Standard 7: Engage professionally with colleagues, parents/carers and the community.
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/ carers
7.4 Engage with professional teaching networks and broader communities.
Critical Reflection
A vital aspect of the teaching profession is having the ability to understand and demonstrate professional responsibilities and ethics. The Victorian Professional Code of Conduct, has a set of principles and responsibilities that teachers must provide for their students, colleagues and parents (The Victorian Institute of Teaching, 2015). Teachers must have an explicit knowledge and understanding of their legislative responsibilities, organisational policies and procedures to help manage students in their classroom. Artefact 1, a schools behaviour management policy and process, demonstrates that I have knowledge of responsibilities as a professional teacher and an understanding of organisational requirements.
There are many strategies that can assist teachers with engaging parents/carers. Parental involvement is very beneficial as it can increase attendance, student motivation and achievement. González & Jackson (2013) state that “programs and interventions that engage families in supporting their children’s learning at home are related to higher student achievement” (p.317). Students perform better when there is a support network at home and school (González & Jackson, 2013; Souto-Manning & Swick, 2006). Teachers are able to engage with parents by providing parent education workshops. Another strategy is to allow parents to volunteer in the classroom, this gives teachers an opportunity to send home effective strategies that parents can use at home (Souto-Manning & Swick, 2006; Wright & Willis, 2003). Artefact 3, the website made for parents and artefact 4, associate teacher comments, demonstrates my ability to effectively engage with parents/carers.
Teachers need to engage with professional teaching networks and the wider community to broaden their knowledge and practice. Professional teaching networks are an effective way to help teachers connect with other teachers who can offer support, share information, learn from another and contribute to the community. These teaching networks enable teachers to gather information and have current knowledge of the newest teaching strategies (Trust, 2012). Engaging with the wider community is also beneficial for teachers. Epstein (2010) states that effective partnerships promote collaboration between teachers, parents and students. This enables teachers to develop professional knowledge and improve their practice. Artefact 5, the Atherton Gardens tutoring certificate, demonstrates my engagement with the wider community to support students.
Word Count: 306
References
Epstein, J. L. (2010). School/family/community partnerships: caring for the children we share: when schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen. Phi Delta Kappan, 92(3), 81-96. Retrieved from http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?id=GALE%7CA242845155&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=ebbd442d8fa015430672dc3255626f1d
González, R., & Jackson, C. (2013). Engaging with parents: the relationship between school engagement efforts, social class, and learning. School Effectiveness and School Improvement, 24(3), 316-335. doi: 10.1080/09243453.2012.680893
Souto-Manning, M., & and Swick, K. (2006). Teachers' beliefs about parent and family involvement: Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187-193. doi:10.1007/s10643-006-0063-5
Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138. doi:10.1080/21532974.2012.10784693
Wright, K., & Willis, S. (2003). Engaging middle school parents, students, and teachers in a learning community a case in point. Childhood Education, 80(2), 54-58. doi:10.1080/00094056.2004.10521257
Victorian Institute of Teaching. (2015). Code of Conduct. Retrieved from http://www.vit.vic.edu.au/.../spl/Code-of-Conduct-2015.pdf
Evidence
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/ carers
7.4 Engage with professional teaching networks and broader communities.
Critical Reflection
A vital aspect of the teaching profession is having the ability to understand and demonstrate professional responsibilities and ethics. The Victorian Professional Code of Conduct, has a set of principles and responsibilities that teachers must provide for their students, colleagues and parents (The Victorian Institute of Teaching, 2015). Teachers must have an explicit knowledge and understanding of their legislative responsibilities, organisational policies and procedures to help manage students in their classroom. Artefact 1, a schools behaviour management policy and process, demonstrates that I have knowledge of responsibilities as a professional teacher and an understanding of organisational requirements.
There are many strategies that can assist teachers with engaging parents/carers. Parental involvement is very beneficial as it can increase attendance, student motivation and achievement. González & Jackson (2013) state that “programs and interventions that engage families in supporting their children’s learning at home are related to higher student achievement” (p.317). Students perform better when there is a support network at home and school (González & Jackson, 2013; Souto-Manning & Swick, 2006). Teachers are able to engage with parents by providing parent education workshops. Another strategy is to allow parents to volunteer in the classroom, this gives teachers an opportunity to send home effective strategies that parents can use at home (Souto-Manning & Swick, 2006; Wright & Willis, 2003). Artefact 3, the website made for parents and artefact 4, associate teacher comments, demonstrates my ability to effectively engage with parents/carers.
