Standard 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.

As a beginning teacher, I feel it is important to continue my learning by gaining advice and feedback from colleagues and other professionals in the field. Below are three examples of this, firstly, some feedback from my mentor teacher who noted my engagement with other staff whilst on placement, secondly, a membership with the Music Teachers Association of SA, and thirdly, discussions with another piano teacher on how best to deal with difficult students. These examples display my proficiency at this standard. 


Example 1:

On my last University placement, my mentor teacher noted that I frequently consulted and collaborated with other teachers and staff to learn from their experience. 

Professional & Collegial Learning Teachers actively engage in personal and collegial learning within the professional community

Amy liaised with teachers, admin staff, librarians and various other staff during her time at ** ******, in order to gain relevant and valuable experience in the teaching profession.

Example 2:

As a piano teacher, I feel it is important to engage with the wider network of music teachers and so I joined the Music Teachers of South Australia Association in 2010. Below is a photo of my certificate of membership. As a result of this membership, I have met and collaborated with several teachers and also attended professional development sessions put on by the association.

*note Amy Pearce is my maiden name

Example 3:

In 2013, I gained a job in a Catholic primary school as a piano teacher, covering for a teacher who was on leave - this has now become a 2 year contract. However, I have kept in contact with the teacher as some of her students were particularly challenging and I felt that I could learn from her experience. One child was a selective mute and another student is an adult volunteer at the school who has mental disabilities as well as a physical ailment that prevents her using her left arm and severe sight impairment. The following emails are examples of our conversation about these students. Having this contact has been incredibly helpful and really assisted my understanding and improved my practice. 

On 12/02/2013, at 11:46 AM, Amy wrote:

Hi Elaine,

Thanks so much for your email.

... (continues)

I will definitely be in touch with questions. I was really happy with my lesson with Sophie - she was very quiet but did say about 4 things! I spoke to her Mum last week and she gave me some advice but said that Sophie came home excited after our first lesson so it seems we're off to a positive start. 

I think I may find my lessons with Emma difficult... purely because I want to challenge her but at the same time don't want to be unrealistic. In our first lesson we literally just went through one piece (and she played me a few tiny pieces she knows by heart) because she wanted to keep going back to the start so I think I will need to stand my ground, in a gentle way, so that we are achieving something each week, if you know what I mean. All the students were lovely :-) 

The timetable has been a bit challenging.... (continues)

Amy


On 27/02/2013, at 11:46 AM Elaine wrote:

Hi Amy,

Glad to hear things are going well.... (continues)

Thanks for the feedback regarding Sophie B, that is a really good start. 

Teaching Emma requires patience, I usually let her plod through her piece once during lessons. 

Aspects we have been working on: 

• hand/finger shape & strength - emphasising playing on tips & not collapsing on the knuckle (she might have shown you the ball exercise we do)
• rhythmic accuracy to achieve flow - understanding the note values (sometimes I'll ask her if she remembers their names & values)  

Her reading is actually good but obviously speed is an issue due to her sight impairment but I sometimes play the passage & she "copies" to help speed things along especially with rhythm as well.

So lots of sectional work and yes, we generally concentrate on one piece at a time. Feel free to challenge her in any way you think appropriate and because she is an adult, be guided by what she would like to achieve.

How are all the others going? .... (continues)

Elaine

Standard 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.

Throughout my teaching experience, I have had the opportunity to develop my skills in behavior management. Below is feedback I gained from a relief teacher on my dealings with a particularly difficult Year 11 class I taught on my placement demonstrating my proficiency at this standard. 

Example 1:

In my third year at University, I had a placement at a High school in southern Adelaide and was given a Year 11 English Communications class. The class consisted of 18 boys and 2 girls. The class was very challenging but I believe I developed a good rapport with them by the end of the placement due to the way in which I dealt with their behaviour. Most of the teachers had dismissed the class as a 'write-off' and were purely reactionary. I always tried to be proactive in my approach, treating the students with respect and acting as the adult, demonstrating control of both myself and the classroom. Below is feedback received from a relief teacher who observed a class I took with these students. This lesson was potentially going to be a problem, as their normal teacher was away that day, and the relief was worried I wouldn't be able to control them without the original teacher's support, however she was impressed with how I dealt with the students and gave the following feedback:

Standard 2.5 Literacy and numeracy strategies

Graduate: Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

Throughout University, I have learnt of the importance literacy and numeracy play across all curriculum areas. Literacy and numeracy are not concepts unique to English and Maths respectively - it is paramount that they are taught and included in all areas. Below are two examples of studies of Literacy in the classroom - particularly a definition of literacy (Part A) and how this definition has evolved over the years and then (Part B) strategies that can be implemented in the classroom, demonstrating my knowledge of this standard.

Example 1: (Part A) Definition of Literacy

During University, I studied a topic EDUC3526 entitled Literacy across the Curriculum in Middle and Secondary School Years. In Assignment 2 we were given the task of defining literacy. I received a HD for this assignment and the photo below shows the feedback from my tutor.

