Standard 6 - Engage in professional learning
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6.1.2 Identify and plan professional learning needs
The Australian professional Standards for teachers has helped me to identify my personal and professional learning needs. I have engaged in professional development on the Western Australian Department of Education website to help me work towards the standards for proficient accreditation. One area I am not confident in is behaviour management. Even though I have the classroom under control at all times students are never as quiet or on task as they are with their full time teacher. This has always worried me and therefore I completed the behaviour management PD (attached) which helped me develop strategies to maintain positive classroom behaviour at all times. While I was a part time Kindergarten teacher at NTPPS I was asked to complete an AITSIL teacher reflection sheet to give to the Principal. It included teaching strategies and what worked and didn't work in the classroom (attached). 6.2.2 Engage in professional learning and improve practice I have engaged in a number of registered and non-registered courses as a means of further enhancing my professional development to improve my teaching in the classroom. The Professional Learning that I engaged in covered a variety of different areas. I have also completed a PD on managing difficult behaviours in the classroom, and the compulsory training such as Anaphylaxis and Child Protection. These courses have equipped me with a stronger understanding not only in regards to legislative requirements as a teacher, but also in regards to creating a positive and safe learning environment, improving my teaching practises through addressing students’ needs and differentiating learning to cater for all students, and managing challenging behaviour more effectively (6.2.2, 6.4.2). I also have membership with Relief Teacher association and regularly spend time completing professional development courses. I use social media regularly including Pinterest and facebook where I follow teachers and give and ask for advice on areas of teaching. I was also very lucky to attend the Early Childhood Learning and Development conference in 2013. This conference is the largest gathering in Western Australia of leaders, educators and researchers. It was a great opportunity to learn and speak to other Early Childhood teachers. 6.3.2 Engage with colleagues and improve practice While on contract at GMAS and as a part time teacher at NTTPS and ensured that:
6.4.2 Apply professional learning and improve student learning After being lucky enough to spend the majority of time teaching at GMAS and looking at their passion for the Walker learning approach to learning in the early childhood area I decided to read up on this approach a little more. I borrowed out the Kathy Walker book "Play Matters" to get a better understanding of how this approach works in the classroom. Although I have been unable to attend one of her PD's I found reading the book very insightful and gave me a greater understanding of learning through play. This book helped me understand how and why the Early Childhood area at GMAS placed great importance on learning through play. I learnt how investigations should be run in the classroom and how the students took turns in being the focus child, reporter and Photographer. The Reporter Role: reports on student learning, but the tasks personalised and directed by teacher. The reporter shares the learning of others at reflection time. They are encouraged to document their observations in various ways including writing, drawing and videos. The Focus Child: speaks to the class in the morning and lets peers and the teacher of their investigation intentions. The teacher works individually with the focus children to scaffold their learning. At the end of the session the focus child reports back to the class. The Photographer: takes pictures of the children while they are learning using an iPad and reports back to the class at the end of the session. The purpose of these roles is to help children:
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