Teachers need to engage with professional teaching networks and the wider community to broaden their knowledge and practice. Professional teaching networks are an effective way to help teachers connect with other teachers who can offer support, share information, learn from another and contribute to the community. These teaching networks enable teachers to gather information and have current knowledge of the newest teaching strategies (Trust, 2012). Engaging with the wider community is also beneficial for teachers. Epstein (2010) states that effective partnerships promote collaboration between teachers, parents and students. This enables teachers to develop professional knowledge and improve their practice. Artefact 5, the Atherton Gardens tutoring certificate, demonstrates my engagement with the wider community to support students.
Word Count: 306
References
Epstein, J. L. (2010). School/family/community partnerships: caring for the children we share: when schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen. Phi Delta Kappan, 92(3), 81-96. Retrieved from http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?id=GALE%7CA242845155&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=ebbd442d8fa015430672dc3255626f1d
González, R., & Jackson, C. (2013). Engaging with parents: the relationship between school engagement efforts, social class, and learning. School Effectiveness and School Improvement, 24(3), 316-335. doi: 10.1080/09243453.2012.680893
Souto-Manning, M., & and Swick, K. (2006). Teachers' beliefs about parent and family involvement: Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187-193. doi:10.1007/s10643-006-0063-5
Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138. doi:10.1080/21532974.2012.10784693
Wright, K., & Willis, S. (2003). Engaging middle school parents, students, and teachers in a learning community a case in point. Childhood Education, 80(2), 54-58. doi:10.1080/00094056.2004.10521257
Victorian Institute of Teaching. (2015). Code of Conduct. Retrieved from http://www.vit.vic.edu.au/.../spl/Code-of-Conduct-2015.pdf
Evidence
Unit Title: EDFX110: Professional Experience Primary 1
The following school policy highlights our responsibilities as teachers, regarding the relevant legislative administrative, and organisational policies. All students have the right to be respected as individuals, and therefore any personal information enclosed to us, is confidential, unless we believe the student is at risk.
Descriptors: 7.1 and 7.2
The following school policy highlights our responsibilities as teachers, regarding the relevant legislative administrative, and organisational policies. All students have the right to be respected as individuals, and therefore any personal information enclosed to us, is confidential, unless we believe the student is at risk.
Descriptors: 7.1 and 7.2
Reference Letter.
The following is a reference letter from a teacher at Emmaus Catholic Primary School, which is where I did volunteer work. She supports my ability to conduct myself professionally, demonstrate commitment to educational practices and build a rapport with others.
Descriptors: 7.1
The following is a reference letter from a teacher at Emmaus Catholic Primary School, which is where I did volunteer work. She supports my ability to conduct myself professionally, demonstrate commitment to educational practices and build a rapport with others.
Descriptors: 7.1
Unit Title: EDST102: Computers in Education
For one of my assignments, I had to create a website for parents that would introduce the various technologies that I would use in my classroom. Creating a website is an effective strategy to engage with parents/carers outside the classroom environment. Teachers can upload students work and an outline of what the students will be learning, so that parents are able to understand what their child is being taught.
Please click on artefact 3 to direct you to the website.
Descriptor: 7.3
For one of my assignments, I had to create a website for parents that would introduce the various technologies that I would use in my classroom. Creating a website is an effective strategy to engage with parents/carers outside the classroom environment. Teachers can upload students work and an outline of what the students will be learning, so that parents are able to understand what their child is being taught.
Please click on artefact 3 to direct you to the website.
Descriptor: 7.3
Artefact 4 are comments that I received from my associate teachers regarding my interactions with parents. This demonstrates that I am able to effectively engage with parents/carers.
Descriptor: 7.3
Descriptor: 7.3
Unit Title: EDFX207: Community Engagement Program.
There are two components to this artefact, the first is a certificate from Atherton Gardens Tutoring Program and the second is a comment from the coordinator of the Sunbury and Macedon Ranges Specialist School.
During third year, I partook in the Atherton Gardens Tutoring Program, as well as, assisted in a special school. These two experiences broadened my professional knowledge and practice and also helped me develop a greater understanding of disadvantages communities.
Descriptor: 7.4
There are two components to this artefact, the first is a certificate from Atherton Gardens Tutoring Program and the second is a comment from the coordinator of the Sunbury and Macedon Ranges Specialist School.
During third year, I partook in the Atherton Gardens Tutoring Program, as well as, assisted in a special school. These two experiences broadened my professional knowledge and practice and also helped me develop a greater understanding of disadvantages communities.
Descriptor: 7.4