Use the standards of professional practice to identify one of the following aspects of your practice you are seeking to develop:
In focusing on one of these, other aspects of teaching practice will also be addressed.
Table 1: Standards of Professional Practice
When identifying your focus consult an experienced colleague, who may be your mentor. Have a clear purpose as to how the focus will impact on student learning. In your discussions take into
account student, school and community factors that influence teaching and learning and how they can be used to make learning more meaningful.
Factors that could influence teaching and learning include:
Investigate your focus by documenting at least two visits to the classrooms of experienced colleagues. The purpose of visiting classrooms is to gather data specifically related to your focus
that will impact on your teaching and learning. Observe the interactions between teacher, student and content as these generally determine the quality and level of student learning.
You are encouraged to teach alongside an experienced teacher as often as possible so that collectively you can identify those aspects of practice that will impact most significantly on student
learning. However, at least two observations of an experienced teacher must be documented.
Your mentor could suggest teachers with particular expertise who can assist you to deepen knowledge about your professional practice. Your mentor can also be one of the colleagues you consult
and whose practice you observe.
Use the following questions as prompts for your reflection.
Consider other ways you can develop knowledge related to your professional practice focus.
These could include:
Using your focus develop a plan of action with your mentor to implement practices that support the learning of your students. This plan needs to occur over a 4 – 6 week timeframe. This will allow
for new practices to be implemented, their effectiveness to be assessed and revised and for reflection on future directions that may include further professional learning opportunities.
In developing the plan draw on:
The plan needs to be attached to a work program/unit outline that is being used over the 4 – 6 weeks. Document how the learning from classroom observations will be incorporated either in your action
plan or your work program/unit outline. The success of your action plan will be measured by increased student engagement and learning. You will need to make assessments of your students.
Consider the learning of individuals, a small group of students or a whole class across two or three learning tasks.
Use a selection of assessment strategies that includes formative and summative strategies. This will enable a broader and deeper understanding of student learning.
Assessment strategies may include:
Consider the following points:
Your plan should be implemented with the collaboration of your mentor or experienced teacher/s who should work with you and your students regularly. During the 4 - 6 week period your mentor
should visit your classroom at least four times. The purpose of these visits is to share knowledge that relates to your plan and that impacts directly on the teaching and the learning of your students.
As with your observations of experienced teachers, the concept of interactions between teacher, student and content still determine the quality and level of student learning.
The role of your mentor may vary on each occasion. The approach may be team teaching or your colleague can assist with the lesson and provide individual assistance for students. However to
optimise these shared teaching opportunities pre-plan the roles that each teacher will fulfill.
Professional discussion follows the collaborative practice with effectiveness of teaching practice measured by the learning of students or change in student behaviour. The teachers involved
review the action plan and make any adjustments and changes to maintain the effectiveness of the professional focus. A summary of relevant discussion points from the visits are noted on the
Established learning outcomes, the effectiveness of classroom management to promote learning and the student learning evident in the selected tasks will provide a focus for discussions. Use
some samples of student work to further analyse the effectiveness of your teaching.
Use the following prompts to analyse the effectiveness of your teaching practice.
Reflection on teaching and learning is an essential element of improving the quality of teaching.
It provides a vehicle for teachers to evaluate the effectiveness of their teaching for continual improvement
of student learning.
Use the following as prompts to your reflection on professional learning: