PERSONALISED

LEARNING PLAN
Assessment 1
EDFD452- Transition into the Profession

Jessica Gatt

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Rational:

As a pre-service teacher, I have engaged in professional learning throughout my studies in a

variety of ways. Through each unit I have completed, I have constructed knowledge that has

allowed me to build up my knowledge and skills required to be a teacher. During my time

spent on placement, I have further advanced my acquired knowledge applying it in a real

classroom environment has allowed me to further engage in professional learning. As a

teacher, professional development is increasingly important as it allows for educators to

provide quality teaching practices in an ever-changing environment (De Wever, Vanderlinde,

Tuytens & Aelterman, 2016).

Sellars (2014), emphasises that it is essential for teachers in the 21st century, to have the

capacity to engage in reflective practise to be a successful educator. Sellars (2014),

describes reflective practice as being 'metacognitive' as one has to think about their thinking

process, beliefs and personal understandings. Reflective practice runs conjointly with

professional learning as reflection allows for one to improve and develop knowledge and

practices (Churchill, Godinho, Johnson, Keddie, Letts, Mackay & Lowe, 2019).

The AITSL teaching standards, provide a guideline for professional learning, clearly

specifying high-quality teaching expected at each level within schools Australia wide best to

achieve student outcomes (Hattie, 2011). Within this professional learning plan, I have

engaged in reflective practice to determine my strengths and weaknesses in accordance to

the ATISL teaching standards at a graduate level. I concluded that I am more confident

within the domains of professional knowledge and professional practice than professional

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engagement. For each domain of the ATISL standards, I determined evidence I have to

demonstrate my knowledge and skills for the focus areas. I then reflected upon this to

decide what I wish to further development.

For professional knowledge, I chose the focus area 1.5 as through assessment tasks and

lesson plans from placement; I have demonstrated understanding of differentiation.

Differentiating tasks to enable all learners needs to be meet is placed at a high priority as it

is within my teaching philosophy that I believe each student must be catered for. Although I

demonstrated my understanding of differentiation, I determined that I wish to develop my

knowledge in extending learners in a variety of ways. I believed this was an important focus

area as higher-level student require innovative rich tasks for development to take place

(Vantassel-Baska, 2012).

I chose focus area 4.4 for professional practise as I believe I have demonstrated an

understanding of maintaining student safety uniquely by creating a safe environment for

children with ASD. Catering for each students' needs is essential for teachers and safety and

wellbeing needs are equally important to academic learning needs (Groundwater-smith,

Ewing & Le Cornu, 2015). Through reflection, I wish to find class-wide strategies such as

meditation to assist in student wellbeing.

For the professional engagement domain, I chose focus area 6.1 as I believe I have

demonstrated an understanding of the role and importance for the ATISL standards within

professional development. Although I have been using the standards to guide my

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professional development, I wish to utilise the standards further to create goals that can be

shared with my supervising teacher during placement to develop my knowledge and skills

further.

The following professional learning plan will further discuss my evidence regarding my

strengths and also explains SMART goals I have created through reflective practise.

RATIONAL WORD COUNT = 557

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Professional Learning Action Plan

Focus Area Number Domain: Professional Knowledge

Standard Standard 1: Know students and how they learn

Focus area 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

descriptor teaching to meet the specific learning needs of students across the full range of
abilities.

Current Knowledge, Skills, Attributes & Strategies:

Within a classroom, it is unreasonable to believe in a one-size-fits-all approach to learning. Through
university and time spent within the classroom environment, differentiation has been instilled as a top
priority, and I am passionate about providing as a teacher. Conklin (2010), states that
differentiation is the key to helping all learners with diverse needs, interests and abilities gain
academic growth and success.
I have demonstrated an understanding of differentiation through the unit and lesson plans
constructed within university assignments and through lesson plans created during placement.
Specifically, Appendix A illustrates how within a mathematics unit plan, I have built tasks that enable
and extend learners to cater for differentiated needs. Appendix B, demonstrates have I have
enabled learners through modelling during a lesson at placement.

