"The greatest resource in Australian schools is our teachers. They account for the vast majority of expenditure in school education and have the greatest impact on student learning, far outweighing the impact of any other education program or policy."
- Australian Professional Standards for Teachers (2011, p.1)
Standard 1 Professional Knowledge - Know students and how they learn |
1.1. Physical, social and intellectual development and characteristics of students
Proficient: Use teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics to improve student learning.
Proficient: Use teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics to improve student learning.
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As an educator I believe that relationships are pivotal to learning. As an educator I take inspiration from the Reggio Emilia Approach to learning and have adapted a 'pedagogy of listening' when learning about children's physical, social and intellectual development and characteristics. I carefully watch, observe and document what I see children doing and saying and reflect and interpret what this means for their learning. I work collaboratively with parents/carers, colleagues and specialists when planning for and supporting children's learning goals which are based on their individual needs, current assessments and observations. An example of how I support children's physical, social and intellectual development and characteristics to improve learning can be seen in the Individual Educational Plans (IEP's) I create for children when documenting how I differentiate learning.
In this example, the child in my class who was diagnosed with Autism Spectrum Disorder (ASD), refused to use the toilet while he was at school. Through my observations and discussions with his parents, informally and during planned review meetings, we included this area as a learning goal for the child. I communicated the IEP learning goals with other specialists that supported the child such as 'school readiness support staff' and educators from Autism SA, and they were able to incorporate strategies within their scheduled support to support learning towards these goals. |
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1.2 Understand how students learn
Proficient: Structure teaching programs using research and collegial advice about how students learn.
Proficient: Structure teaching programs using research and collegial advice about how students learn.
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I believe children's learning is dynamic, complex and holistic. The Early Years Learning Framework (2001, p.10) describes how children 'bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning'. When structuring my teaching program I am influenced by John Dewey's child-centered approach to learning, which places the emphasis of learning on the needs and interests of the child. When leading the transition to school program for children preparing to attend school, I think carefully about the different types of learning opportunities children may choose to engage in and how these activities can promote the development of positive relationships and how they can reflect and build on children's prior experiences and knowledge. Within the classroom, I have photographs in photo frames of the children's families so children can feel connected to their family throughout the session. This is one way I help children to have a strong sense of identity, helping them to feel safe, secure and supported. The photo frames are displayed on low shelves, where the children are able to access them when they need throughout the session.
In this example, I have included the transition program's session 'rhythm and flow'. Within the session, I specifically incorporate 'playful learning' as a learning opportunity, based on my beliefs and understandings about the importance of play and how it can foster children's learning. In the photograph example, one of the learning opportunities during 'playful learning' was the 'playdough' table, where I set up a variety of natural objects, such as herbs and flowers that the children could use when manipulating or building with the playdough, providing a rich sensory experience. I noticed a boy had made a car using the playdough and when I asked him what he had made, he described 'it's our car and everyone in my family is in it'. I then noticed that he had taken his family photo from the shelf and had with with him at the playdough table and he used it to identify the people from the photo to his 'playdough characters'. |
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1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Proficient: Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Proficient: Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
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I believe that using 'play' and using an emergent approach to curriculum planning are responsive teaching strategies that support the learning strengths and needs of children from diverse linguistic, cultural, religious and socioeconomic backgrounds. When educators adapt a 'pedagogy of listening', by carefully observing and interpreting what children are saying and then plan future learning opportunities due to their observations, the individual's voice is recognised and there are opportunities for relationships to be formed, where the child's prior experiences are valued and built upon.
This example occurred in my reception class, which had 22 children from a variety of different cultural backgrounds, with a diverse range of learning needs (one child had diagnosed Autism Spectrum Disorder and two children had diagnosed Speech and Language delays). One child who had recently moved to Australia excitedly shared her enthusiasm with me about seeing her first possum on the weekend. The children listening joined in, commenting on their experiences of seeing possums, some children however looked puzzled and questioned what a possum was. On reflection of our discussion, I thought about setting up a story table for children to access during our playful learning time relating to possums and introduced the text 'Possum Magic' by Mem Fox to the children during group story time. Children were given the opportunity to interact with the story table, depending and exploring their knowledge of Australian animals, through interactions with the props, text and conversations with their peers. My role as an educator during the playful learning time, was to position myself at the story table and observe and document the conversations that occurred to direct future learning opportunities. |
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1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Proficient: Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
Proficient: Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
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I believe that it is highly important for educators to implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students to provide every opportunity possible to 'close the gap'. The Australian Curriculum 'acknowledges the gap in learning outcomes between Aboriginal and Torres Strait Islander students and their non-Indigenous peers' (ACARA, 2010). It is crucial therefore that educators in Australia have an understanding that Australian Aboriginal communities are extremely diverse, and that they should provide opportunities for all children to develop an understanding of their local indigenous culture as well as opportunities to acknowledge the Indigenous cultures from other parts of Australia other than where they live.
In this example, I acknowledge the local Aboriginal community and language where the school is located, on Kaurna land, as part of our morning routine, during our 'welcoming circle'. During our 'welcoming circle' children gather on the floor, sitting in a circle and together we sing the Kaurna song 'Nina Marni to you'. Then I say nina marni to each child as I take the roll call and they get a chance to practice saying nina marni when saying good morning to me. |
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1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Proficient: Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
Proficient: Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
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I believe that children learn in different ways and have different needs, therefore educators need to have an understanding and knowledge of appropriate strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Adapting a 'play-based curriculum' is strategy educators can use when differentiating teaching. During 'play' educators have the opportunity to identify and analyse children's specific learning needs and then provide future learning opportunities that support the individual child to build on or extend on their prior learning. Designed learning opportunities need to reflect the specific learning needs of the children involved. The educator must carefully select and provide appropriate open-ended resources, and think strategically about where the learning opportunity will take place to enable it to be inclusive for all children to access when supporting the learning needs of students across the full range of abilities, and thus engaging children in meaningful collaborative learning, alongside and with their peers at their individual levels of development.
This example occurred during 'playful learning' where I had provided a learning opportunity inviting children to build using cups, pop-sticks and pegs. The multiple possibilities that the open-ended resources provided allowed children to access the learning opportunity for a variety of purposes and in varying ways. I noticed one girl who the previous week had made some spinning tops using toothpicks and plasticine, build a spinning wheel that she explained could rotate along the floor or could be held vertically and spun the other way. She was able to access this learning opportunity as a means to further develop and explore her theories on rotation and movement. I noticed another boy, with Autism Spectrum Disorder (ASD) was verbally communicating (a skill he found challenging) with his peers while participating in the learning opportunity, explaining what he was using the cups for. He was able to access this learning opportunity as a means to further develop his verbal communication and relationship skills due to the way I had thoughtfully designed the learning opportunity to be set up on the 'grass crate and wheel' allowing multiple children access at one time. |
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1.6 Strategies to support full participation of students with disability
Proficient: Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
Proficient: Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
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,I believe all children have the right to a good quality education and should be encouraged to attend educational settings (schools/preschools/childcare etc) to the highest level they can. The United Nations Convention on the Rights of the Child describe the rights ALL children have in relation to access to education. Therefore it is crucial that educators are well educated and supported in supporting children with disabilities to participate to their fullest in educational settings.
This example is of a child in my transition class who had been diagnosed with Catecholaminergic Polymorphic Ventricular Tachycardia (CPVT). Before this child came into the transition program, I participated in some staff training where her pediatric nurse presented an education session about CPVT, the child's health history, and some strategies we could put in place to support her while she was at school. First of all I ensured I had current first aid and CPR training. I created a location for the AED and the care plans that was accessible and convenient where the equipment and plans could be stored reliably. Part of her plan includes her having an ESO with her for support at all times, and so within our transition session, I plan for this support and communicate details of the learning program with all educators working in our transition program. Throughout our program we are quite often involved in tours, exploring facilities of the site such as the gym, the playground, the library, the COLA and the church, so I ensure I always carry my mobile phone and the AED in case an emergency arises. |
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Standard 2 Professional Knowledge - Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
Proficient: Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
Proficient: Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
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I believe educators need sufficient subject specific content knowledge to plan for and enhance children's learning. Early childhood educators in the Australian context need a comprehensive understanding of the Australian Curriculum and the Early Years Learning Framework when applying knowledge of the content and teaching strategies of the teaching area to develop engaging learning opportunities.
These examples illustrate how I develop engaging teaching activities by apply my subject specific content knowledge of design and technology when using an emergent approach to curriculum planning. When planning for developing learning in design and technology, I first of all analysed the Australian Curriculum and the Early Years Learning Framework to look for consistencies regarding to the content of the teaching area as the children involved in the learning opportunities were of kindergarten age. I decided the content area I wanted to focus on in the learning opportunity was going to be 'design processes' and that I was going to focus on using pedagogical documentation, in particular learning stories as a teaching strategy to develop future learning opportunities. I created an 'Invitation for Learning' where I analysed children engaging in the block corner during 'free play'. Through my noticing I questioned what I could do to encourage more girls to engage in block play. Next I adapted the learning context by changing the resources and materials in the block area to include some horses, unicorns, princesses and knights rather than cars and trucks. When I noticed a girl engaging in the block area, I decided to observe what she was interested in and documented her engagement in a learning story. When analysing the learning story I used my 'design and technology lens' and referred back to the content and the learning dispositions that were applicable for the subject area to justify learning that occurred. |
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2.2 Content selection and organisation
Proficient: Organise content into coherent, well sequenced learning and teaching programs.
Proficient: Organise content into coherent, well sequenced learning and teaching programs.
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I believe that early years educators need to have a deep understanding of children's learning strengths and a comprehensive understanding of the Australian Curriculum and the Early Years Learning Framework when planning coherent, well-sequenced meaningful learning and teaching programs. When educators begin their planning based on their observations of children and then interpret these observations questioning what it means for the child's learning, then they are able to plan meaningful lessons and units of work that build on the child's prior knowledge and cater for the their developmental learning needs. Within lesson plans and units of work, the educator needs to consciously identify teaching strategies that they will use to scaffold learning and support the child in developing new understandings.
In this example, I used and referred to the Australian Curriculum when planning a series of English lesson plans. I identified the relevant content descriptor that related to the learning intention of the lesson and then documented how the learning intention linked with all three English strands; Language, Literature and Literacy. Within the lesson plans I used the teaching strategy of 'Gradual Release of Responsibility' to scaffold children's learning with the approach (I do, we do, you do). |
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2.3 Curriculum, assessment and reporting
Proficient: Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
Proficient: Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
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I believe early years educators need to use the Australian Curriculum and the Early Years Learning Framework when assessing and reporting on children's learning progress. The Australian Curriculum (2010) acknowledges that assessment of student learning takes place at different levels and for different purposes including formative and summative assessments. Formative assessments occur frequently and provide evidence when monitoring learning, providing feedback and help to inform future teaching and learning. Schools report to parents and carers twice a year using a summative assessment highlighting the progress and achievement of students in relation to the achievement standards indicated in the Australian Curriculum.
