Professional Practice
Professional Standard 3: Plan for and implement effective teaching and learning
Focus Area 3.1 - Establish challenging learning goals
Something that is considered 'challenging' for a mainstream student can be almost impossible for an EAL/D student. Hence, learning goals may seem simple or easy, but many students still struggle to meet them. Goals for my EAL/D students have included completion of weekly journal or blog tasks, reflecting on the previous term's performance and establishing new personal learning goals for the term. On a daily basis, my students are challenged to self-edit their work and to strive to improve on whatever they are working on. Each lesson, the tasks to be achieved are written on the board and students can clearly see what they will be doing. I am aware of my students' NEPs or ILPs, as well other background information that influences their ability to concentrate or to achieve in my class. I am able to easily keep track of these things via our schools' learner management system.
Evidence for this focus area is the criteria I set for the blog tasks in the Digital Literacy program of work.
Focus Area 3.2 - Plan, structure and sequence learning programs
In Term 3 of 2013 I ran a pilot unit with my EAL/D students around Digital Literacy. This involved students learning about cyber safety, online footprints and appropriate behaviour for online interactions. Their coursework consisted of regular blogging, reflective and evaluative work around their personal internet usage and giving me regular feedback on how the program was running. The semester plan outlines the variety of sources used in planning and preparing the course, and the unit plan (see 3.3) shows the explicit teaching activities that were completed. In other classes, assessment tasks are outlined at the beginning of the unit so students are able to see where their learning is headed. Samples of what the task could look like are provided, as well as step by step guides on the best way to complete the task. Learning programs vary from unit to unit, but will usually include a variety of activities, including verbal, written and aural comprehensions, spelling activities, pair and group work, mini research tasks and of course written tasks.
Evidence for this focus area is the semester plan, which includes the Digital Literacy program of work.
Focus Area 3.3 - Use teaching strategies
I employ a wide scope of teaching strategies in my classroom. These range from different types of reading, varying the levels of comprehension questions, independent and group work, peer teaching and problem solving, videos, music and various iPad and computer apps. Each lesson has a set structure but the activities change each day. Activities sometimes also change mid-lesson, depending on how the task is going with the group. I have also completed a team-taught unit of work in German. For this unit, my colleague and I worked together to create the learning activities, discuss who was going to take the lead on what, and to edit an existing unit assessment to suit our cohort. This has been good as it allowed students to see another teachers' methods, as well as interact with students from another class.
Evidence for this focus area are the unit plans for the Rabbit Proof Fence and Digital Literacy programs of work.
Focus Area 3.4 - Select and use resources
I enjoy searching for and discovering new teaching and learning resources. I use web-based apps such as Pinterest, Flipboard and eduClipper to make the searching process simpler. I use YouTube videos and music a lot, in conjunction with traditional resources such as textbooks, novels, poetry, and worksheets. Where possible (and time permits), I endeavour to use traditional resources in non-traditional ways - such as using audio books, digitising worksheets or using online game alternatives. This is becoming easier with the increasing range of technology available. We also have access to iPads, which allow students to access apps such as Quizlet or Language Perfect to enhance their learning.
Evidence for this focus area is a screenshot of a Quizlet list I created.
Focus Area 3.5 - Use effective classroom communication
I aspire to build a fun and relaxing environment in my classroom. I do this by building friendly rather than authoritative relationships with my students. I joke with them and interact with them on non-classroom related topics. I am a firm believer that students will only give as much as I do - so I do share elements of my personal life with them as appropriate. With this approach, students know that if I have raised my voice or have a 'grumpy face' on, then they need to do as I'm asking immediately! Body language and voice tone are crucial - I allow students to see that I am passionate about things and about learning, and make it clear that I will not give up on them, and that 'failing' is not acceptable. I send home notes to parents as appropriate - sometimes to complete a task, other times to inform of something we are doing in class. I am also attempting to implement a 'phase graduation' process for language students in the IB MYP.
Evidence for this focus area is feedback I received from my line manager in an observation.
Focus Area 3.6 - Evaluate and improve teaching programs
I periodically seek feedback from peers and students regarding ideas and tasks that I trial in the classroom. I use social networking to communicate with colleagues outside my own school to share ideas and seek feedback on ways I can improve on my own ideas. Regular meetings with my faculty colleagues and line manager keep me on track and make sure that there is a high level of consistency across different teachers and subject areas. At the end of teaching a unit of work, the IBO asks us to reflect on the unit and make changes as appropriate. At times I have invited student teachers into my classroom to observe, and at times participate. This has then allowed me to have a conversation with them, and they have given me feedback on what they observed or asked questions about why I did something a certain way. My line manager has also completed observations and provided both written and verbal feedback.
Evidence for this focus area can be found in my blog posts attached to this ePortfolio.
Focus Area 3.7 - Engage parents/carers in the educative process
When contacting parents, I always offer my email address as an easy point of contact. Copies of assignments are attached to completion of work letters and I endeavour to be part of parent meetings when they occur. We have parent teacher interviews once a term and I enjoy meeting the parents and discussing their child's learning plan. In between, I contact parents of students at risk to form a stronger support network, but also to inform them when their child does well or achieves something new.
-diaries, emails
-round table presentations
-subject counselling
Evidence for this focus area is a sanitised screenshot of a reply email I received from a parent.
Something that is considered 'challenging' for a mainstream student can be almost impossible for an EAL/D student. Hence, learning goals may seem simple or easy, but many students still struggle to meet them. Goals for my EAL/D students have included completion of weekly journal or blog tasks, reflecting on the previous term's performance and establishing new personal learning goals for the term. On a daily basis, my students are challenged to self-edit their work and to strive to improve on whatever they are working on. Each lesson, the tasks to be achieved are written on the board and students can clearly see what they will be doing. I am aware of my students' NEPs or ILPs, as well other background information that influences their ability to concentrate or to achieve in my class. I am able to easily keep track of these things via our schools' learner management system.
Evidence for this focus area is the criteria I set for the blog tasks in the Digital Literacy program of work.
Focus Area 3.2 - Plan, structure and sequence learning programs
In Term 3 of 2013 I ran a pilot unit with my EAL/D students around Digital Literacy. This involved students learning about cyber safety, online footprints and appropriate behaviour for online interactions. Their coursework consisted of regular blogging, reflective and evaluative work around their personal internet usage and giving me regular feedback on how the program was running. The semester plan outlines the variety of sources used in planning and preparing the course, and the unit plan (see 3.3) shows the explicit teaching activities that were completed. In other classes, assessment tasks are outlined at the beginning of the unit so students are able to see where their learning is headed. Samples of what the task could look like are provided, as well as step by step guides on the best way to complete the task. Learning programs vary from unit to unit, but will usually include a variety of activities, including verbal, written and aural comprehensions, spelling activities, pair and group work, mini research tasks and of course written tasks.
Evidence for this focus area is the semester plan, which includes the Digital Literacy program of work.
Focus Area 3.3 - Use teaching strategies
I employ a wide scope of teaching strategies in my classroom. These range from different types of reading, varying the levels of comprehension questions, independent and group work, peer teaching and problem solving, videos, music and various iPad and computer apps. Each lesson has a set structure but the activities change each day. Activities sometimes also change mid-lesson, depending on how the task is going with the group. I have also completed a team-taught unit of work in German. For this unit, my colleague and I worked together to create the learning activities, discuss who was going to take the lead on what, and to edit an existing unit assessment to suit our cohort. This has been good as it allowed students to see another teachers' methods, as well as interact with students from another class.
Evidence for this focus area are the unit plans for the Rabbit Proof Fence and Digital Literacy programs of work.
Focus Area 3.4 - Select and use resources
I enjoy searching for and discovering new teaching and learning resources. I use web-based apps such as Pinterest, Flipboard and eduClipper to make the searching process simpler. I use YouTube videos and music a lot, in conjunction with traditional resources such as textbooks, novels, poetry, and worksheets. Where possible (and time permits), I endeavour to use traditional resources in non-traditional ways - such as using audio books, digitising worksheets or using online game alternatives. This is becoming easier with the increasing range of technology available. We also have access to iPads, which allow students to access apps such as Quizlet or Language Perfect to enhance their learning.
Evidence for this focus area is a screenshot of a Quizlet list I created.
Focus Area 3.5 - Use effective classroom communication
I aspire to build a fun and relaxing environment in my classroom. I do this by building friendly rather than authoritative relationships with my students. I joke with them and interact with them on non-classroom related topics. I am a firm believer that students will only give as much as I do - so I do share elements of my personal life with them as appropriate. With this approach, students know that if I have raised my voice or have a 'grumpy face' on, then they need to do as I'm asking immediately! Body language and voice tone are crucial - I allow students to see that I am passionate about things and about learning, and make it clear that I will not give up on them, and that 'failing' is not acceptable. I send home notes to parents as appropriate - sometimes to complete a task, other times to inform of something we are doing in class. I am also attempting to implement a 'phase graduation' process for language students in the IB MYP.
Evidence for this focus area is feedback I received from my line manager in an observation.
Focus Area 3.6 - Evaluate and improve teaching programs
I periodically seek feedback from peers and students regarding ideas and tasks that I trial in the classroom. I use social networking to communicate with colleagues outside my own school to share ideas and seek feedback on ways I can improve on my own ideas. Regular meetings with my faculty colleagues and line manager keep me on track and make sure that there is a high level of consistency across different teachers and subject areas. At the end of teaching a unit of work, the IBO asks us to reflect on the unit and make changes as appropriate. At times I have invited student teachers into my classroom to observe, and at times participate. This has then allowed me to have a conversation with them, and they have given me feedback on what they observed or asked questions about why I did something a certain way. My line manager has also completed observations and provided both written and verbal feedback.
Evidence for this focus area can be found in my blog posts attached to this ePortfolio.
Focus Area 3.7 - Engage parents/carers in the educative process
When contacting parents, I always offer my email address as an easy point of contact. Copies of assignments are attached to completion of work letters and I endeavour to be part of parent meetings when they occur. We have parent teacher interviews once a term and I enjoy meeting the parents and discussing their child's learning plan. In between, I contact parents of students at risk to form a stronger support network, but also to inform them when their child does well or achieves something new.
-diaries, emails
-round table presentations
-subject counselling
Evidence for this focus area is a sanitised screenshot of a reply email I received from a parent.
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