Pre-Service Teacher Bachelor of Education (Primary)
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ALL THINGS EDUCATION
Australian pre-service teacher studying a Bachelor of Education (Primary).
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PROFESSIONAL ENGAGEMENT: Standard 6 & 7
Standard 6. Engage in professional learning
Standard 7: Engage professionally with colleagues, parents/carers and the community
Critical reflection (Professional Engagement)
The Professional Engagement domain refers to the ways in which teachers connect with others to further their learning to extend the learning of their students. As a pre-service teacher, I am learning about the importance of working collaboratively with colleagues to gain feedback and support. In the future, I am hopeful that by creating a professional learning network I will be able to enrich my teaching as I can communicate and evaluate with others to identify and promote change where needed. Moreover, I think it is important to view professional development as an investment in my profession as it is an acquisition of skills of knowledge that will increase in value over time, with the value of being a successful teacher.
Additionally, the collaboration with parents/carers is another important area that I think requires more attention. I am hopeful that reading More Than Getting Through The Gate (Robinson, Hickson & Strike, 2001) will extend my professional engagement with parents to be able to recognise and overcome barriers that inhibit parents who might have a disability from being involved in their children in comparison to parents who do not have a disability. Furthermore, this engagement could enhance the learning of students as it means that teachers and carers will be able to communicate about the learning of the child.
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Appendix
Appendix G
Assessment Form and Function (Cambridge Assessment Podcast, 2009).
This podcast explores different types of assessment including diagnostic, formative and summative assessments and the ways in which assessment can be successfully applied in a classroom setting. This podcast also helps educators to apply different types of assessments through evidence-based practices.
Figure 6 Assessment Form and Function Podcast (Cambridge Assessment Podcast, 2009).
Appendix H
Assessment Moderation (Department of Education and Training, n.d.).
This document created by the Department of Education and Training provides an overview of Assessment Moderation. It supports teachers to understand the importance of moderation and the different ways that it can be done so that teachers can understand student learning and where further learning is required.
Figure 7 Professional Practice: Assessment Moderation Document Department of Education and Training, n.d.).
Appendix I
More Than Getting Through the Gate (Robinson, Hickson & Strike, 2001).
More Than Getting Through the Gate is a report written to inform others about parents who have a disability and their experience when sending their children to schools and their involvement within the schools. It aims to educate schools and teachers about different strategies that can and should be used to improve the inclusivity and overall empathy towards parents who may have a disability (Robinson, Hickson & Strike, 2001).
Figure 8. More Than Getting Through The Gate Book (Robinson, Hickson & Strike, 2001).
Appendix K
IDOCEO App (IDOCEO Labs, 2020).
This app can help teachers to collate assessment data for their students. It serves many purposes as teachers can plan assessments and collect data information for different types of assessments.
Figure 10 IDOCEO app (IDOCEO Labs, 2020).
