Professional Practice Standard 3 - Plan for and implement effective teaching and learning Summary of Standard 3 According to this standard effective learning and teaching involves: - (3.1) establishing challenging learning goals as well as planning, - (3.2) structuring and sequencing learning programs, - (3.3) using appropriate teaching strategies, - (3.4) selecting and using a variety of resources, - (3.5) using effective classroom communication - (3.6) evaluating and improving teaching programs - (3.7) engaging with parents in the educative process (AITSL, 2014)
Reflective Commentary Situation While teaching full time there was a need for parents to be provided with an opportunity to be involved in their child's education. The majority of the parents are highly involved in their children's lives and education with most of the parents spending the first 20 or so minutes in the classroom at the start of the day (before official teaching & learning takes place). In order to embrace this commitment and willingness to be involved I thought that I need to provide something concrete that the parents can participate in.
Action In response to this need I created a roster including times when there were rotational activities so that the parents and teachers are able to manage learning activities more effectively and can give more assistance to students. i always ensured that the students showed their appreciation and personally thanked them for their help.
Outcome The roster proved to be very successful as all spaces were filled and two parents asked to come in at a time that was not on the roster. Those parents came in, one for recess and play time and the other during maths - measurement. When facilitating the maths measurement activity - measuring body lengths etc, with the parent i discovered that this parent's job (fitness) required the same activities and concepts as the maths measurement activity. A reflective outcome for me was that next time i create a roster i will aim to create activities in which parents are experienced in by gaining their ideas. Another benefit of having the roster was that it helped me to develop relationships with the students' parents.
Action Plan An area of standard 3 I would like to improve and extend on is "3.1 Establish challenging learning goals” (AITSL, 2014). Although I maintained high expectations from students during term 3 I would like to research Chris Sarra’s High Expectations Relationship model in more depth. Sarra is convinced that the “High-Expectations Relationships that teachers and school leaders develop with students, peers, parents and community can impact on improved educational outcomes for students” (Stronger Smarter Institute, n.d.). The Stronger Smarter Institute has created and provided a free 'Introduction to Stronger Smarter – Online Module' which I will be using to help with my research. Upon researching and undertaking the introduction module I would like to become confident in knowing and being able to implement strategies that would better guide students in achieving their best.
References: AITSL (2014). Australian Professional Standards for Teachers Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list Stronger Smarter (n.d.). High Expectations Relationships – Position Paper. Retrieved from http://strongersmarter.com.au/resources/high-expectations-relationships/
Evidence for Standard 3: Photo of Parent Help Roster
Please note names have been blurred. This image was taken after the first few weeks of term 3. Within the next week all spaces were filled.