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    Aitsl Standard 6

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    This document discusses professional learning and development for teachers based on AITSL Standard 6. It provides three examples of how the author engaged in professional learning with colleagues to improve their teaching practice. First, the author learned from a conversation with another teacher about setting clear boundaries and expectations for students. Second, the author attended a professional development conference and worked with other teachers to brainstorm teaching content from a biblical perspective. Third, the author regularly seeks out resources like conferences, online forums, and books to support their ongoing professional learning and development.

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    Aitsl Standard 6

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    This document discusses professional learning and development for teachers based on AITSL Standard 6. It provides three examples of how the author engaged in professional learning with colleagues to improve their teaching practice. First, the author learned from a conversation with another teacher about setting clear boundaries and expectations for students. Second, the author attended a professional development conference and worked with other teachers to brainstorm teaching content from a biblical perspective. Third, the author regularly seeks out resources like conferences, online forums, and books to support their ongoing professional learning and development.

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    This document discusses professional learning and development for teachers based on AITSL Standard 6. It provides three examples of how the author engaged in professional learning with colleagues to improve their teaching practice. First, the author learned from a conversation with another teacher about setting clear boundaries and expectations for students. Second, the author attended a professional development conference and worked with other teachers to brainstorm teaching content from a biblical perspective. Third, the author regularly seeks out resources like conferences, online forums, and books to support their ongoing professional learning and development.

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    Download as pdf or txt
    37 views3 pages

    Aitsl Standard 6

    Uploaded by

    api-374375936
    This document discusses professional learning and development for teachers based on AITSL Standard 6. It provides three examples of how the author engaged in professional learning with colleagues to improve their teaching practice. First, the author learned from a conversation with another teacher about setting clear boundaries and expectations for students. Second, the author attended a professional development conference and worked with other teachers to brainstorm teaching content from a biblical perspective. Third, the author regularly seeks out resources like conferences, online forums, and books to support their ongoing professional learning and development.

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    of 3

    AITSL STANDARDS FOR GRADUATES Standard #6

    AITSL
    Standards for Graduates
    6.1 Identify and plan professional
    learning needs
    6.2 Engage in professional learning
    and improve practice
    6.3 Engage with colleagues and
    improve practice
    6.4 Apply professional learning and
    improve student learning

    6. Engage in professional learning


    by Sophie Love

    6.3 Engage with colleagues and improve practice and 6.2 Engage in professional learning and
    improve practice

    Being in a christian school for my last practicum I was excited to see there strong relationship
    samongst staff both in and outside of the school. Most of us went to the same churches and great
    comradery could be seen, which led to an ability to connect with staff very personally. Indeed my
    greatest place of learning was the staff room. One particular conversation I had was regarding
    boundaries. I confided that I felt as though my students were abusing my authority and not taking me
    seriously to another female teacher. She too expressed that she had felt the same way at times in her
    final practical experience. She spoke of the concept of stating boundaries and expectaions before the
    class began. She advised that I decide what I wanted to see in the classroom and then from there,
    carefully and clearly state this before the class activities went underway. Some teachers who could
    have their own classroom might perminently display these guidelines on their walls, but I could simply
    put them on the board. This was an enlightening conversation that led me to sitting down and
    thinking what I thought were imporatant boundaries in my classroom, in particular, I had a
    challenging topic to discuss that day and so I took some time to really highlight boundaries and write
    them on the board. These were:
    Raising your hand to speak without calling out or talking over others
    Screens down when we talk, active listening
    Giving your very best and asking for help if you dont understand
    Sassy, smart, misleading, unkind or unloving talk will not be tolerated

    This lead to my mentor teacher encouraging me on the thoughtfulness of the lesson, but also I felt
    much more in control. I have since used this technique and found it to be invaluable; I cannot always
    expect behaviour to be a given and I realised students will know what they can and cant get away
    with if its clealy stated.
    AITSL STANDARDS FOR GRADUATES | ISSUE # 6 2

    This was not my only learning experence. Each year, the school that facilitated my FPE goes to a
    neighbouring christian college for a professional learning event. I was not required to attend, however
    I took the opportunity to seek personal development. The conference style event was a fantastic
    opportunity to get to know other teachers with the same ethos and passions. Amongst various
    different activities, we were asked to sit down with teachers of the same specialisation and
    brainstorm a new way of teaching in christian schools. We had often thought to add in biblical ideas
    throughout our teaching but the speaker challenged us to actually plan from a biblical perspective.
    Whilst this might be odd to those without faith, its an important aspect of teaching for me as a
    Christian aiming to work in a Christian school. They showed us a way of preparing concepts through a
    brainstorm. Below is an example of a brainstorm that takes a curriculum idea Commedia dell Arte
    and puts it through the lens of the christian process of being far from God (fall) to knowing him and
    seeing redemption. It was a great way of viewing the topic that helped me to remember the goals of
    faith in the school which meant from then on, I tried to connect my lessons to an underlying faith
    principle. The comment below from my HASS mentor is evidence of both standards where I used the
    idea of teaching from a christian perspective for the first time and stated clear boundaries on the
    board.

    Professional learning is, for me, an ongoing process. I am surprised each day how much I need to learn
    and this is a challenging, yet rewarding situation to be in. There are so many avenues for growth. In
    this school, professional development was part of a regular staff focus, initated both by the principal
    and the staff. This may not always be the case. I have found th internet to be an invaluable tool for
    learning as more and more teachers are using forums and social media to ask for help and give advice.
    Staying connected to the local teaching community is also important. In my church I know many
    teachers and I often ask them for tips and tricks. PD days are something that the Christian Schools
    Association is regularly conducting which I am invited to join when working in Christian schools in
    Western Australia. I plan on joining the Christian Educators Professional Association (Christian
    Educators Professional Association, 2017) when I begin teaching full time also. Next weekend I am
    hoping to attend the Global Leadership Summit an annual global conference for leaders broadcast
    across the world. I also regularly search out child behaviour and discipline strategies such as reading
    the book Loving your Kids on Purpose (Silk, 2013) or listening to Amy McCreadys Positve Parenting
    Solutions (despite not beign a parent yet) (Positive Parenting Solutions, Inc., 2017). It is this variance
    of resources that I wish to continue to seek out and believe will be part of an ongoing journey into
    teaching and beyond.

    Figure 1 This is my mentor's evaluation of the first lesson I where I stated boundaries and taught from a
    biblical perspective.
    AITSL STANDARDS FOR GRADUATES | ISSUE # 6 3

    Figure 2 This is the brainstorm produced by my myself and other drama teachers on the PD day showing the topic reworked from a Christian
    perspective.

    References:

    Christian Educators Professional Association. (2017). CEPA. Retrieved 09 29, 2017, from Christian Educators Professional
    Association: https://www.cepa.edu.au/

    Positive Parenting Solutions, Inc. (2017). About Amy McCready. Retrieved 09 29, 2017, from Positive Parenting Solutions:
    https://www.positiveparentingsolutions.com/

    Silk, D. (2013). Loving Your Kids on Purpose. Shippensberg: Destiny Image Publishers Incorporated

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