Standard #7: Engage professionally with colleagues, parents/carers and the community
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Summary of Standard #7:
This standard is about how to engage professionally with colleagues, parent/carers and the community by maintaining high ethical standards as exposed in focus area "7.1 meet professional ethics and responsibilities" (AITSL, 2014). Certain codes, laws and policies guide educators in how to do so which is covered in focus area "7.2 comply with legislative, administrative and organisational requirements" (AITSL, 2014). The next focus area calls for educators to "(7.3) engage with the parents/carers" by communicating respectfully and sensitively and by identifying, initiating and building on "opportunities that engage parents/carers in both the progress of their children's learning and educational priories of the school" (AITSL, 2014). Finally, teachers are to "(7.4) engage with professional teaching networks and broader communities" (AITSL, 2014). The purpose of this is to contribute to and collaborate with the community to ultimately benefit teaching and learning (AITSL, 2014).
Evidence & Explanation of how I have accomplished this Standard:
All of my examples and evidence correlate with focus area "7.4 Engage with professional teaching networks and broader communities" (AITSL, 2014).
Example 1: As well as attending and participating in professional development I have become a general member of the following associations and therefore have been able to gain up-to-date advice, resources and networking and development opportunities:
Example 2: Presentation
Earlier this semester I was given the opportunity to present information on teaching EAL/D students with three fellow intern teachers to all of the Murdoch intern teachers. We had previously attended professional development run by a teacher from our school who is a teacher at the school's Intensive English Centre (IEC). We felt that this topic is highly relevant to all teachers as there is a high population of students who do not have English as their first language in Australia. the structure of the talk included an introduction, discussion time - sharing experiences of teaching EAL/D students, an explanation of EAL/D progress maps and a guided exercise for the audience - mapping some work samples. I concluded and provided links, resources and networks for people to follow up on. We put together a pamphlet summarising our main points.
Evidence: pamphlet - please see below
Example 3: Communication with Incursion Providers
This year I have organised two incursions for three pre-primary classes through Sercul and the Water Corporation
Evidence: email conversations with incursion provider Sercul - please see below
Action Plan
I would like to work on focus area "7.3 engage with the parents/carers" for the purpose of partnering with parents in more authentic ways. As you have seen in Standard 3, specially focus area "3.7 engage parents/ carers in the educative process", I included a photo of the parent help roster I implemented when I taught full time during term 3 as evidence for how I achieved this area. The activities that the parents facilitated or helped with were pre-planned by myself. When I gain a teaching position I want to encourage parents to share their talents and skills with their children and their children's classmates to bring about authentic and relevant learning.
This standard is about how to engage professionally with colleagues, parent/carers and the community by maintaining high ethical standards as exposed in focus area "7.1 meet professional ethics and responsibilities" (AITSL, 2014). Certain codes, laws and policies guide educators in how to do so which is covered in focus area "7.2 comply with legislative, administrative and organisational requirements" (AITSL, 2014). The next focus area calls for educators to "(7.3) engage with the parents/carers" by communicating respectfully and sensitively and by identifying, initiating and building on "opportunities that engage parents/carers in both the progress of their children's learning and educational priories of the school" (AITSL, 2014). Finally, teachers are to "(7.4) engage with professional teaching networks and broader communities" (AITSL, 2014). The purpose of this is to contribute to and collaborate with the community to ultimately benefit teaching and learning (AITSL, 2014).
Evidence & Explanation of how I have accomplished this Standard:
All of my examples and evidence correlate with focus area "7.4 Engage with professional teaching networks and broader communities" (AITSL, 2014).
Example 1: As well as attending and participating in professional development I have become a general member of the following associations and therefore have been able to gain up-to-date advice, resources and networking and development opportunities:
- SPEC Society: Secondary, Primary & Early Childhood Society (run by Murdoch education students)
- SSTUWA - State School Teachers' Union of WA
- ALEA - Australian Literacy Educators' Association
- One World Centre
Example 2: Presentation
Earlier this semester I was given the opportunity to present information on teaching EAL/D students with three fellow intern teachers to all of the Murdoch intern teachers. We had previously attended professional development run by a teacher from our school who is a teacher at the school's Intensive English Centre (IEC). We felt that this topic is highly relevant to all teachers as there is a high population of students who do not have English as their first language in Australia. the structure of the talk included an introduction, discussion time - sharing experiences of teaching EAL/D students, an explanation of EAL/D progress maps and a guided exercise for the audience - mapping some work samples. I concluded and provided links, resources and networks for people to follow up on. We put together a pamphlet summarising our main points.
Evidence: pamphlet - please see below
Example 3: Communication with Incursion Providers
This year I have organised two incursions for three pre-primary classes through Sercul and the Water Corporation
Evidence: email conversations with incursion provider Sercul - please see below
Action Plan
I would like to work on focus area "7.3 engage with the parents/carers" for the purpose of partnering with parents in more authentic ways. As you have seen in Standard 3, specially focus area "3.7 engage parents/ carers in the educative process", I included a photo of the parent help roster I implemented when I taught full time during term 3 as evidence for how I achieved this area. The activities that the parents facilitated or helped with were pre-planned by myself. When I gain a teaching position I want to encourage parents to share their talents and skills with their children and their children's classmates to bring about authentic and relevant learning.
Evidence for Example 2: Presentation Pamphlet
![](http://www.weebly.com/weebly/images/file_icons/file.png)
pamphlet_thewitt.pub | |
File Size: | 413 kb |
File Type: | pub |