6.1 Identify and plan professional learning needs

 

Proficient: Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs.

 

Evidence: 

• Attended VIT Casey Network Graduate Meeting

• Sought feedback and guidance from mentor teacher regarding professional conduct
   

6.2 Engage in professional learning and improve practice

 

Proficient: Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.

 

Evidence: 

• Participating in professional development every Wednesday afternoon while taking notes
• Participating in PLT groups, staff meetings, staff briefings and staff social clubs
• Attending professional development days such as the STEAM 2017 conference at Kingswood Primary

 

6.3 Engage with colleagues and improve practice

 

Proficient: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.

 

Evidence: 

• Team teaching along experienced teachers through all curriculum areas and not just in STEM
• Seeking guidance from my mentor VIT teacher whilst she observed my STEM lessons
 

I am reflective by nature, and reflecting on my practice and areas for improvement is something that I find particularly beneficial. This occurred throughout the whole of my teaching placement and has been carried through to my first year of teaching. However, I also received some constructive feedback from my mentor in the early days, an example being a mathematical problem-solving lesson. My strategy to date has been sitting down after a class and writing or typing notes, however, I do also debrief and reflect with teaching colleagues.

 

6.4 Apply professional learning and improve student learning

 

Proficient: Undertake professional learning programs designed to address identified student learning needs.

 

Evidence: 
• Using disability professional development notes to help those students with learning disabilities in STEM classes. EG: Using technology for those students with hearing or speech disabilities. 
• Working alongside year level teams to ensure student's with learning disabilities are correctly identified and targeted in their learning