Professional Engagement

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

In my personal teaching philosophy (artefact 16), I assert that I believe learning to be a life-long pursuit, and as such, I believe that it is pivotal that teachers are engaging in continual professional learning. Throughout my course, I have been exposed to many professional learning opportunities, which have encompassed teacher background knowledge [TBK], pedagogical content knowledge [PCK], and pedagogical learner knowledge [PLK]. These professional learning opportunities have allowed me to develop and extend on my own knowledge, as well as pedagogical practices. By engaging in professional development, teachers can enhance their own practice through research and gathering evidence, and applying it their practice and to student learning (Wells, 2013).

I have also engaged in professional development outside of university, by attending a student teacher conference run by the Australian Education Union in 2017 (see artefact 19). During my placement in 2017, I was able to participate in professional learning run by my placement school (see artefact 20).

Additionally, through the development of my personal teaching philosophy (see artefact 16) and through the creation of this e-portfolio, I have been able to reflect on my learning as a teacher and identify my strengths and areas that need addressing, which has contributed to my professional learning and development.

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

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislation, administrative and organisational requirements

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

As a teacher, it is important to create and maintain professional and positive relationships with colleagues, parents and carers and the broader community. These relationships not only support the teacher, but provide safe and supportive learning environments for students (Epstein, 2010). Parents are the first and most influential teachers in any child’s life and as such, teachers need to develop professional and respectful relationships with parents and carers (Waniganayake, Cheeseman, Fenech, Hadley & Shepherd, 2012). Teachers should engage in ethical practice, making sure that there is always explicit and thoughtful consideration into the legal and professional requirements of a teacher, as well as into the ethical principles and the school’s philosophy (Waniganayake et al., 2012). To do this, a teacher needs to be aware of all the above, meaning they need to engage with documents such as the Victorian teaching professional code of conduct (Victorian Institute of Teaching, 2016), as well as their own’s school’s code of conduct. My studies have required me to take part in online learning relating to working with vulnerable adults and children, which gave me an understanding of relevant legislation and policies relating to my future role as a teacher (see artefact 22).

During my placement at Craigieburn South Primary School, I made sure to read through and follow their Child Safe policy and code of conduct (see artefact 23). During my placements, I have had the opportunity to build respectful and professional relationships with parents and colleagues (see artefact 20 and 21), and through my community engagement unit, I was able to engage with the wider school community (see artefact 24). Additionally, by attending a professional development conference, I was provided could network with other student teachers and make professional contacts (see artefact 19).

Evidence

Artefact 19.

AEU Student Teacher Conference

This artefact is a certificate of participation for a PD conference run by the Australian Education Union in 2017.

This conference was for pre-service teachers and had seminars about managing workloads as first year teachers, tips on addressing selection criteria on job applications, and planning units using online resources.

This artefact demonstrates that I have engaged in professional development for teachers and understand the appropriate sources for professional learning of teachers, and engage with external professionals to broaden my professional knowledge and practice.

(Focus area 6.2, 7.4)

Artefact 20.

EDFX315 Report

The evidence provided in this artefact is an excerpt from the final report from my placement in a Prep classroom at St. Carlo Borromeo Primary School, Greenvale in 2016, written by the Supervising Teacher.

This passage highlights my strengths in the domain of professional engagement, demonstrating that I was able to understand and follow the code of conduct at my placement as well as being able to professionally work with teaching staff.

(Focus areas 7.1, 7.4)

Artefact 21.

EDFX316 Report

The evidence provided in this artefact is an excerpt from the final report from my placement in a Grade 1 classroom at Craigieburn South Primary School, Craigieburn in 2016, written by the Supervising Teacher.

This passage highlights my strengths in the domain of professional engagement, demonstrating my engagement in professional learning during staff meetings (in which we worked in groups to read and interpret NAPLAN results), use feedback from colleagues to improve my teaching practices, and be professional when engaging with colleagues and parents.

(Focus areas 6.2, 6.3, 7.1, 7.3)

Artefact 22.

Certicifcate of achievement

The evidence provided in this artefact is a certificate of achievement of achievement for completion of an online unit Working with Children, Young People and Vulnerable Adults.

This artefact demonstrates understanding of professional ethics and responsibilities, and how to comply with legislation, administration and organisational requirements.

(Focus areas 7.1, 7.2)

Child Safe Policy

Child Safe Code of Conduct

Artefact 23.

Child Safe Policy and Code of Conduct

The evidence provided in these artefacts are the Child Safe Policy and Code of Conduct from Craigieburn South Primary School, in Craigieburn, at which I completed my EDFX316 placement.

This artefact was used to guide me to meet professional ethics and responsibilities, and to comply with legislation, administrative and organisational requirements.

(Focus areas 7.1, 7.2)

Artefact 24.

Reflecting on EDFX267 experience

The evidence provided in this artefact is a reflection on my experience during EDFX267: Community Engagement at St. Dominic's Primary School, Broadmeadows.

This artefact demonstrates my engagement with parents and carers, as well as with the broader community.

(Focus areas 7.3, 7.4)