Element Six

Element Six 

Teachers Continually Improve Their Professional Knowledge and Practice

I have sought to continually develop my professional practice by always reflecting upon the lessons I have planned and implemented during all my professional experiences. This has allowed me to understand the strengths and weaknesses of each learning experience so that I can adapt where needed for the future (see Appendix I). This has also been assisted by constructive criticism from teacher mentors during past professional experiences. By providing relevant feedback from an objective person I have been able to better understand the specific areas in which I need to improve and the steps required to do so (see Appendix L). (6.1.1, 6.1.5).

I have also understood the need for teachers to be aware of the benchmarks provided by the Quality Teaching Document (DET, 2008) and the Professional Teaching Standards (NSWIT, 2004) that sets clear expectations of what is needed to become a teacher professional (see Appendix J). They form the framework upon which teachers can refer to when the question is asked of ‘what makes a teacher a professional?’ (6.1.2).

I have been able to develop a workshop program as part of a Special Education option within the B Ed (Primary) undergraduate degree. This workshop is useful in assisting colleagues to understand the fundamental principles behind ‘Direct Instruction’ and its application to the field of special education. It also demonstrates how sharing knowledge is integral in developing a professional collegial ethos within the school environment (see Appendix K). (6.1.4, 6.1.6).

I have become interested recently on the issue of reading and how students acquire early reading skills. This has come about from the Special Education option whereby I have realised the importance of reading and its intertwined relationship with literacy not only at school but also in the home. As a result I have subscribed to an updated feed from Professor Trevor Cairney’s personal blog that has been of personal use in expanding my knowledge about literacy within the home and at school (see Appendix M). (6.1.7).

I have also become aware over the course of my studies of the wide ranging number of Department of Education policies available on their website (see Appendix N). I know that official departmental directives are available from any computer with internet access and that as a possible employee I will have to abide by and implement these policies within schools. (6.1.8).

I will and need to seek and become aware of the different professional development opportunities available to teachers whilst on professional experience. I will also attend any available professional development courses if possible. I could also ask my teacher mentor how professional development courses are organised. I could also join a teacher professional body such as the Primary English Teachers’ Association who run professional development days. (6.1.3).