Professional Engagement
Professional Standard 6: Engage in professional learning
Focus Area 6.1 - Identify and plan professional learning needs
I work in conjunction with the ICT Senior Leader at school to identify gaps in the ICT knowledge and implementation strategies for staff. I also approach staff directly to find out what they would like to learn how to do and how I can fill some of their knowledge gaps. I have presented professional learning on basic Mac use primarily, but also on Mac software packages and creating ePortfolios and two different learner management systems.
Evidence for this focus area is my Professional Development Plan from 2013.
Focus Area 6.2 - Engage in professional learning and improve practice
I regularly attend professional development opportunities. This has most recently included EAL/D Literacy and Levels professional learning, an ePortfolios workshop, SACE induction and discussion forums, SACE moderation and external assessment, and professional association conferences, among many others.
Evidence for this focus area are certificates of attendance for the EAL/D and ePortfolios workshops.
Focus Area 6.3 - Engage with colleagues and improve practice
As an ICT coach I regularly attend meetings with the school ICT committee where, among other things, our own professional development needs are discussed and addressed. At these meetings we also share new things we have discovered or learnt, and ask for help in doing things we haven't yet conquered. I then enjoy passing this knowledge onto my colleagues through both formal and informal professional learning sessions.
-line management meetings
-professional conversations
- learning area leader
Evidence for this focus area is an example document I created to support formal professional learning that I deliver.
Focus Area 6.4 - Apply professional learning and improve student learning
With EAL/D learners as my primary teaching focus in 2013, I encounter these students in mainstream classes as well as in the EAL/D classroom. Having undertaken professional development courses to broaden my knowledge of strategies to support these students, I have found that strategies employed to strengthen EAL/D student success also strongly benefit mainstream students' learning. I have discovered that the Primary English Teacher's Association have fantastic resources and PD opportunities to support teachers with EAL/D students. I attended a conference called "Teaching English Language Learners in Mainstream Classes", and came away with a multitude of new ideas and renewed enthusiasm for going the extra mile for my students.
Evidence for this focus area is a certificate of attendance at the PETAA conference.
I work in conjunction with the ICT Senior Leader at school to identify gaps in the ICT knowledge and implementation strategies for staff. I also approach staff directly to find out what they would like to learn how to do and how I can fill some of their knowledge gaps. I have presented professional learning on basic Mac use primarily, but also on Mac software packages and creating ePortfolios and two different learner management systems.
Evidence for this focus area is my Professional Development Plan from 2013.
Focus Area 6.2 - Engage in professional learning and improve practice
I regularly attend professional development opportunities. This has most recently included EAL/D Literacy and Levels professional learning, an ePortfolios workshop, SACE induction and discussion forums, SACE moderation and external assessment, and professional association conferences, among many others.
Evidence for this focus area are certificates of attendance for the EAL/D and ePortfolios workshops.
Focus Area 6.3 - Engage with colleagues and improve practice
As an ICT coach I regularly attend meetings with the school ICT committee where, among other things, our own professional development needs are discussed and addressed. At these meetings we also share new things we have discovered or learnt, and ask for help in doing things we haven't yet conquered. I then enjoy passing this knowledge onto my colleagues through both formal and informal professional learning sessions.
-line management meetings
-professional conversations
- learning area leader
Evidence for this focus area is an example document I created to support formal professional learning that I deliver.
Focus Area 6.4 - Apply professional learning and improve student learning
With EAL/D learners as my primary teaching focus in 2013, I encounter these students in mainstream classes as well as in the EAL/D classroom. Having undertaken professional development courses to broaden my knowledge of strategies to support these students, I have found that strategies employed to strengthen EAL/D student success also strongly benefit mainstream students' learning. I have discovered that the Primary English Teacher's Association have fantastic resources and PD opportunities to support teachers with EAL/D students. I attended a conference called "Teaching English Language Learners in Mainstream Classes", and came away with a multitude of new ideas and renewed enthusiasm for going the extra mile for my students.
Evidence for this focus area is a certificate of attendance at the PETAA conference.
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