Rationale for Choice of Focus Area:

Although I have demonstrated knowledge and understanding of strategies to support student’s
needs, I believe I could further develop ways in which I extend learners. Groundwater-Smith, Ewing
& Le Cornu (2015), state that teachers need to not only find extra work or extending activities for
gifted students but instead identify and address their specific needs to enable them to extend
knowledge. Taylor & Oakley (2007), states that “teachers do not make major challenges to cater
for gifted children”. Upon reflection, I believe I have implemented activities to ‘extend’ students,
although I question if this work uses higher-order thinking or is just extra work.

Learning Goals (You may have 2 or 3)

1- Conklin (2010) suggests that students need to be pushed a little beyond their level for real
learning to take place. Therefore, I aim to find ways that both engage and indeed extends
learners who are at that higher level.
S- Finding extension tasks.
M- Keeping a list of any resources found.
A- Achievable through research and discussions with teachers/peers.
R- Necessary to differentiate.
T- A goal that will be most applicable during placement.

2- For extending learners, I additionally wish to implement a documentation strategy that

allows me to note students interests and learning styles. Having this information can assist in
constructing meaningful extension activities (Conklin, 2010).
S- Document strengths and interests while at placement.
M- Constructing a way to document, e.g./ in placement planner students names allowing me
to see who/what I have recorded.
A- Not a time-consuming task, just a quick note.
R- Will assist in creating engaging tasks.

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T- During placement.

Barriers/Concerns

A barrier I may face in working towards my goal of extending students is the students within my
next placement class. My last placement was at a grammar school in which my class had a large
number of students that required extending. My next placement class may not have many children
that need extending as each group differ.

Plan of action/Relevant Resources

Deeper research into teaching strategies:
Knowing a range of innovative instructional practices will assist me in developing engaging and
extending tasks to meet students needs. Vantassel-Baska (2012), suggest that inquiry learning skills,
higher-order questioning and critical and creative thinking skills assist in supporting learners. I will
aim to construct a deeper understanding of these instructional practices.

Resources:
For inquiry learning skills, looking at resources and information created by Kath Murdoch.
https://www.kathmurdoch.com.au/
Reading scholarly articles to find further information.

Creating a form of documentation:

Constructing a printed document that I can use while in the classroom that enables me to document
students learning strengths and interest in an organised manner.

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Focus Area Number Two: Domain: Professional Practice

Standard Standard 4: Create and maintain supportive and safe learning environments

Focus Area 4.4 Maintain student safety

Graduate Describe strategies that support students’ well- being and safety working
descriptor within school and / or system, curriculum and legislative requirements.

Current Knowledge, Skills, Attributes & Strategies

Volkmar, Wiesner & Wiesner (2009), explain how children on the autism spectrum can be
overwhelmed by sensory stimuli which can lead to higher levels of arousal and feelings of anxiety.
As I am a manager at a before and after school care program, I identified that a student with ASD
would negatively react to sound and light sensitivity and due to this I saw the need to create a safe
area for the student to feel supported in times of need. Appendix C, showed how I created a
sensory tent that provides a safe, calm down space which the child can use sensory toys,
acknowledge emotions and practise calm down strategies. Implementing this area has met the safety
and wellbeing needs for the child and demonstrated a strategy to create a safe environment.

Rationale for Choice of Focus Area

Although I have implemented strategies to promote the wellbeing and safety for ASD children with
sensory needs, I believe I could develop my knowledge in classroom wellbeing. Graham & Truscott
(2019), state that research demonstrates mindfulness and meditation in the classroom offers a range
of wellbeing benefits such as improvements in emotional and social skills, concentration, stress
management and mental and physical health. Finding strategies for class-wide wellbeing is a focus
area that I wish to develop.