This example is of a Mid-Year Report I wrote for a child after she had completed 6 months of Year 1. The report highlights the child's achievement grade and effort (A-E) for each Learning Area. Within each Learning Area, the strands are indicated and achievement is recorded using a continuum. At the end of the report I have summarised the child's achievement and included suggestions of future areas for development. |
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2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Proficient: Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Proficient: Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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I believe that it is highly important for educators to provide opportunities for all children to develop an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages to promote reconciliation between Indigenous and non-Indigenous Australians. The Australian Curriculum promotes reconciliation through it's Aboriginal and Torres Strait Islander Histories and Cultures priority, which provides opportunities for all students to deepen their knowledge of Australia by engaging with the worlds oldest continuous living cultures, and understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse (ACARA, 2010). By embedding the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority in and across all learning areas, 'educators can develop their student's identities where Aboriginal and Torres Strait Islander histories, cultures and knowledge are a part of their identity and in doing so, a sense of nationhood can be built and Australia's unique identity in the global community is enhanced' (ACARA, 2010).
This is an example of how I encourage children to learn the local Aboriginal Kaurna Language in the transition program. Each morning when we gather in our welcoming circle, we sing 'Nina Marni to you', to say hello and welcome to each other. I talk about how our school is located on Kaurna land and that 'Nina Marni' means hello and welcome in Kaurna. After we sing the song, I say nini marni to each child as I say the roll and children have the opportunity to say nini marni to me. |
Conceptual framework for the Aboriginal and Torres Strait Islander Histories and Cultures priority
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2.5 Literacy and numeracy strategies
Proficient: Apply knowledge and understanding of effective teaching strategies to support students' literacy and numeracy achievement.
Proficient: Apply knowledge and understanding of effective teaching strategies to support students' literacy and numeracy achievement.
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I believe that the implementation of effective teaching strategies supports children's literacy and numeracy achievement. Early years educators need a clear understanding of what Literacy and Numeracy entails in relation to both the Early Years Learning Framework (EYLF) and the Australian Curriculum (ACARA), and knowledge of the 'Implementation guidelines for indicators of preschool numeracy and literacy in government preschools' document. The EYLF describes that 'numeracy is the capacity, confidence and disposition to use mathematics in daily life' and that 'literacy is the capacity, confidence and disposition to use language in all its forms'. The preschool literacy and numeracy indicators hold the EYLF at their center, and depict the literacy and numeracy learning processes, indicators and key elements. The indicators connect with the Australian Curriculum general capabilities continua for numeracy and literacy. The learning continua in the Australian Curriculum describes the knowledge, skills, behaviours and dispositions that students can reasonably be expected to have developed at different stages of schooling. Early years educators can use the literacy and numeracy preschool indicators to report on, assess and reflect on learning and teaching. Educators also need a repertoire of teaching strategies that support and scaffold and facilitate children's learning and development in the area of literacy and numeracy.
This example is of a small group session I planned for in a Kindergarten setting. Prior to this group session I had noticed that the children were developing their understandings of number sense, including number sequence, quantification and 1:1 correspondence. I intentionally planned for the group session to include 'hands on' activity for children to develop and opportunities for me to explicitly demonstrate some of these number skills. Within the learning opportunity, I integrated literacy indicators by reading a text that supported and highlighted these number skills and consciously planning opportunities for children to converse and communicate with one another using the 'gradual release of responsibility' model (I do, we do, you do) to scaffold their learning. |
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2.6 Information and Communication Technology (ICT)
Proficient: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Proficient: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
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I believe that when educators use effective teaching strategies to integrate ICT into learning and teaching programs, they are able to make selected content relevant and meaningful for children. The Reggio Emilia Approach to learning recognises that there are multiple ways that children can express their understandings through the principles of '100 languages' and highlights the importance of allowing the child's voice to be heard, listened to and expresses in different ways. Using photography is one way to capture and communicate children's understandings, giving them a voice and can therefore support meaningful and connected learning.
This is an example of a learning story I wrote which included photographs as a means to 'capture' and analyse the child's understanding and processes that I noticed during my observations during the learning opportunity. The photographs were then used as a reflection tool, when I asked the child what she thought about her 'shaky, shaky drum'. Using photographs within the learning story also promoted a deeper relationship with the child's family, as by including the photograph's within the learning story, it communicated and made evident that the educator was close by, supporting and in relationship with the child and with their learning. |
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Standard 3 Professional Practice -
Plan for and implement effective teaching and learning.
3.1 Establish challenging learning goals
Proficient: Set explicit, challenging and achievable learning goals for all students.
Proficient: Set explicit, challenging and achievable learning goals for all students.
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I believe it is important for educators to set explicit, challenging and achievable learning goals for all children to promote the development of learning and to make this learning visible. Setting explicit, challenging and achievable learning goals require educators to have a solid understanding of individual children's strengths and areas of development within all developmental areas. By writing explicit, challenging and achievable learning goals, educators demonstrate their understanding of how learning can at times can be sequential (i.e when developing number sense) but can also be non-linear (i.e when developing social skills), as well as their depth of knowledge of specific content areas. Explicit learning goals allow educators to evaluate and measurably analyse the outcomes of the learning opportunity to enhance and develop future learning and learning opportunities. Educators demonstrate their understanding of differentiation when they ensure learning goals are targeted to the children who are involved in the learning opportunity, by recognising children's diversity when personalising learning to promote equity of access to the curriculum for all children.