*note Amy Pearce is my maiden name

(Part B) Teaching Literacy

In Assignment 3 we were given the task of studying in depth two teaching strategies that involve using literacy in our subject area (History). Below is a link to my response:

Link to Literacy Teaching Strategies Assignment

Here is a summary of some interesting points from my response:

• Each subject area has a distinct and specialised language and conventions and there is therefore the need to explicitly teach this 
• The Four Resources Model: This is a useful tool in analyzing a text 
• Pictures books can play a role in high school classroom and encourage close reading and critical thinking

As seen in these two examples (Part A and B) this topic gave me an opportunity to develop my understanding of Literacy. As a graduate however, I feel I still need more experience to demonstrate my knowledge practically using the strategies outlined above. 

Standard 1.5: Differentiate Teaching to Meet the Specific Learning Needs of Students Across the Full Range of Abilities

Graduate: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

During my study at University, I have come to appreciate the need to differentiate for students based on their readiness, interest and learner profiles. Differentiation is the recognition that students are individuals and lessons and learning activities need to be planned to cater for their differences. Below is an example of an assignment I completed that studied Differentiation and strategies to implement this philosophy in the classroom, demonstrating my understanding of this standard. 

Example 1:

During University, I studied a topic called EDUC4720 Differentiating for Diverse Learners which I received a Distinction in. 

One of the assessment tasks was to:
1. Define Differentiation and Inclusion
2. Study a School Diversity and Inclusion Profile - based on our placement
3. Reflection on our Experience Implementing Differentiation

Link to Differentiation Assignment Response

This assignment caused me to research differentiation and inclusion and contemplate teaching strategies reflecting this ideology. I gained a deep understanding of these concepts due to this assignment and look forward to implementing them in the future.

Standard 1.4: Strategies for Teaching Aboriginal and Torres Strait Islander Students

Graduate: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

Throughout University, I have learned of the impact that the culture of Aboriginals and Torres Strait Islanders has on their learning. Below are examples of my understanding of this, firstly, the importance music plays in their culture, and how it can be used in the classroom, and secondly, the role of Indigenous History in the curriculum. These two examples demonstrate my knowledge and understanding of the importance of this standard and I look forward to putting these ideas into practice. 

Example 1:

During University, I studied a topic entitled EDUC2420 Teaching Indigenous Australian Students which I recieved a Distinction for. As part of the assessment we were given an 2000 word essay worth 35% of our grade. I chose to study the question:

Blanch argues that popular culture of African-American rap and hip hop can be a tool for encouraging Indigenous students in the schooling environment.  Discuss and evaluate the use of rap & hip-hop and popular cultures in schools as a strategy that could be used to ensure positive learning outcomes for Indigenous students.

I found this an immensely interesting topic, due to both my passion for teaching and for music. Below is a link to my answer and links to the 6 peer reviewed articles I chose to gained my evidence from. 

Link to Essay Response

Link to Essay Resources

This essay demonstrates my understanding of strategies for teaching indigenous students - in particular, teaching through the use of music. It shows my understanding of their culture and identity, the role music plays in that, and how I can use this as a tool to engage them in learning. 

I am yet to put these strategies into practice, due to my limited experience teaching Indigenous students but I look forward to having this opportunity.

Example 2:

During University, in the same topic as mentioned above, I was given a group assignment to consider the 'Reconciliation Action Plan' which is a simple plan of activites 'based on building good relationships, respecting the special contribution of Aboriginal and Torres Strait Islander peoples to Australia and working together to ensure Indigenous children have the same life opportunities as other children in this prosperous country'. We were then to present a talk to our tutorial on the question 'How can RAP be incorporated into the curriculum and through the SACSA framework?'. Reconciliation Australia 2010, What is RAP? Creative Ways for Your School RAP, RAP for Schools, accessed August 14 2011, http://www.reconciliation.org.au

I have attached the powerpoint presentation which I contributed. My area was History and in the presentation I considered:
-What is History?
- When is Indigenous History taught in High Schools, if at all, and is it effective?
- The Current Year 8 History program
- Problems with current the current History problem in relation to Indigenous students
- Ideas for Assessment Tasks for Indigenous History studies
- Ideas for Special Events partaken as part of Indigenous History studies 
- Ideas for Activities partaken as part of Indigenous History studies
- Ideas for Excursions as part of Indigenous History studies

Link to RAP Powerpoint Assignment

I thoroughly enjoyed this assignment and I am looking forward to implementing these ideas into a History curriculum at some point in the future. 

Standard 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.

In the modern age we live in, it is essential that we include ICT in all learning areas. This gives students an opportunity to engage with the subject areas in a relevant and meaningful way, whilst developing their ICT skills. Below is an example of where I have incorporated ICT in the SOSE classroom through a Year 9 Tourism assignment, thus demonstrating a proficiency in this standard. 

