Sample EDET461 Effective Teaching 6 Professional Engagement and Reflection Report

EDET461 Effective Teaching 6 Professional Engagement and Reflection Report Sample

Assignment Details

Description and Structure of AT1 ePortfolio and Professional Learning Plan

Self audit of professional practice to evidence and reflect on attainment of the Professional Standards. Identify professional learning needs and construct a plan for professional learning including rationale for continued learning and use of appropriate sources/resources.

Structure

The assignment is broken into 4 sections: identify, select, apply learning & evaluate.

1. Identify

Professional learning plan, which includes goals to improve practice drawn from data from reflective practices. Types of reflective practices and further planned practices noted and evaluated as appropriate to develop learning against Professional Teacher Standards.

2. Select

Types of professional learning related to professional learning goals sourced and linked to Professional Teacher Standards.

3. Apply Learning

Plan for professional learning to be applied to practice.

4. Evaluate

Indicate how success will be measured, impact on learning (children and teachers), sharing of new learning with colleagues. The requirement for each of the 4 sections of the assignment will be described in the following page.

Identify

- Include a professional learning plan.

- Ensure the professional learning plan has clear, concise and relevant goals for your professional learning that you can work on and with, to improve your practice.

- The development of your plan should come from a range of data from your reflective practices.

- There should be a discussion of and evidence of the reflective practices that you have undertaken to develop your professional learning goals.

- Note and evaluate further planned practices that you will do in the future that are linked to your goals.

- The evaluation of the practices that you are planning to undertake in the future should include a discussion of the significance and appropriateness of the activities planned to help you develop your learning against specific and targeted Graduate Professional Teacher Standards.

Select

- Once you have developed your goals you now need to source professional learning options to help you achieve your stated goals.

- Include a description of the learning options you have sourced.

- Include an evaluation of the learning options you have sourced, and how well they will help you achieve your stated goals.

- Match the learning options to your professional learning goals.

- Link the professional learning options to the Graduate Professional Teaching Standards.

Apply Learning

- This section involves you planning for the professional learning to be applied to practice.

- You will have a detailed plan for professional learning from multiple sources.

- The plan will include a detailed explanation of how your plan for learning will be applied to practice.

- You will also need to highlight how your continued ongoing learning will be maintained in relation to your stated goals and linking this to the Graduate Teacher Standards.

Evaluate

- In this section you need to explain how you ill measure the success of your stated goals and intended professional learning you will undertake to achieve your goals.

- You will need to ensure that your goals that you have included in the first section are achievable and have some way to be measured.

- The plan in this section should be detailed to indicate how success will be measured. This success measurement will include the impact on learning for both yourself, children and other teachers/educators.

- You will also need to discuss how you will share your new knowledge with your colleagues.

Academic Writing

The marking rubric for this assignment allocates 10 marks to academic writing.

Please ensure the following points are addressed in your assignment submission:

- Clear level of writing

- Critical evaluation of issues

- Cohesion

- Within the word limit

- Good academic English expression

- Free from errors

- Correct use of APA referencing

Solution

1. Identify

1.1 Professional Learning Plan

Goal 1: Professional learning engagement for better classroom practice

In the route of expecting a successful learner this goal of engaged professional learning is selected. Based on AITSL report the goal of being a engaged classroom provider that reflects connectivity is developed. As the flow of information becomes engaging for teachers it reflects over the students' adoption of it. This goal refers to engaging in educational sharing within collaboration of colleagues, and experts. Fairman et al. (2022), always a need for keeping professional learning relevant and suitable for the teachers so that constructive feedback accesses the benefits of improved capability. It needs to be wise while dealing with children's development as this goal educates teachers the same way. Understanding the early childhood curriculum and planning it with updated information makes the outcome productive.

Goal 2: Collaborative relationship to make efficient environment

The second goal for a professional learning plan is to help to keep the education challenges overcoming patterns. As peer recommendation and feedback session encourages the sense for problem solving analytical skill is route for safer environment preparation. This leads to choose this second goal for professional learning plan. This works as stimulation when children feel the urge to pay attention and work over boundaries with the goal of achieving a target. It needs simple tasks like when teaching children societal values and it needs to be arranged in a problem-solving manner. For example, after giving them information about any social value and testing it by students' ability to become an active citizen. A scope of challenges setting through makes children face the situation and always develops the scope for continuous learning flow (Loyola et al., 2020).

