of teaching skills to engage student learning.
Descriptor: 6.2
This certificate is evidence that I attended a professional development workshop on Lacrosse and Physical Education. Through this workshop, I developed teaching skills in Physical Education activities, such as lacrosse, which promoted a wide variety of teaching skills to engage student learning.
Descriptor: 6.2
Artefact 3 are comments from my associate teachers.
During all of my placements I was able to develop a rapport with students, parents, and staff. I also attended all staff meetings, planning, and professional development sessions. Through this, I sought feedback from fellow colleagues, and used this to improve my teaching practice.
Descriptors: 6.2, 6.3, and 6.4
During all of my placements I was able to develop a rapport with students, parents, and staff. I also attended all staff meetings, planning, and professional development sessions. Through this, I sought feedback from fellow colleagues, and used this to improve my teaching practice.
Descriptors: 6.2, 6.3, and 6.4