Example 1:

In 2013, on my University placement, I was given a Year 9 unit on Tourism within the Year 9 SOSE program. As part of the curriculum, they had to research a particular major city and produce a professional and authentic travel brochure aimed at teenagers. This assignment met several cross curricula aspects such as research (using the internet, smart traveller website, travel agents etc.) and ICT (the brochures needed to be produced using Microsoft publisher). Several lessons were given on 'How to Research' and 'How to Use Microsoft Publisher' ensuring all students had a thorough understanding of the expectations and standards. Using ICT in this way, meant that students were engaging in learning in a relevant and meaningful way. They weren't just learning the bland facts of the city but rather using these to create an enticing, informative and authentic piece. Below is a copy of the assignment.

Standard 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.

For the past 4 years I have had a piano teaching business which has bought me in contact with many parents/carers. Through this I have learnt the importance of building a relationship with my students' parents/carers about their learning and well-being. I endeavour to give them frequent feedback on our lessons and ask that they contact me with any suggestions or comments they might have. This practice has proved incredibly useful now  as a classroom teacher and I hope to carry this philosophy throughout my career. Below are two examples of communication I have had with parents - the first, an email to a parent about a student's progress, and the second, a note received from a parent giving feedback on my teaching. These two examples demonstrate a proficiency in this standard. 

Example 1:

As a piano teacher, currently of 38 students, it is paramount that I keep in touch with parents/carers of their child's progress. Below is an example of an email I sent to one parent whose daughter hadn't been practicing for a week which was beginning to stall her progress. In response to the email, we started her daughter on a different series of books (contemporary music) and her Mum started a practice chart at home. As a result, the student began to really engage with her learning and enjoyed our lessons even more.

On 26/08/2013, at 12:30 PM, "Amy Williams" < email address > wrote:

 Hi Veronica,

Just a quick email about Sophie. 

Sophie seems to be struggling to remember to practice lately and unfortunately it is starting to affect her progress. She suggested that it would be good if you could remind her to practice. Do you mind doing this? Also, can you think of any other things that might help to encourage more practice? 

Thanks,
Amy

Example 2

In addition to endeavoring to maintain contact with the parents and carers of my students, I always encourage the parents/carers of my students to give me feedback on my teaching and to frequently communicate with me regarding their child's learning and well-being. On my last University placement I received a note of thanks in the school diary from the parent of a boy in my Year 8 SOSE class which reads as follows:

Dear Mr. Meegan,

I would like to commend the student teacher Ms Williams on a thorough teaching of the subject Antarctica to the students. Ben's learning has been extremely detailed and thorough. This is clearly due to the fact that he has enjoyed the way it was taught. Congratulations, this career is well suited to her. 

Thank you,
Ms Scholby (please pass on to Ms Williams)

Standard 4.1: Support Student Participation

Proficient: Identify strategies to support inclusive student participation and engagement in classroom activities. 

I fully believe in providing students with the opportunity to engage in their learning in the classroom and also demonstrate their achievements outside the classroom. Below is an example of an occasion when I provided my piano students with an opportunity to perform in a concert which I personally organised. This is an example of my proficiency in this standard.

Example 1:

In March, 2013 I organised a concert for my 40 piano students. This required a high level of organisation, planning and time but most importantly, it provided my students with a opportunity to participate and demonstrate their learning. In the weeks prior, I saw a rise in student engagement as all were keen to perform at their best for their family and friends. It was an enjoyable day and I feel it was a real highlight in my teaching career to this point. 

Standard 3.1 Establish challenging learning goals

Proficient: Set explicit, challenging and achievable learning goals for all students.

Students need to understand the learning objectives of each lesson otherwise they become confused and frustrated and the lessons can become a waste of time as students disengage. Below are two examples of where I used challenging but achievable learning goals in my lessons, firstly demonstrated through my lesson plan and secondly, noted by my University liaison in her report. This demonstrates a proficiency at this standard. 

Example 1:


On my placement I had a particularly 'difficult' Year 10 SOSE class. The class was 85% males with a culture of negative peer pressure. Behaviour, organisation and attention were issues we had to deal with every lesson. This meant I really needed to provide the class with clear and achievable but challenging learning objectives so that the students understood the progress of the lesson and so I could easily gauge whether they were keeping up with me. 

Below is a link to an example of a lesson plan with clear learning objectives outlined.

Lesson Plan Link



Example 2:

Below are two examples of feedback I had from my University liaison in relation to providing my students with clear learning objectives. 

University Liaison: Summary statement:
"Amy was thoroughly prepared so that she was confident with the content of her topics. She stated her objectives clearly at the start of each lesson to ensure students were aware of her expectations. Her questioning was dynamic and she endeavoured to engage all students. She established a good rapport with her classes and gave lots of encouragement for them to be active learners. Amy has worked conscientiously and shown a sincere commitment to the teaching profession."

My University liaison also mentioned the clear learning objectives in her report (under the heading 'Content Knowledge and Teaching approach):