This is an example of an 'invitation for learning', I identify, set, plan for and reflect on specific learning goals when planning for a small group session in a kindergarten setting. In this example, I demonstrate my ability in understanding the needs of the individual children in the group through careful analysis of their demonstrated understandings and development of number sense and how this is reflected in the planned learning opportunities. Within this 'invitation for learning' I reflect on what I noticed occurring during the learning opportunity and giving evidence of children's achievement and possible directions for future learning. |
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3.2 Plan, structure and sequence learning programs
Proficient: Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
Proficient: Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
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I believe that educators need to plan and implement well-structured learning and teaching programs to engage children and to promote learning. Using an inquiry approach to planning is a rich, meaningful, contextual and child centered pedagogical approach that educators can use to when structuring their learning programs. Inquiry approaches to learning recognise that learning is not linear, and that the outcome of the lesson or teaching program may not be known at the beginning of the sequence. It is widely acknowledged that using play is one of the most effective approaches to learning for young children. Educators therefore need to incorporate play within their teaching and learning programs in meaningful ways to engage children and to promote learning. The Reggio Emilia Approach to learning supports inquiry approaches to planning and playful approaches to learning as the educator adapts 'a pedagogy of listening' when observing children, then reflects on their observations, analysing what the observations mean for learning while the child is engaged in playful opportunities. A plan is then developed where the educator may adapt the environment, resources or plans for moments of explicit instruction or experiences building on the experiences observed. Educators reflect on what happened, linking or 'back mapping' experiences to the Australian Curriculum, Early Years Learning Framework and/or Literacy and Numeracy Preschool Indicators, and pose questions about possible lines of future inquiry to inform future planning.
This is an example of how I have used Anne Pelo's Thinking Len's Framework to structure a series of learning opportunities using an inquiry approach to learning and planning within a kindergarten setting. Within the plan, I recorded my observations of children playing during times of 'free play', then analysed what I thought it meant for their learning. I then provided a learning opportunity during small group time where children were given the opportunity to develop their number sense skills. |
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3.3 Use teaching strategies
Proficient: Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Proficient: Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
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I believe educators need to use relevant teaching strategies to support all children in developing knowledge, skills, problem solving and critical and creative thinking. The Reggio Emilia 'Hundred Languages approach' sees children as individuals who are capable of doing and communicating their unique abilities in extraordinary, competent and naturally curious ways. If educators truly believe that children are competent and capable, their teaching strategies need to reflect this. Consciously planning for how and when children will communicate their ideas and collaborate with others is an important strategy for promoting and fostering promoting critical and creative thinking. This includes how the physical environment is set up and the resources that are provided. Research suggests that loose parts and natural materials promotes problem solving skills and creativity. Using open-ended and authentic questioning is another strategy educators can use to enhance children's problem solving and thinking skills, promoting children to 'do the thinking', developing answers themselves, rather than listening to what the educator tells them to do or having answers explained to them.
This is an example I set up a variety of playful learning opportunities for children to engage in during our transition to school sessions. I very carefully thought about the learning environment and the resources that I provided. One of the learning opportunities invited children to explore loose parts. Some of the materials were purposefully chosen to be natural to stimulate children's connection with nature and creative thinking. The space for the learning opportunity was carefully orchestrated to ensure that children were able to be in dialogue and conversation with one another and children could freely choose to participate in the opportunity as it was specifically designed during our 'playful learning time'. Prior to this learning opportunity, the children had 'hunted and gathered'the natural resources during their planned 'outdoor learning time'. |
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3.4 Select and use resources
Proficient: Select and/or create and use a range of resources, including ICT, to engage students in their learning.
Proficient: Select and/or create and use a range of resources, including ICT, to engage students in their learning.
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I believe it is important for educators to carefully select, create and use a range of resources to engage all children in their learning and cater for the variety of ways children learn. When considering resources to incorporate within learning opportunities to promote specific learning outcomes, educators need to consider the developmental age and physical development of the children involved so that agency is promoted and involvement is increased. Educators need to ensure that they provide multiple opportunities to develop concepts in a variety of ways which allow children to use a variety of senses.
In this example I had observed that a number of the children in my Reception class were finding it hard to form the numerals 1-10 correctly. I created a number of different resources the children could use to practice their number formations including, 'pin-pushing' over the number, 'gel bags' to trace the number with their fingers, using whiteboard markers on mini-whiteboards, representing numbers in sand trays, singing rhymes that teach the formation of the numerals and joining in with using their bodies to draw the numerals while viewing songs on the interactive whiteboard. These learning opportunities were developmentally appropriate for the children involved, included recognising and writing numbers using numerals, words and dots, and promoted development of their fine motor skills through a 'hands on' sensory approach.
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3.5 Use effective classroom communication
Proficient: Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
Proficient: Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
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I believe educators need to use effective verbal and non-verbal communication strategies to support children's understanding, participation, engagement and achievement. Early years educators need to consider the developmental age of the children involved by ensuring verbal communication is clear, concise and engaging. When giving verbal instructions, educators need to scaffold directions so that children experience success and independence is promoted. For young children, educators can use the strategy of singing songs to positively support understandings, participation and engagement. Using verbal communication however is not enough, non-verbal communication strategies must be used and are vital when catering for a range of diverse needs and for enabling children to reach their full potential. Non-verbal communication such as sounds (such as shaking a shaker, or tapping a drum) when it is time for children to listen or transition to another activity, and visual images (such as an image of a person sitting with their legs crossed) can assist educators with communicating their expectations for children in relation to behaviour and routines.
In this example, as a the transition teacher at school, I use both verbal and non-verbal communication strategies to engage students and to enhance their learning. I use a shaker to communicate to children when it is time to stop and listen to the next instructions. When transitioning between activities such as coming in from recess to group time on the mat, I sing songs such as 'five little men', 'daddy finger' etc, to encourage children to settle, engage and become involved in the next activity. I use non-verbal communication such as picture cues to reinforce behaviour expectations and group norms and rules such as sitting with your legs crossed and hands in your lap. I display a visual schedule for children to reference throughout the day, to help them with understanding the structure of the day and what to expect next. |
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3.6 Evaluate and improve teaching programs
Proficient: Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
Proficient: Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
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I believe one of the educator's roles is to be a researcher and that effective educators spend time researching their own teaching practice using evidence to inform their future planning. Carla Rinaldi acknowledges the role of the educator as being a researcher through the Reggio Emilia Approach to teaching and learning. Educators therefore need to collect, collate and interpret data throughout the teaching process, when analysing their personal teaching and learning programs. Using an emergent approach to curriculum planning, provides educators with the opportunity to engage in reflection on and when questioning future learning directions based on student feedback and data. Documentation is a vital step in the emergent process as it can provide evidence and data that can be used when evaluating and improving teaching and learning programs.
