My Responsibilities as an Educator

Once I obtain my Bachelor of Education, my learning does not stop. Throughout my career it will be my responsibility to maintain professional development in line with the Australian Professional Standards for Teachers (APST). This development will take place in the form of ‘High Quality Professional Learning Cycle,’ a four-stage cycle designed to promote and maintain quality teaching (Australian Institute for Teaching and School Leadership, 2017).

Whilst being an educator I will build rapport with many students. It is imperative that the relationships built are done so ethically and with the understanding that it will be a case of teacher-student and with myself being in the position of power. At no time shall I allow the balance to become equal. It is my responsibility, in line with the Professional Standards for Teachers in Western Australia, to ensure I provide students with a safe and supportive environment (Teacher Registration Board of Western Australia (TRBWA), 2019). The safe environment I am obligated to provide extends to include the safe and responsible use of ICTs.

Speight (2017, as cited in Churchill et al., 2019) suggested that to produce effective teaching, the element of ‘behaviour management’ was essential. With this suggestion, prior to the use of ICTs I will open the lines of communication with the class as to my expectations and set ground rules with consequences attached should inappropriate online behaviour occur.

In becoming a registered teacher, I understand that I also become a mandatory reporter. The Department of Education (2019) Child Protection in Department of Education Sites policy outlines that any “reasonable belief” of abuse needs to be reported to the principal or in line report. The element of confidentiality is paramount with regards to this issue as any breach has potential to cause a child further harm. Should a child come to me directly and tell me of any abuse and requests I keep their ‘secret’ I need to be clear in my communication with them and inform them that I must report it only for their benefit.

The classroom environment I intend on establishing will have a focus on student safety, respect, and inclusiveness. Children spend a great majority of their early years in schools and having the opportunity to be an influence in their lives is an opportunity I am looking forward to embracing.

References

Australian Institute for Teaching and School Leadership (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/teach/standards

Churchill, R., Godinho, S., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J.,
Nagel, M., Shaw, K. & Rogers, J. (2019). Teaching making a difference (4th ed.). Wiley.

Down, B. (2017). Critically reflective practice: What is it and why is it needed now? In B. Gobby & R. Walker. (eds). Powers of curriculum: Sociological perspectives on education. (pp. 118-141). South Melbourne: Oxford University Press.

Duchesne, S. & McMaugh, A. (2019) Educational Psychology for learning and teaching (6th ed). South Melbourne, Victoria: Cengage Learning Australia

Gowlett, C. & Niesche, R. (2017). Learner diversity and school practices. In B. Gobby & R. Walker. (eds). Powers of Curriculum: Sociological perspectives on education. (pp. 353- 372): SouthMelbourne: Oxford University Press.

Howell, J. (2013) Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, Victoria, Oxford University Press

McGregor, G. & Mills, M. (2017). The virtual schoolbag and pedagogies of engagement. In B. Gobby & R. Walker. (eds). Powers of curriculum: Sociological perspectives on education. (pp. 372-392). South Melbourne: Oxford University Press.

Teacher Registration Board of Western Australia (2019), Initial teacher education programs. https://www.trb.wa.gov.au/Initial-Teacher-Education-Programs

Personal Statements This page is part of the collection 'Teaching Profile'.

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