Learning Goals (You may have 2 or 3)

1. Graham et al. (2019), explains that there are classroom-based wellbeing programs that
are not costly, time-consuming or particularly troublesome. My goal is to use research to find
programs such as these that I can implement within a classroom.
S- Finding wellbeing programs.
M- Documenting programs found.
A- Not costly, easy to find.
R- Student wellbeing has proven to have benefits.
T- Before and during my next placement.

2. Expanding on goal one, I acknowledge that wellbeing in foundation will differ to grade six.
Due to this, I aim to find a range of strategies that can be used to suit all levels.
S- Ensuring I find programs that can suit a range of grades.
M- Documenting what program is appropriate for each grade.
A- A vast amount of programs.
R- Addressing the need for different needs.
T- Before and during my next placement.

Barriers/Concerns
Specific strategies that I wish to implement may not work for a group of kids. It will be trial and
error to assess what techniques work for a different group of children and their needs.

Plan of action/Relevant Resources

Research:
I will use literature, books and websites to research strategies that I could implement to target
wellbeing.

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A resource I will look at is the 'Education and Training' provided by the Victorian State government,
which provides links to resources to help implement wellbeing in the classroom.
https://www.education.vic.gov.au/school/teachers/health/mentalhealth/Pages/promoting-mental-
health.aspx

https://www.smilingmind.com.au/education
https://www.headspace.com/educators

Collaboration with peers and teachers:

Initiate conversations with pre-service teachers to discuss whether they have implemented or witness's
wellbeing strategies that they deem successful. During my time at placement, I will ask teachers how
they implement wellbeing.

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Focus Area Number Two: Domain: Professional Practice

Standard Standard 6- Engage in Professional Learning

Focus Area 6.1: Identify and plan professional learning needs

Graduate descriptor Demonstrate an understanding of the role of the Australian Professional

Standards in professional learning needs.

Current Knowledge, Skills, Attributes & Strategies

To develop as a professional, I understand that the AITSL standards are a highly beneficial tool to
guide my professional learning and development. I have demonstrated an understanding of how the
standards construct an expectation of quality teaching and how they’re a powerful tool to guide
professional growth (Skenhan, 2018). Through printing and annotating the AITSL standards (See
appendix d) in which I have as a reference and take to my placement, I have demonstrated my
understanding of the importance of the standards. I have also created a quick view (See appendix e)
of the standards so I can easily see areas of strength and weakness. Additionally, I have made a
table that's included for each standard, allowing me to document evidence and possible
improvements for each focus area (See appendix f). It is through the organisation and self-reflection
regarding these standards that I have demonstrated an understanding of how the AISTL standards
can assist in professional learning.

Rationale for Choice of Focus Area

The AISTAL standards can assist in developing professional learning goals in which professionals can
self-reflect upon (Australian Institute for Teaching and School Leadership (2018). Although I have
already demonstrated that I have recognised the importance of using the AITSAL standards for
professional development, I am yet to fully utilise the standards for personal goal setting. Sellars
(2014), explains how personal goal setting allows an individual to focus on specific achievements
which result in the development of skills, performance and knowledge.

Learning Goals (You may have 2 or 3)

1. Use the goals that are created in this PLP to direct my professional development but also
further reflect on AISTL standards to construct two additional SMART goals.
S- Constructing new goals to work towards standards which I lack understanding and
evidence.
M- Have the SMART goals written clearly and place in my 2020 placement folder.
A- Within my scope as I have the inner drive to achieve goals.
R- Goal setting is relevant and necessary for professional learning.
T- Achieve during placement.

2. Share these goals with my supervising teacher during my 2020 placement.

S- Sharing what my goals are with supervising teacher.
M- Date when goals were discussed and had room for note-taking to document discussions.
A- Supervising teacher is there to help guide me and achieve these goals.
R- I will feel more accountable if I share my goals. My supervising teacher will also assist
me in working towards my goals.
T- Discuss goals at the beginning of my 2020 placement.

