Standard 7: Engage professionally with colleagues, parents/carers and the community

Standard 7.4

Engage with professional teaching networks and broader communities

There are a multitude of professional organisations one can become affiliated with as a teacher. To fulfill standard 7.4 it is important to join online and in person collaborative communities to enhance not only content but also pedagogical knowledge. Through these associations we will able to develop our ‘art and craft’ of teaching. From a personal point of view I have joined/attended the following:

• SACE forums are useful for accessing resources and information – I have joined the Psychology and Legal Studies forums
• Subject area professional associations (Psychology Teachers Assoc SA, LETASA) have been useful and their websites have provided resources, lesson plans and assessment ideas.
• Attended the DECD connectED event in July.
• Member of IEUSA and AEUSA and regularly attend professional workshops offered, including a ‘Meet the Principals’ session on the 30th October 2013 and a Behavior Management training session on 3rd December 2013.

Standard 7: Engage professionally with colleagues, parents/carers and the community

Standard 7.3

Engage with the parents/carers

Professional standards for teachers extend to communication with parents and caregivers. Whether speaking in person, via telephone, email, in writing or on any learning platform it is imperative to maintain a professional relationship using appropriate language. Standard 7.3 ensures the relationship between school staff and its community values the respect, integrity and responsibility of the teaching profession. Maintaining confidentiality and privacy is essential therefore careful consideration must be given when using technology to communicate private and confidential information about students, staff and parents.

Upholding the code of conduct outlined by the Teachers Registration Board is our responsibility as teachers. In particular with Standard 7.3, we must:

develop professional relationships with parents/carers

Standard 7: Engage professionally with colleagues, parents/carers and the community

Standard 7.2

Comply with legislative, administrative and organisational requirements

Education is generally legislated for at the State level, e.g. SA – the Education (Teaching Services) Act, awards and wages, Child Protection (including mandatory reporting), Work Health and Safety Act,  etc are accounted for. Federal – Schools Assistance and Indigenous education for example.

The Teachers Registration Board (TRB) can be accessed at http://www.trb.sa.edu.au/default.php. To work as a teacher in SA you must have a current registration, it is an offence to work in the capacity as a teacher without registration. The TRB outlines professional conduct expected of  teachers and the TRB has the capacity to investigate complaints made and are able to take disciplinary action against unprofessional conduct.

DECD, Catholic Education SA and the Independent Schools Association of SA also have associated administrative and organisational requirements. Once employed schools generally perform their own induction where administrative and organisational requirements will be outlined.

I am committed to fulfill the requirements for registration as a teacher in SA and will ensure that my registration remains up to date, along with my training in first aid and Responding to Abuse and Neglect.

Standard 7: Engage professionally with colleagues, parents/carers and the community

Standard 7.1

Meet professional ethics and responsibilities

In all my teaching experiences I have demonstrated my Integrity, Respect and Responsibility inherent in the ethical practice of teaching. I take seriously my obligations from an ethical and legislative point of view, to meet the professional requirements of being a teacher.  I am fully engaged with the codes of ethics and conduct outlined by the Teachers Registration Board of SA.

Furthermore, I am committed, as this blog demonstrates, to fulfill the requirements of the National Professional Standards for Teachers, and am passionate about moving from the graduate to proficient standard with continuing professional development and classroom experience.

Standard 6: Engage in professional learning

Standard 6.4

Apply professional learning and improve student learning

As previously mentioned, reflecting upon each lesson is a way to ensure that lesson delivery and content improves along a continuum. In terms of digital resources, the one that readily comes to mind are online forums. SACE has subject specific forums which are free and easy to join (as a pre-service teacher as well as registered teacher). The two forums I have joined have been useful in lesson planning and design. I found the Psychology forum particularly useful when deciding upon formative assessment in one topic that I was delivering. I was able to follow and contribute to a thread regarding using past exam papers to aid in developing formative revision tasks.

Also as mentioned, I am a member of LETASA, IEUSA and AEUSA. I see continuing my professional development as a priority and the capacity for life-long learning has been a major impetus for choosing the teaching profession. I do this with improving and developing my pedagogy and content knowledge in mind.

Standard 6: Engage in professional learning

Standard 6.3

Engage with colleagues and improve practice

It is imperative to seek advice from colleagues  and supervisors to continue to improve upon all the AITSL standards, including 6.3. Furthermore, belonging to and being active members of online associations such as SACE subject forums is also another way to ensure that standard 6.3 can be achieved at a graduate and eventually a proficient standard.

I have actively sought feedback from my mentor teachers and implemented any improvements suggested. This has been invaluable in improving my practice and the learning outcomes for my students. As mentioned previously on this blog, I am dedicated to reflective practices and see constructive feedback as a positive tool to improve my teaching practices.

Teaching Stage 2 Psychology on my first teaching practicum was challenging, yet highly rewarding. My mentor teacher was generous with his time and feedback and I gained much from his mentorship:

“Ruth demonstrated her ability, enthusiasm and commitment to teaching and learning throughout the practicum. Professional relationships were developed with colleagues, students and student service officers. Ruth responded positively to constructive feedback and adjusted her approach when needed. Ruth took the initiative in determining, organising and accompanying students on an excursion to enhance student learning.”