In this example, I carried out a research project based in a kindergarten setting, that was generated due to an observation I made about how design and technology is planned for, taught and assessed. Throughout the project, I used an emergent approach and focused on using documentation to collect data about how children engaged in design and technology and what processes they were using. I used learning stories and floor books to analyse children's design and technology processes. Using documentation, I was able to analyse and reflect on my own teaching, and how I could improve my questioning skills when challenging and extending children's thinking. |
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3.7 Engage parents/carers in the educative process
Proficient: Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children's learning.
Proficient: Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children's learning.
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I believe that a sense of community, belonging and well-being can be promoted when educators plan opportunities for parents/carers to be involved in their children's learning. It is widely acknowledged that parents and families are children's first educators. With this in mind, educators in the school/kindergarten or early childhood setting, need to consider how they encourage and develop relationships and communication with children's families and parents to fully understand and cater for children's needs holistically. Educators need to ensure communication is accessible and available to all parents/carers and that there are multiple opportunities for parents/carers to be involved in what their child is learning. Examples where educators plan for parent/carer involvement may include planning and facilitating, parent information sessions, parent education sessions/workshops, volunteering opportunities, newsletters, online posts, community events such as community fundraisers, performances or celebrations, interviews and review meetings.
This example is of how I communicate with parents/carers using the Seesaw app during the Transition program at school. At the beginning of the program I clearly communicate to parents that this is our preferred way of communication regarding communicating what learning opportunities the children participated in during their session and for any announcements or reminders for families to remember for upcoming sessions. Parents/carers are able to message me individually when/if they have a question or a concern and I am able to efficiently respond to their questions, providing reassurance and comfort. |
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Standard 4 Professional Practice -
Create and maintain supportive and safe learning environments.
4.1 Support student participation
Proficient: Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
Proficient: Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
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I believe that to engage and support all children in learning opportunities, educators need to establish and implement inclusive and positive interactions with not only the children in their care but their families as well. Spending time to 'get to know' all children, their likes, dislikes, family, past experiences is vital when establishing relationships and implementing positive interactions, thus facilitating engagement in learning opportunities. The educator's pedagogy and approach to learning and teaching can facilitate and inhibit these interactions and relationships greatly. By incorporating 'play' within the curriculum, reflecting on the role of the educator as 'listener' and 'observer', educators provide opportunities to learn, observe and document children, while facilitating opportunities for children to interact with their peers. Designing the 'playful learning opportunities' is a complex and involved process, where educators need to consider many factors that may contribute to the inclusion or potentially exclusion of children, such as the layout of the learning environment, the resources provided, the structures put in place regarding sharing and turn taking and how, when and why the educator will or will not be involved in the play.
In the first example, I created a 'transition to school statement' for parents/carers to complete prior to their child beginning in our Transition class. The Transition program it's self, is a program which I have worked with other leaders to design when supporting children and families transitioning to schooling from other early childhood settings. The program promotes and supports all children in their transition to school as it aims to build and make connections with children and their families prior to commencing formal schooling. By learning about individual children and their needs prior to starting school, children and families are supporting in developing a sense of belonging and individual needs can be targeted earlier through appropriate intervention programs and connections with other professional services can be established and fostered earlier. |
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4.2 Manage classroom activities
Proficient: Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
Proficient: Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
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I believe that Early Years educators are able to create environments where children are highly engaged in learning tasks and opportunities and expectations are clearly communicated, by planning for, establishing and maintaining routines. Educators can facilitate learning by planning organisational structures within lessons, to provide children with maximum time to engage in the learning opportunity. Organisational structures may include planning groupings, rotations, how resources will be distributed or how children will gather/conclude lesson. By thinking critically about how the elements within individual lessons will flow on from each other, and how lessons flow on from each other throughout the day, educators can facilitate the productive time children spend on learning during the lesson/day/week/year.
This example is of a lesson plan I wrote while working in a kindergarten. The lesson was set during small group time and includes details of how I began the lesson, grabbing the children attention and reinforcing my expectations regarding behaviour through song, and how I used circle time to encourage all children to participate in our group discussion, providing children with the opportunity to see their peers faces and expressions and interact with one another, rather than having children all facing the educator. Within the lesson, I ensured I was well prepared, had thought carefully about the resources the children would need to use during the drawing task and had organised these resources ahead of time. I included how I imagined the lesson would end, with children completing their drawings at different times, so I had prepared an extension opportunity for children to play with some puzzles to allow for this, before ensuring that the space was 'reset' again before asking the children to line up ready for outside play which was the following lesson. |
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4.3 Manage challenging behaviour
Proficient: Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.
Proficient: Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.
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I believe that to support children in managing their behaviour, educators need to be highly relational and develop trusting and meaningful relationships with the children in their care. Alongside establishing and maintaining meaningful relationships, educators need to establish and negotiate clear expectations with children in a fair and respectful manner, modelling appropriate language, both verbally and non-verbally (such as body language and expression). Giving children a 'voice' to express their needs and thoughts is highly important when negotiating expectations and addressing discipline issues and educators can achieve this by listening to the child's point of view and then asking the child restorative questions about what they noticed happening, what they wanted to happen, what they would like to happen in the future, how they could make what they want happen, how that would impact others, and how they could 'fix' or 'make right' what went wrong in the past. When managing children with challenging behaviours it is important for educators to acknowledge children's behaviour, make expectations clear and give children options and the power to make the 'right' choice. For example if a child is refusing to join the group on the mat at group time, the educator could acknowledge their behaviour by saying 'I can see that you are laying on the floor under the table. Laying under the table during group time is a 'B' choice. Joining your friends and sitting on the mat is an 'A' choice. You are good at making 'A' choices, you can make an 'A' choice if you come with me and join your friends on the mat. Once the child chooses to make an 'A' choice, the educator would reinforce that behaviour by acknowledging the choice the child made and involving them positively within the group activity.
