Description

Introduction

In Australia, the quality and effectiveness of a teacher can be measured against the seven teaching standards, composed by the Australian Institute for Teaching and School Leadership [AITSL] (2017). An effective teacher can be identified by adhering to these standards, which in turn, demonstrates resilience, capability, professionalism, content and pedagogical knowledge, as well as curriculum and diverse differentiation for meeting the wide range of students’ individual needs (Clarke & Pittaway, 2014, pp. 4-8). The following consists of my personal critical reflection against the Graduate Teaching standards in order to identify my current strengths and areas of growth as a secondary media arts educator.

Standard 1

Strengths

I believe I am capable in identifying how students learn (1.2) by acknowledging their physical, social, emotional, and intellectual development (1.1, Appendix A) as part of students’ educational phycology (Duchesne & McMaugh, 2019, p. 3). Across these two years, I have submitted multiple researched-based assignments and I have interacted with a diverse range of students whilst on practicums (1.3). I have also applied teaching strategies to assist Aboriginal and Torres Strait Islander students (1.4). Differentiation is a common practice that I quickly noticed throughout this Master of Teaching degree, as such, meeting the specific needs of students with a multitude of abilities and providing effective strategies for their sake (1.5), as well as for those with disabilities to ensure participation (1.6), can be difficult to manage but it is achievable, as I have researched and practically proved.

Growth

Everyone is unique; therefore, the diverse classroom consists of different needs and range of abilities (Ashman, 2019, p. 3). Even though I believe I have demonstrated an understanding of adhering to the vast needs of every student (1.3-1.6), I do believe it is an area that I can still improve.

Standard 2

Strengths

I have received consistent feedback from mentors that I have a solid understanding in knowing the content and how I am supposed to teach it, via a range of teaching strategies (2.1, 2.2) and through the use of Information and Communication Technology [ICT] (2.6) (Appendix B and C). In constructing lesson plans, I have accounted for the curriculum, assessing, reporting, (2.3) implementing literacy and numeracy strategies (2.5) when needed, as well as catering and being respectful towards reconciling the relationship between Indigenous and non-Indigenous Australians (2.4) through media arts. The Australian Curriculum, Assessment and Reporting Authority [ACARA] (n.d.) incorporates the Aboriginal and Torres Strait Islander Histories and Cultures as part of the cross-curricular priority.

Growth

An area of improvement within this standard would be to further develop my understanding and catering to the Aboriginal and Torres Strait Islander students, as I have had limited experience doing so whilst on practicums and have been relying on research for the most part (1.4). The significance and acknowledgement of Indigenous students’ culture and identity cannot be overseen in schools, regardless of absenteeism of said students (Anderson & Walter, 2017, p. 78).

Standard 3

Strengths

Throughout this degree I have planned, structured, and made several sequenced lesson plans (3.2) (Appendix D), each containing at least one learning goal (3.1). The teaching strategies (3.3) were selected based on the year level, learning objective, and the available resources that are used to engage the students (3.4). Utilising pedagogies, appropriate teaching strategies, reflective practices, student-centered approaches to learning, as well as content knowledge and pedagogical knowledge, ensures effective teaching (Henderson & Exley, 2019, p. 30; Killen, 2016, pp. 26, 103). I have developed a range of effective verbal and non-verbal communication skills within the classroom (3.5), which has enabled myself to improve students’ learning (3.6) in a clear and respectable manner by also building rapport.

Growth

Unfortunately, I have not had the opportunity to demonstrate standard 3.7, which engages parents and carers into the educative process, as I have not communicated with them in a physical environment. I am, however, aware of their role and importance in regard to the child’s education. Including the parents into the educative process, can encourage the students to engage within the classroom via homelife motivation and interest (Conway & Walker, 2017, p. 151).

Standard 4

Strengths

Creating and maintain supportive and safe learning environments for my students is something I take very seriously, as from my personal experience, it enabled me to gain self-confidence in myself and within my academic work. Therefore, moving into the teaching profession myself, I understand how to achieve the fourth standard as I can provide inclusivity and meet students’ needs (4.1), be explicit in my teaching (4.2), manage challenging behaviour to a degree (4.3), ensure safety and wellbeing (4.4) (Appendix E), and appropriately use ICT in a safe, responsible, and ethical manner (4.5). “Effective teaching and prevention of student indiscipline are key ingredients to successful student engagement in learning” (McDonald, 2013, p. 4).

Growth

With every practicum I do feel that I am improving, however, standard 4.3 is still something that I am not yet confident in, as the situation may require more rapport to have the respect of instructions being obeyed. Regardless, I am glad to know that managing challenging student behaviour is a lifetime skill that all teachers tend to have an issue with, and it is not purely that I am learning as a student-teacher. The prevention and coping strategies outlined in McDonald (2013, pp. 4-5), referring to the Positive Learning Framework (PLF).

Standard 5

Strengths

I have an understanding of the various types of assessment (5.1), these include diagnostic, formative, and summative. Additionally, I have constructed my own diagnostic assessment, supplied a marking key, as well as feedback (5.2) (Appendix F). Having to make consistent and comparable judgements (5.3) when interpreting data (5.4) and reporting on the students’ achievement (5.5), are all components of the fifth standard. The purpose of assessments is for the teacher to understand what their students know, based on what they taught them or what they already know. Students can then use this knowledge and feedback to improve themselves as it provides a sense of personal achievement when successful (Hattie as cited in Walker & Gobby, 2017, p. 338).

Growth

As of this moment I have only assessed, reported, and provided feedback to a single class during my second professional experience (Appendix F). I have requested some Year 11 ATAR work from my current mentor, which I am doing in preparation for the Assessment for Graduate Teachers [AfGT] requirement during this fourth and final professional experience, as I believe this standard as a whole can be improved. I remain aware that assessments need to be authentic, valid, fair, and reliable, (Brady & Kennedy, 2012, p. 31).

Standard 6

Strengths

My engagement in professional learning is overall on par with the expectation of a graduate teacher, as identified by my supervisor (Appendix G). It was acknowledged that I have demonstrated each sub-component of the sixth standard whilst on this practicum. My personality is well received by mentors, supervisors, staff, and students which has encouraged my efforts in reinforcing my understanding about the professionalism and knowledge that is required of a teacher (Clarke & Pittaway, 2014, pp. 377-378; Killen, 2016, p. 24).

Growth

In regard to growth, expanding and keeping up this expectation would see me excel within the teaching profession. Alternatively, I would like to focus on standard 6.4 in applying standard 6.2 more effectively as this would increase my progression to becoming recognised as an effective teacher (Killen, 2016, p. 25).

Standard 7

Strengths

My interaction with colleagues, parents/carers, and the community was identified at the competent level for all four components from my mentor (Appendix H). I have shown that I am capable of being ethical, administrative, and organised within the professional environment, despite the limited opportunity that was provided. This standard reflects a teachers’ professionalism and reputation (Call, 2018, p. 100).

Growth

As I feel comfortable with the engagement among fellow staff members, the same cannot be said about parents/carers and the wider community (7.3) until I have more exposure to those people as being part of the school culture is only part of the educative society (Clarke & Pittaway, 2014, p. 301). The engagement between teachers and parents is a vital component of this standard.

Australian Professional Standards for Teachers - Graduate Level

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