PROFESSIONAL TEACHING FRAMEWORK: FAEZA

Evidence 1: PLP

 

• PLP demonstrates that I know my students and how they learn- current level of achievement  -individualised goals and strategies to foster growth.

•  Student’s individual needs -embed special interest of horses in literacy activities, utilised the iPad audio visual apps to foster engagement -non-verbal visuals and data trackers to assist in voice modulation

• The goals and strategies implemented and reviewed within a collaborative partnership with home – maximize student learning, participation and well being. 

• When reviewing the PLP with Nan, we discussed how important it was to understand that being loud was a social norm for my student and that my student’s identity as an Indigenous Australian needed be considered when establishing classroom management routines.

 

Evidence 2: Student Portfolio

 

 

• The student portfolio illustrates I know the content and how to teach it. - engaging strong stimuli of interest were used such as the hatching chicks for daily journal writing.

• When teaching fractions, learning experiences were sequenced

-hands on: cooking          

-developed the concepts and language relating to fractions before introducing the skills relating to abstract fractional notation.

• Organised sequences -teaching addition and subtraction concrete materials and visuals before independent work using a number line and hundreds chart.

• Effective strategies of shared, independent and guided reading, LCSWC and word sorts to support the development of literacy.

• During Reconciliation Week -contribution of Aboriginal drovers to the cattle industry was investigated through the ‘us and our world’ poster.

• Feedback and data collection on student learning are part of the portfolio- artefacts of growth , self assessment charts. 

 

Evidence 3:  Scope and sequence

 

1. The scope and sequence shows I can plan for and implement effective teaching and learning      - achievable and challenging goals :Australian curriculum and life skills on needs basis.

2. Structure planning in three main sections: Literacy center, Numeracy center and Personal/Social/Health center -organise programs that best achieve the outcomes using teaching strategies that are engaging, relevant and promote problem solving thought and independence.

3. Literacy center range includes the strategies of guided, shared, independent reading, LCSWC, writers workshop, Word sorts, literacy apps on the iPad, journal writing, drama, walk and talk and time for talk so as to achieve language, literature and literacy Australian curriculum goals.

4. Evaluated and improved based on personal reflections in my journal, assessment data and feedback from students during discussions.

5. When planning I take time to consider my students individual social, cultural, academic needs and differentiate across the full range of abilities so as ensure full participation. The document also allows me to universally design the programs and  plan for adjustments.

 

Evidence 4: Time table

 

•The timetable is illustrates how I create and maintain a safe and supportive learning environment-  challenging activities with more scaffolds beginning of the week and independent activities towards the end of the week.

•Establish and maintain inclusive and positive interactions by alternating active/academic times with down time/ physical: math session on money followed by walk and talk. Start and end day on positives.

•In addition clear expectations negotiated at the beginning of the year and school values are revisited every morning during circle time

•Established routines within each sector of the time table so as to maximize learning time and ensure efficient and safe transitions - wash hands and line up in a particular order every fruit break -  line up expectations visuals displayed at every door – fair/just:  different line leader - personal goal assessment opportunity to self assess and collect data – gives visual feedback: achievements during the day and their progress over the year. 

 

Evidence 5: Learning Journey checklist

 

Ø The learning journey checklist showcases that I know my students and how they learn, know the content and how to teach it, that I planned for and implemented effective teaching and learning, created and maintained a safe and supportive learning environment.

Ø The rhythm sticks performance was an example of a strategy that I used to teach music, gross motor movement and to support full participation of students with a disability.

Ø The checklist illustrates how the students showcased their academic and personal growth through engaging learning activities.

Ø The learning journey -opportunity to build a bridge with home in a positive context and allow for families to be involved in their children’s learning. Families and visitors were provided with surveys and feedback sheets and this allows for a collaborative partnership to be built between home and school. 

 

Evidence 6: Professional Learning Community PPT

 

1. The PLC PowerPoint presentation demonstrates my engagement in professional learning.

 2. Earlier in the year I had identified assessment, reporting and making comparable judgments in writing tasks as an area of development and later in the year I got an opportunity to access professional development in the area.

 3.  Engaging in professional learning with my team allowed me to further develop my skills in making comparable judgments when assessing writing tasks and as a result of this professional development, I now have a tool, in the form of a rubric which assists me in making fair and reliable judgments when assessing writing tasks.

 4. Opportunity to build my professional networks across the school and broaden my professional knowledge.

 

Evidence 7: Certificates for ASD and Disability Standards courses

 

 

o The ASD course certificate and Disability Standards for Education certificate are evidence of the fact that I engage in professional learning and engage professionally with colleagues, families and the community.

o Autism Spectrum Disorders course with colleagues from the Tuggeranong network- build skills in teaching students with Autism, engage professionally with the wider education network. 

o Completed requirements of the Directorate and developed an understanding of the associated laws and policies – did all the professional workshops including the code of conduct and workplace health and safety –an understanding of regulatory systems requirements.

 

Evidence 8:  Parent email

 

§ The parent email illustrates that I regularly communicate and aim to build a strong bridge between home and school as this helps create a safe and supportive learning environment for my students.

 

§ Regular, clear and respectful communication between home and school assists in creating a collaborative partnership allowing for better student learning outcomes. 

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Evidence 9: Summative report

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 * The report demonstrates ability to assess, provide feedback and report on student learning - informal (anecdotal records, questioning) - formal (pre and post tests, Words Our Way testing) assessment strategies

- diagnostics (SENA, PM benchmarking)

-collect data to tweak further planning and to provide feedback to students.

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* Report student achievement in relation to learning goals to families -comparable judgments in relation to literacy, numeracy, personal/social development, ILP goals and feed back provided in a clear and respectful manner. 

* Making comparable judgments and providing feedback area that I have identified for further development. The language of reporting is a challenge for me at present and with continuous experience, I will develop this skill further.

* Making comparable judgments in writing tasks is another area of development and I engaged in professional development last term to further build my understanding and skill in assessing writing tasks.