This example is of a behavioural plan I created for a child in my Reception class who presented with extremely challenging behaviours. The plan was created with the parents of the child, Principal, Deputy Principal, the school's student Well-Being Co-coordinator and the Behaviour Education Team from the Catholic Education Office. It includes a plan of action for when/if the child acted inappropriately, clearly indicated the inappropriate behaviours observed, consequences and school procedures, goals, desired outcomes and strategies put in place to support the child. The plan was reviewed and discussed regularly during termly review meetings with the child's parents and staff. |
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4.4 Maintain student safety
Proficient: Ensure students' well-being and safety within school by implementing school and/or system, curriculum and legislative requirements.
Proficient: Ensure students' well-being and safety within school by implementing school and/or system, curriculum and legislative requirements.
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I believe it is the educators responsibility and legal requirement to ensure children's well-being and safety by implementing school and/or system, curriculum and legislative requirements. Schools are mandated child safe environments with legal, policy and procedural requirements for staff and volunteers. The Keeping Safe: Child Protection Curriculum is mandated in all Department for Education and Catholic Education sites for children and young people from age 3 to year 12. It is a requirement under the child protection in schools, early childhood education and care services policy that all children and young people in department and Catholic preschools and schools access approved child protection curriculum each year, and that the approved child protection curriculum will be taught by staff who have received training in its use. The Keeping Safe: Child Protection Curriculum can be implemented throughout the Early Years Learning Framework outcomes and fits primarily within the Health and Physical Education learning area of the Australian Curriculum, but can be incorporated across other learning areas. The Keeping Safe: Child Protection Curriculum acknowledges that every child has the right to be safe and free from all kinds of abuse, including bullying, harassment, and neglect.
This is an example of a unit plan I implemented addressing Protective Behaviours within the Australian Curriculum learning area of Health and Physical Education. Within the unit children explored the big idea 'we all have the right to feel safe' through lessons that explored 'what is an emergency', 'what to do in an emergency', 'identifying feelings and emotions' and 'developing an awareness of the importance of personal space when keeping safe'. |
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4.5 Use ICT safely, responsibly and ethically
Proficient: Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Proficient: Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
I believe it is the educator's role and responsibility to incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching to keep all children safe and protected. Strategies such as communicating permission rights and ensuring forms are sign and returned regarding the use of taking and using photos of children with parents/carers is the responsibility of the educator and the school.
This example is of an email I sent to parents/carers after noticing that a number of families had not returned their permission forms indicating whether or not their child was permitted to have their photo taken. Without the parent/carers' consent I would not have been allowed to take or publish photos of these children unaccounted for in our upcoming school newsletter (which ironically I knew would have caused disappointment for the children and also their families). To assist me with collecting the permission forms that were unaccounted for, I wrote an email to the parents/carers reminding them to please return all paper work to the front office as soon as possible. After the email was sent, all permission forms were returned and I was able to proceed with my task of publishing our learning in the school newsletter.
This example is of an email I sent to parents/carers after noticing that a number of families had not returned their permission forms indicating whether or not their child was permitted to have their photo taken. Without the parent/carers' consent I would not have been allowed to take or publish photos of these children unaccounted for in our upcoming school newsletter (which ironically I knew would have caused disappointment for the children and also their families). To assist me with collecting the permission forms that were unaccounted for, I wrote an email to the parents/carers reminding them to please return all paper work to the front office as soon as possible. After the email was sent, all permission forms were returned and I was able to proceed with my task of publishing our learning in the school newsletter.
Standard 5 Professional Practice -
Assess, provide feedback and report on student learning.
5.1 Assess student learning
Proficient: Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
Proficient: Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
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I believe it is important for educators to assess, informally and formally using diagnostic, formative and summative assessment strategies to assess student learning to understand and track children's progress and to inform future teaching. The Australian Curriculum recognises that assessment of student learning takes place at different levels and for different purposes. Ongoing formative assessment occur within classrooms and is used to monitor learning, to inform teachers of their teaching, and to inform children of their learning. Summative assessment is used to report to parents/carers on children's progress and achievement.
Educators draw on assessment data they have collected as evidence while teaching, and use the Australian Curriculum achievement standards at the end of a period of teaching, to make judgements about the quality of learning demonstrated by children, that is whether they have achieved below, at or above the standard. In this example, I used a rubric I had created for my year 1 class, to collate the data I had observed about children's understandings of Chemical science. The rubric organised specific information about what skills I had observed the child demonstrating, providing evidence to help me when writing their summative report at the end of the year, reporting whether they had achieved below, at or above the standard. |
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5.2 Provide feedback to students on their learning
Proficient: Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
Proficient: Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
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I believe that by giving children timely, effective and appropriate feedback about their achievement can improve children's learning. Educators need to be aware of how, when and why they are giving children feedback for feedback to be constructive and influence children's learning positively. Educators need to be aware of the difference between praise and feedback, when encouraging children verbally and non-verbally. The long term effect of effective and appropriate feedback that focuses more on the effort and the process the children carries out, is that children learn to be more independent, motivated and self-evaluative. Feedback such as 'I see that you are working hard.... ', 'Tell me about how made it.....', 'You are learning to cut with the scissors. Last week you had trouble opening and shutting them, but this week you cut the paper all by yourself', acknowledges the effort and the process that the child undertook rather than focusing on the outcome of what they did/or created.
