Standard 6 - Engaging in professional learning.
Service Learning Experience
6.2.1 - Engage in professional learning and improve practice.
Participating in the service learning experience in 2019, has provided me the opportunity to learn about students with special needs, vision impaired, and gain knowledge and skills on how to create learning recourses for them. We, myself and other pre-service teachers, created electronic books for students with vision impairment to use throughout their schooling experience. Engaging in this service learning experience has improved my future pedagogy as I have a greater understanding of vision support students needs.
6.2.1 - Engage in professional learning and improve practice.
Participating in the service learning experience in 2019, has provided me the opportunity to learn about students with special needs, vision impaired, and gain knowledge and skills on how to create learning recourses for them. We, myself and other pre-service teachers, created electronic books for students with vision impairment to use throughout their schooling experience. Engaging in this service learning experience has improved my future pedagogy as I have a greater understanding of vision support students needs.
These are snippets of my service learning report, where I reflected on my experience working alongside the Vision Support team at Ruse Public School. These discuss what I did in the program, ethnical discussions with my supervisor and overall experience of the program. Through my supervisors discussion and stories, I have gained a better understanding of what it means to be an educator and how to improve my teaching practices.
Electronic Picture Books Feedback
6.3.1 - Engage with colleagues and improve practice
Being a part of the Vision Support team program required me to create electronic picture books for students with vision impairment. Throughout the process of making these books, feedback from my supervisor was given to ensure the quality of these teaching recourses were high. Seeking and taking on board feedback resulted in high quality electronic books for students and improvement on my teaching practice.
6.3.1 - Engage with colleagues and improve practice
Being a part of the Vision Support team program required me to create electronic picture books for students with vision impairment. Throughout the process of making these books, feedback from my supervisor was given to ensure the quality of these teaching recourses were high. Seeking and taking on board feedback resulted in high quality electronic books for students and improvement on my teaching practice.
These are journal entries from my service learning about the electronic books I created for the Vision Support team. They talk about how I received feedback on my books from my supervisor and improve the quality of them.
Tutor Feedback
6.3.1 - Engage with colleagues and improve practice.
Being a university student and submitting assessments for units, demonstrate how I have engaged with my tutors in seeking constructive feedback that I can apply to other assessments and my future teaching.
6.3.1 - Engage with colleagues and improve practice.
Being a university student and submitting assessments for units, demonstrate how I have engaged with my tutors in seeking constructive feedback that I can apply to other assessments and my future teaching.
Reflection
I have only had one opportunity to develop a professional relationship with another teacher through my service-learning experience. Throughout this experience, I reflected on what I had learnt and how it will make me a better future teacher. Understanding standard 6.2.1 of engaging with professionals and improving practice (AITSL, 2011), through the conversations, exchanging of knowledge and feedback, my supervisor has provided me with resources to use in my own future teaching such as the skill of creating electronic books. This also ties in with standard 6.3.1 as I have used my supervisors constructive feedback to improve the books I was making for the students, improving on my own future teaching practice of understanding what is constructive feedback and how to deliver it (AITSL, 2011).
Throughout my tertiary education, I have received feedback from my tutors on my assessments. The feedback provides me with areas that I have done well in and areas that I need to improve on. This feedback not only creates a professional relationship with my tutor but provides me with what I need to work on to achieve my academic goals (Whitton, 2015) and improve my future teaching. This relationship and constructive feedback have allowed me to understand the standard 6.3.1 in relation to seeking and applying feedback from my “teachers” (AITSL, 2011).
Overall, I found this quite challenging to reflect on as I have not had experience in this profession, other then my service-learning without working with children, but I believe I have gained some understanding of standard 6 and professional relationships that will prepared me in creating my own professional relationships with students and other teachers in the future.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
Whitton, D. (2015). Teaching and Learning Strategies. Port Melbourne, Australia: Cambridge University Press.
I have only had one opportunity to develop a professional relationship with another teacher through my service-learning experience. Throughout this experience, I reflected on what I had learnt and how it will make me a better future teacher. Understanding standard 6.2.1 of engaging with professionals and improving practice (AITSL, 2011), through the conversations, exchanging of knowledge and feedback, my supervisor has provided me with resources to use in my own future teaching such as the skill of creating electronic books. This also ties in with standard 6.3.1 as I have used my supervisors constructive feedback to improve the books I was making for the students, improving on my own future teaching practice of understanding what is constructive feedback and how to deliver it (AITSL, 2011).
Throughout my tertiary education, I have received feedback from my tutors on my assessments. The feedback provides me with areas that I have done well in and areas that I need to improve on. This feedback not only creates a professional relationship with my tutor but provides me with what I need to work on to achieve my academic goals (Whitton, 2015) and improve my future teaching. This relationship and constructive feedback have allowed me to understand the standard 6.3.1 in relation to seeking and applying feedback from my “teachers” (AITSL, 2011).
Overall, I found this quite challenging to reflect on as I have not had experience in this profession, other then my service-learning without working with children, but I believe I have gained some understanding of standard 6 and professional relationships that will prepared me in creating my own professional relationships with students and other teachers in the future.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
Whitton, D. (2015). Teaching and Learning Strategies. Port Melbourne, Australia: Cambridge University Press.