Engage in professional learning and improved practice
PROFICIENT 6.2.2
Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities.
PROFICIENT 6.2.2
Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities.
EVIDENCE I understand the importance of engaging in relevant and appropriate professional learning. I have already began to actively seek and participate in personal development to improve my teaching practices and will continue to do so in all KLA areas throughout my teaching career. My professional learning log shows that i actively seek and participate with relevant professional development. Not only have I participated in personal development but have shown ability to implement these programs and strategies in the classroom to produce meaningful, engaging and effective lessons. I am also currently completing my Master of Educational Leadership (Catholic Educational Leadership) at Australian Catholic University. |
A focus area of my current school this year is creating effective and balanced Literacy blocks. Updating our knowledge and practice in this area is the responsibility of every teacher in the school. To enhance my skills and understanding in this area I have attended the Making Literacy Visible seminar, participated in the 7 Steps to Writing Success training, observed other teachers literacy blocks and sought advise and feedback and attended the Cued Articulation training.
Before taking part in the Cued Articulation training that was, a part of a staff meeting, Cued Articulation was already starting to be implemented my Kindergarten classroom. To learn this in order to teach effectively this strategy was identified as part of both myself and the other Kindergarten teachers PLTs. We did a lot of research, spoke to other staff that have used the strategy as well as developed a Power point to use daily with the students. During the training it was great to share this knowledge and experience with other staff and together work out an effective school based approach.
I attended the course ‘Identifying and responding to the educational needs of young Gifted and talented students in k-2’. This was specifically to look at strategies and activities that I could implement to extend a gifted student in my classroom. Additional to this I have also had meeting with the Gifted and Talent Officer from the Catholic Schools Office to discuss direction and strategies for this student. As a new teacher this course was very beneficial not only to gain strategies for that gifted student in my class, but it has resulted in a stronger abilities to differentiate my lessons and provide meaning tasks for all students. I presented and shared the information from this training at a staff meeting for others to benefit. Training courses such as the ones I have participated in have allowed me to network with other teachers and engage in conversations about teaching experiences. An example of this is the networks I have created at the Early Career Teachers Induction Day have allowed my Kindergarten class to interact with another Kindergarten class by exchanging prayer cards.
Before taking part in the Cued Articulation training that was, a part of a staff meeting, Cued Articulation was already starting to be implemented my Kindergarten classroom. To learn this in order to teach effectively this strategy was identified as part of both myself and the other Kindergarten teachers PLTs. We did a lot of research, spoke to other staff that have used the strategy as well as developed a Power point to use daily with the students. During the training it was great to share this knowledge and experience with other staff and together work out an effective school based approach.
I attended the course ‘Identifying and responding to the educational needs of young Gifted and talented students in k-2’. This was specifically to look at strategies and activities that I could implement to extend a gifted student in my classroom. Additional to this I have also had meeting with the Gifted and Talent Officer from the Catholic Schools Office to discuss direction and strategies for this student. As a new teacher this course was very beneficial not only to gain strategies for that gifted student in my class, but it has resulted in a stronger abilities to differentiate my lessons and provide meaning tasks for all students. I presented and shared the information from this training at a staff meeting for others to benefit. Training courses such as the ones I have participated in have allowed me to network with other teachers and engage in conversations about teaching experiences. An example of this is the networks I have created at the Early Career Teachers Induction Day have allowed my Kindergarten class to interact with another Kindergarten class by exchanging prayer cards.
Implementing Seven Steps to Writing Success
While on professional experience I had the opportunity to implement the 'Seven Steps to Writing Success' to a 5/6 class and my own Kindergarten class this year. The program added an incredible learning opportunity for student to enhance their writing skills in both classrooms. Referring to strategies from the training, handbooks and the website I was able to provide students with engaging and relevant lessons aiming to change the way they approached their writing. I see this program as a valuable additional to the english KLA.
While on professional experience I had the opportunity to implement the 'Seven Steps to Writing Success' to a 5/6 class and my own Kindergarten class this year. The program added an incredible learning opportunity for student to enhance their writing skills in both classrooms. Referring to strategies from the training, handbooks and the website I was able to provide students with engaging and relevant lessons aiming to change the way they approached their writing. I see this program as a valuable additional to the english KLA.
Power points
I created some power point presentations based on the Seven Steps in order to introduce each concept into a 5/6 classroom. Below are some examples:
Dynamic Dialogue Ban the Boring Tightening Tensions
Wall Display
This wall display is designed to both offer a place for students to refer to and also interactive use throughout lessons. Students often referred to the posters I created for each step which has hints and additional information. The narrative and persuasive writing graph also offered students a visual prompt for outline of their writing. The Pebble, Rock and Boulder were often pulled off and used in lessons as a visual when identifying these concepts in a text. I found that even in other KLAs students would refer to these concepts and take them off the wall and identify the structure by writing a sentence on each. Another interactive way in which this display was used is evident in the sticky situations poster. Students wrote on these when they thought of or experienced a sticky situation so in writing time they could be used to refer to as a group or individually.
Below the posters you can also see examples of students sizzling starts published and displayed in a BANG! shape.