In this example, I used a learning story to communicate to the child in a kindergarten setting, about the processes I noticed they carried out when they were making at the making area. I then shared the learning story with the child after the story had been created and together we reflected on the experience. |
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5.3 Make consistent and comparable judgements
Proficient: Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.
Proficient: Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.
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I believe it is important for educators to work collaboratively to make consistent and comparable judgements of children's learning. Through collaboration, educators can explore, compare and analyse their own judgement criteria with their colleagues, and work towards a shared understanding of expectations to provide consistency and equity for all children throughout the class, site and/or system.
In the first example, I have created an assessment rubric as part of my teaching program to assess children's achievement of science learning goals. The second example is of an email conversation with a colleague in my early years team, where we were sharing and analysing our rubric criteria prior to assessing the children. |
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5.4 Interpret student data
Proficient: Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
Proficient: Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
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I believe assessment data can be used to analyse and evaluate children's understandings, identify interventions and to modify teaching practice. When data can be used as evidence when identifying interventions to support children's learning such as when planning Individual Education Plans (IEP's) that describe specific learning goals for individual children. Educators use assessment data as evidence when reporting children's achievement to parents and carers in end of semester reports. When data is measured and compared over time, educators are able to analyse what that means for their own teaching instruction or practice.
In this example, I used the Waddington Spelling Test to collect data regarding the spelling ages of the children in my Year 2 class. When I collected the data at the beginning of the year, I used it to help me group the children when targeting specific spelling needs during some Literacy lessons. After I collected the data at the end of the year, I used the data to analyse and inform my own teaching practice, looking at the students who made significant gains compared with those that didn't and what that meant regarding how I supported those children and what I could do differently in the future. |
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5.5 Report on student achievement
Proficient: Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
Proficient: Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
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I believe that when educators develop open, collaborative and honest relationships with parents and carers, they set themselves up with strong foundation to communicate clearly and respectfully children's achievements. To report children's achievements accurately, educators need to use accurate and reliable records. Examples such as checklists, observational notes, learning stories, floor books, running records, diagnostic assessments, annotated photographs of work samples can all be used as evidence when collecting data on children's achievement. When reporting to parents/carers, educators need to respectfully reflect and plan the timing of when, how and with whom this information will be expressed.
This is an example of the notes I made prior to a parent/teacher learning conversation I had planned to hold at the beginning of term 2 concerning a Reception child in my Reception class. I used the notes to guide our conversation and had collected the data within the notes from various formal and informal assessments throughout term 1. |
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Standard 6 Professional Engagement- Engage in professional learning
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.
Proficient: Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs.
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I believe that when educators spend time reflecting and analysing their teaching, children's learning outcomes are improved. The Australian Institute for Teaching and School Leadership (AITSL, 2017), describes the Australian Professional Standards for Teachers as a public statement of what constitutes teacher quality. AITSL (2017) states that the Standards 'define the work of teachers and make explicit elements of high-quality, effective teaching in 21st century schools that will improve educational outcomes for students'. The Standards describe what educators should be aiming to achieve at every stage in their career, so that they can improve their teaching practice developmentally. There are seven standards and which are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement. To be a registered teacher, achieve Highly Accomplished and Lead certification, educators need to evidence certain requirements of the Standards.
This example is documentation of my professional review conducted by my Principal at the end of the school year. It describes my intentions regarding my professional development for the following year and reflections on my professional growth throughout the year. |
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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.
Proficient: Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
I believe that when educators participate in professional learning it provides opportunities for them to improve their teaching practice and for increases in student learning. Educators need to be aware of their individual professional needs by analysing their achievement using the Australian Professional Standards for Teachers, and also be aware of school/and or system priorities when when engaging in professional learning. I believe that one pivotal aspect of professional learning is having the opportunities to share and collaborate with colleagues regarding knowledge, practice and desired outcomes.
This example is of a visible learning professional learning project I am involved with which will occur over 3 years. It is a system priority within Catholic Education and involves a number of school within our local region. The project involves our school to collect and analyse data regarding visible learning, devise plans and put them into action, tracking children's learning progress. Within this project in 2020 I have been asked to take on the role as Impact Coach for the Early Years Team and I will be involved in engaging with colleagues to evaluate the effectiveness of learning opportunities, collecting and analysing data within our school and sharing our findings with schools in our region. In 2019 I have begun involvement in the visible learning project, by completing the Mindframes Survey for educators, attending the first PD day with our school and local region school's staff, and have read through the data of our current students regarding our focus area of spelling.
This example is of a visible learning professional learning project I am involved with which will occur over 3 years. It is a system priority within Catholic Education and involves a number of school within our local region. The project involves our school to collect and analyse data regarding visible learning, devise plans and put them into action, tracking children's learning progress. Within this project in 2020 I have been asked to take on the role as Impact Coach for the Early Years Team and I will be involved in engaging with colleagues to evaluate the effectiveness of learning opportunities, collecting and analysing data within our school and sharing our findings with schools in our region. In 2019 I have begun involvement in the visible learning project, by completing the Mindframes Survey for educators, attending the first PD day with our school and local region school's staff, and have read through the data of our current students regarding our focus area of spelling.
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.
Proficient: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
I believe that educators need to foster and provide supportive learning environments for their colleagues and themselves when aiming to improve professional knowledge and practice. Educators need dispositions that foster life long learning, such as curiosity, resilience, collaboration, confidence, flexibility and persistence, to analyse their own practice, contribute to collegial discussions, receive and apply constructive feedback. By establishing a wide professional network, educator's practice can be well informed and can draw on a diverse range of experiences and knowledge.
This example is of a discussion I initiated with the Transition program team I was leading after I noticed that some of the educators were documenting negative annotations of children, which reflected seeing the child in a 'deficit image'. As part of my role leading the Transition team, I was conscious that I needed to engage with my colleagues in a discussion about how to go about writing observations to assist them with improving their practice.