Barriers/Concerns
I do not believe I will have barriers in terms of making goals, although there may be concerns in
achieving them. Despite good intentions and discussions with my supervising teacher during
placement, my goals may be hard to achieve depending on the school and classroom situation.
Hypothetically, if a goal was finding strategies for EAL learners and the classroom I am placed in
may not have EAL children.

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Plan of action/Relevant Resources

AITSL Resources:
Can use the ‘Tools and Resources’ section of the AITSL standard website.
These include illustrations of practice which I can use as a reference for standards I am less confident
with.

https://www.aitsl.edu.au/tools-resources

Self-assessment tool on AITSL:

The self-assessment tools. Completing the self-assessment tool on the website can assist me further
familiarising myself with the standards. The tool will also assist in identifying areas I wish to develop
further.

https://www.aitsl.edu.au/tools-resources/resource/teacher-self-assessment-tool

Organisation:
Create a document that allows me to write all my goals and how I will achieve them on one page.
This will allow me to have a clear view and vision of what my goals are.

WORD COUNT: 1912

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OVERALL WORD COUNT = 2469

References:

Australian Institute for Teaching and School Leadership (2018). Australian Professional Standards for

Teachers. Retrieved from: https://www.aitsl.edu.au/docs/default-source/national-policy-

framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64

Churchill, R., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay, J. & Lowe, K. (2019). Teaching:

Making a difference (Fourth ed.). Milton, QLD: John Wiley & Sons Australia.

Conklin, W. (2010). Applying Differentiation Strategies (Applying Differentiation Strategies).

Huntington Beach: Shell Education. Retrieved from

https://ebookcentral.proquest.com/lib/acu/detail.action?docID=828310

De Wever, B., Vanderlinde, R., Tuytens, M., & Aelterman, A. (2016). Professional learning in

education: Challenges for teacher educators, teachers and student teachers.

Graham, A., & Truscott, J. (2019). Meditation in the classroom: Supporting both student and teacher

wellbeing? Education 3-13, Education 3-13, 2019.

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2015). Teaching: Challenges and dilemmas (5th

ed). South Melbourne, Vic: Cengage Learning.

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Hattie, J. (2011). Maximising the Dividend of Professional Learning. Retrieved from http: //visible-

learning.org/2013/02/john-hattie-presentation-Maximising-the-impact- video-transcript/

Sellars, M. (2014). Reflective practice for teachers (First ed.). Retrieved from:

https://books.google.com.au/books?hl=en&lr=&id=sKzDDgAAQBAJ&oi=fnd&pg=PP1&dq=Se

llars,+M.+(2014).+Reflective+practice+for+teachers+(First+ed.).&ots=mblJoS5Dso&sig=bZNr

oU33rsX5Gv1zkCj2echJTS8&redir_esc=y#v=onepage&q=goal&f=false

Skehan, Luke. (2018). Growing High Standards: Using the AITSL standards to develop your

teaching. Agora, 53(3), 26-33.

Taylor, Tracy, & Oakley, Grace. (2007). Catering for gifted students in the literacy

classroom. Practically Primary, 12(1), 21.

Vantassel-Baska, J. (2012). Analysing Differentiation in the Classroom: Using the COS-R. Gifted Child

Today, 35(1), 42-48.

Volkmar, F. R., Wiesner, L. A., & Wiesner, L. A. (2009). A practical guide to autism: What every

parent, family member, and teacher needs to know. Retrieved from https://ebookcentral-

proquest-com.ezproxy2.acu.edu.au

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Appendices

Appendix a: Example of differentiation in a unit plan

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Appendix b: Modelling in a placement lesson for enabling learners.

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Appendix C: Sensory tent I built and sensory toys, calm down strategies and emotion
recognition.

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Appendix d: Printed reference of AITSL standards to have at placement.

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Appendix e: A quick view system I made of AITSL standards

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Appendix f: Table I made to note down evidence and areas of improvement.

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