“Ruth consulted with me regularly and provided details of her lesson planning and activities to be undertaken. All lesson plans, clearly showed a logical sequence to activities to achieve set goals and objectives. A variety of resources were used from written group work exercises to video, and power point presentations, Ruth was always well prepared and sought feedback from the students and myself.”

I have attended a ‘Meet the Principals’ session run by the IEUSA. This was invaluable as an early career teacher to gain further insight into the application and interview processes. Once again it also demonstrated to me the generosity of people willing to share valuable information and resources that is a predominant feature of the teaching profession.

Standard 6: Engage in professional learning

Standard 6.2

Engage in professional learning and improve practice

Maintaining links with professional associations and keeping up to date with PD offered by the school are two ways to ensure that by engaging in professional learning you are able to meet the requirements of standard 6.2. Taking the time to reflect about the effectiveness of lessons and the integration of ICT after each lesson is an excellent way to improve upon lesson design and delivery, and to be confident in what works. Collaboration with other members of staff is also imperative – by attending regular faculty and school meetings, and ICT meetings if available, making time to speak with the ICT support within the school.

I am a member of the Legal Education Teachers Association of SA (LETASA). LETASA have an annual conference to assist teachers in various aspects of the Stage 1 and 2 Legal Studies and Civics and Citizenship curriculum. Attending such conferences enhances my professional learning and enables me to network with other teachers to improve my practice.

Being a member of LETASA also helps me stay abreast of develops in the Legal Studies Curriculum and resources available to teachers and students.

I am a member of both the IEUSA and AEUSA and attend professional development workshops offered. On the 3rd December I will be attending a professional development workshop about restorative practices in behaviour management. I am committed to broadening my knowledge and understanding in all facets of teaching to improve the outcomes for my students.

Standard 6: Engage in professional learning

Standard 6.1

Identify and plan professional learning needs

This standard refers to the ability to use the National Professional Standards for Teachers to identify personal goals for professional development. It is imperative that teachers are continuously revising their skills, particularly  in order to move from a  graduate to proficient standard.

The ICT elaborations of the AITSL standards are an excellent way of reflecting upon and identifying our strengths and weaknesses. ICT tools  can provide us with great resources to enhance student learning and student engagement both in and outside and the classroom. As a teacher, I need to continuously research different ICT tools in order to develop professionally as a teacher.

It is important to identify personal goals for professional development to succeed as a successful teacher. This may involve professional development offered by the school employed in, the department/organisation employed by and by various professional associations. In terms of ICT this may involve for example attending training sessions in Moodle and other learning platforms. Professional development may be negotiated with the school for training needed on an individual, faculty or school level.

Whilst on practicum I took every opportunity for staff development. This included:

Training in the use of on-line textbooks that integrate the Australian National Curriculum:

Attending a Staff Professional Day on The Australian National Curriculum:

Attending well-being meetings with training in Positive Education practices:

Training regarding University pathways – highly relevant as I taught both Stage 1 and 2 classes:

Standard 5: Assess, provide feedback and report on student learning

Standard 5.5

Report on student achievement

Teachers must rigorously collect, collate and analyse student assessment data and provide accurate and timely reporting of results to students and parent/carers. By providing these timely, accurate reports engages both students and parents/carers in the students learning program.

Edmodo is an excellent resource used to communicate with parents/carers about student achievement. This enhances the ordinary reporting periods that take place throughout the school year. In a year 9 Civics and Citizenship Unit student feedback for their oral assessment task was uploaded to Moodle for parents to be able to access:

Oral task feedback

Electronic diaries are also a way for teachers to be able to communicate with parents, along with the standard use of email. Again, for successful students, parents and schools need to be in partnership with one another for students to achieve their personal best, and any opportunity to communicate between the two is a positive step towards achieving the standard in 5.5.

Whilst on my second  practicum I assisted in writing year 9 reports for SOSE. I undertook this task in collaboration with my mentor teacher and was able to effectively contribute to providing both students and parents/caregivers with formal feedback.

Standard 5: Assess, provide feedback and report on student learning

Standard 5.4

Interpret student data

Many schools have their own system for recording and reporting student assessment. Being competent in the system used is imperative and ensuring that appropriate training has taken place. Having worked at a University I have had training in Student Two, a system for student management, including assessment and grade management (this system automatically calculates percentages for example). A similar system may be used in schools.

Using rubrics is also a way to interpret assessment results for the purpose of modifying assessment tasks depending on how students perform on a given task. I actively sought advice from my mentor teacher in order to interpret student performance in a Stage 1 Psychology class. I place great importance on developing my ability in assessment and reporting. My mentor teacher noted in my report:

” Ruth discussed with me the use of Performance Standards to holistically assess student work. She designed a suitable task to assess student understanding and application of the concepts covered in the Social Behaviour topic. Through her previous teaching work she was familiar with using performance standards and was able to use the standards to effectively assess the Hairspray task”.

I have used diagnostic tools to assess students’ prior knowledge of a subject area. In a year 9 Civics and Citizenship unit of word I used think.pair.share and brainstorming activities to elicit student responses about their current knowledge of the Australian system of government. After lessons about the three arms of government I had students complete a Venn diagram in pairs and this was highly useful as a diagnostic tool to interpret what students had learnt in the first week of learning in the topic area.

3 Tiers of Government