This example is of a discussion I initiated with the Transition program team I was leading after I noticed that some of the educators were documenting negative annotations of children, which reflected seeing the child in a 'deficit image'. As part of my role leading the Transition team, I was conscious that I needed to engage with my colleagues in a discussion about how to go about writing observations to assist them with improving their practice.
6.4 Apply professional learning and improve student learning
Proficient: Undertake professional learning programs designed to address identified student learning needs.
Proficient: Undertake professional learning programs designed to address identified student learning needs.
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I believe that one of the roles of the educator is to be a 'researcher'. This stems from my understandings and knowledge of the Reggio Emilia Approach to learning and teaching, where Carla Rinaldi describes educators as 'researchers' and that by researching and analysing their own teaching practice, educators can improve and enhance children's learning. Action research is one way educators can analyse and improve their teaching practice, and identify children's learning needs and improve children's learning outcomes. Using an inquiry approach to research, recognising the continual and non-linear movement of the research process, educators undertake a healthy, exciting, individual life-long journey of professional learning and development.
This example is of my action research project I carried out while teaching in a kindergarten setting. My inquiry question was 'how can I enhance children's design and technology understandings using an emergent approach to curriculum planning?'. Within the research project I collected baseline data of the children's design and technology understandings and how emergent planning was occurring at the kindergarten. I used this data to implement strategies to hope to improve and enhance learning. Through this research project, the powerful impact pedagogical documentation has on children's and educator's learning was highlighted and enabled me to collect further evidence on how learning was enhanced through the strategies I implemented. |
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Standard 7 Professional Engagement -
Engage professionally with colleagues, parents/carers and the community.
7.1 Meet professional ethics and responsibilities
Proficient: Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
Proficient: Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
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I believe that educators have a responsibility to meed codes of ethics and conduct that are established by regulatory authorities, systems and schools. The Teachers Registration Board of South Australia describe a Code of Ethics for the Teaching Profession in South Australia and Early Childhood Australia describes a Code of Ethics for Early Years Educators in Australia. Early Childhood Australia recognises and acknowledges Aboriginal and Torres Strait Islander traditional ways of being and caring for children and it's Code of Ethics is informed by the principles of the United Nations Convention on the Rights of the Child (1991) and the Declaration on the Rights of Indigenous Peoples (2007). Educators are called to think about their everyday actions and decision making, both individually and collectively, and respond with respect to all involved including children, colleagues, families, the profession, the community and greater society. This example is of an confidential email conversation I had with a parent of one of the year 2 children in my class. It demonstrates how I respond sensitively with respect and care to parents and families and how I communicate support services which could be accessed through the school. 
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7.2 Comply with legislative, administrative and organisational requirements
Proficient: Understands the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
Proficient: Understands the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
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I believe it is important for educators to take responsibility in knowing and understanding the implications of, and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes. Educators demonstrate their compliance to professional requirements, policies and processes through their professional behaviour and throughout their designed learning program.
The first file is an example of how I show compliance towards the schools policy for the development of personal responsibility when I include behavioural expectations and explanations of the process educators will take when responding to behavioural concerns, to parents and carers in our parent/carers information booklet, which I verbally went through during our parent information session for our Reception and Year 1 class. The image below is an example of how I reinforced behaviour expectations and promoted children in developing personal responsibility, reflecting the schools policy for the development of personal responsibility, by posting on Seesaw a demonstration video of 'what to do on your first day' of our Transition program. |
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7.3 Engage with the parents/carers
Proficient: Establish and maintain respectful collaborative relationships with parents/carers regarding their children's learning and well-being.
Proficient: Establish and maintain respectful collaborative relationships with parents/carers regarding their children's learning and well-being.
I believe educators need to establish and maintain respectful collaborative relationships with parents/carers regarding their children's learning and well-being to promote children's learning and to build a community where school and home lives are connected and all members of the community feel valued and have an opportunity to be heard. Educators need to use effective, respectful communication and ensure professional boundaries are formed and maintained regarding their relationships with families within the community.
In this example, I have established a Seesaw group where parents and carers can access information regarding their child's class and it can also be used as a tool to communicate via messages with individual parents/carers or parents/carers can contact me with their concerns or questions regarding their child. Using Seesaw is an efficient and effective way to communicate with parents/carers in a collaborative manner and provides a voice for families to share and contribute to their child's learning environment and experiences.
In this example, I have established a Seesaw group where parents and carers can access information regarding their child's class and it can also be used as a tool to communicate via messages with individual parents/carers or parents/carers can contact me with their concerns or questions regarding their child. Using Seesaw is an efficient and effective way to communicate with parents/carers in a collaborative manner and provides a voice for families to share and contribute to their child's learning environment and experiences.
7.4 Engage with professional teaching networks and broader communities
Proficient: Participate in professional and community networks and forums to broaden knowledge and improve practice.
Proficient: Participate in professional and community networks and forums to broaden knowledge and improve practice.
I believe that it is important for educators to engage with professional teaching networks and broader communities to broaden their professional knowledge, improve their practice and therefore improve children's learning outcomes. When educators widen their networks into the broader community, children are able to experience a deeper sense of belonging and personally contributing to their local community and society.
This is an email announcement I wrote to the Early Years educators at our school, on behalf of the Sustainability Team I was involved in, where educators across multiple schools worked together to plan a shared learning event. Within the Sustainability team we worked with outside organisations and networks to apply for grants and funding and organised education sessions for staff to promote the development of sustainability in our site.
This is an email announcement I wrote to the Early Years educators at our school, on behalf of the Sustainability Team I was involved in, where educators across multiple schools worked together to plan a shared learning event. Within the Sustainability team we worked with outside organisations and networks to apply for grants and funding and organised education sessions for staff to promote the development of sustainability in our site.