1.2 Significance and Appropriateness Against Graduate Professional Teacher Standard

The first chosen goal is linked with the graduate professional teaching standard, which promotes professional engagement (AITSL, 2022). As students need the connection that stretches better learning from an engaged classroom this standard is aligned. This enhance professional with continuous improvement and practices so that student learning improvement can be planned. Key focus under elected standard 6 is mainly allied with 6.2 that encourages learning practices and 6.3 engage with colleagues that is collaboration. The nature of working over personal growth through collaboration always encourages me to learn new things. A scope of supporting colleagues and discussion over constructive feedback always guide individuals to work on skill adoption. Linking with students' growth then this feedback also guides them to know about the strategy that supports education flow. The quality of informed feedback is the result of engagement which is planned through goal 1. As per Howell (2021), instead of using bring-down feedback the use of constructive feedback always encourages the flow of sustainable education development. It makes the chances of keeping learning assessed through every lesson plan. The capability of the teacher comes as a determinant that makes the environment engaging for children and personal growth. On the other hand, the 2nd goal is based on standard of the teacher standards which encourages the flow of making student participation a priority (AITSL, 2022). A goal of towards safer environment promotion always keep students attach with development learning this standard is chosen for professional learning plan. As standard 4 is selected under which 4.1 and 4.3 that is support student participation is considered. By using this ability of produced a safer environment become easier for a teacher. Without teacher ability and proper planning; these benefits can never come in favor. It needs teacher skills and ways of planning an environment where along with education and the flow of participative activities are also performed. It is considered as the goal as only class knowledge cannot make the engagement for all environment stimuli work for that influence. Always engagement is needed to make the education flow useful for students' development and as a graduate teacher professional success comes in favor. With the application of suitable knowledge and information, a clear flow can be generated for the educational settings for the assignment helpline.

2. Select

2.1 Professional learning options to achieve the goal

2.2 Linking with Graduate Professional Teaching Standard

 The scope and potential generated through this professional learning plan come with the productivity of quality confirmed education growth. In linking with the national quality framework this personal goal promotes the value of development ability for Graduate professional teacher standards. The highly accomplished standard of Australian professional teacher is chosen that also mentioned about using professional standard of Australia even that supports in engagement. Additionally, Goal 1 is always valued engagement for which framework promotes the achievable standard. As in 6.2 right approach implementation is mentioned for which as action digital platform is consider this makes the chances of improvement. Additionally, engross with colleagues that is 6.3 is also considered for which constructive feedback is use in practices.

As a teaching aspect students' safety, connection, and their values adoption from the environment all are the responsibility of the teacher (Darling-Hammond & De Paoli, 2020). Additionally, in the previous discussion, the chosen standard of Graduate Teacher professional standard link is mentioned. Now, in detail, the first goal is linked with NQS's 5th value so that this promotional growth comes with the consideration of quality action plan recognition. In this aspect of promoting quality education proper plan of classroom activity and behavior handling is come. As 4.2 refer about classroom activities for which ICT tools are adopted that transform classroom as safer environment of learning. On the other hand, 4.3 is also used for handling behavior that is plan by digital setup encourage the adoption that creates an imaginary world for the children. Along with that supportive approach and use of a quality framework, this planning encourages growth that promotes sustainable education patterns.

On the other hand, as per the professional standard, every value needs a proper plan and executive strategy that encourages a productive outcome. In this Australian professional Teacher standard lead is chosen which inform about better classroom activity and behaviour handling. In previous discussion challenge handling skill importance for supports children even personal skill this correlation makes the benefits for developed Goal 2. Painstaking teacher-student relationship and working with value sharing approach make teaching important as well as possible for achieving the goal set for professional teaching (Hagenauer et al. 2023). Furthermore, quality and action are planned for each goal-oriented indicating the potential it holds for well managed classroom education. Once the legislation and framework are aligned with strategy, reliability grows for workplace safety as well as possible growth outcomes.

3. Apply Learning

From the perspective of Goal 1, suitable ways to apply in practice are discussed below-

- The application of an active learning approach for teachers and students encourages the flow of personal as well as professional growth. Additionally, the style used for this learning design helps to keep the flow of learning productive.

- Application of engagement theory and its type of focus is given for cognitive learning. It proceeds through hands-on activities which keep the motivation of self-growing by problem-solving attitude (Barkley & Major, 2020).

- In the extent of aiming for engagement rather than group tasks, group presentation always works as the best fit for a teacher. On the other hand, having the nature of being connected with colleagues always improves learning efficiency.

- Considering the influencing role of digital tools for student's emotional and behavioral engagement, the learning is in the shape of experience-based (Heliporn et al., 2021). The benefits of the construction of a healthy relationship always come for the teacher.

- Further, it needs evaluation so that students' growth in learning can be measured. Any new strategy and tools that are used for engagement learning need to be measured so that investing in resources comes in favour that supports sustainable learning.
On the other hand, Goal 2 used the following practices to achieve the discussed following -

- In Australian education innovation and efficiency work hand in hand which need consideration for quality, safety, governance, and teaching. The collaboration for the environment is planned which refers to safety learning (Nutbrown, 2021). It is planned to start with setting safety standards of AQF (Australian Qualification Framework) for all students included in education.

- Equity in education is prioritized for which student participation can be encouraged through formative action planning. More on that, education needs to be performed in a diverse background where children feel safe and comfortable for new learning.

- The planning of including ICT tools is also considered to transform education flow that supports the educational interest for all socio economic classes of the society (Bogossian & Crave, 2021). Furthermore, social mobility and value for all students make for higher chances of achieving Goal 2. A change to think wisely and adopt advancement makes the productive flow which supports significant improvement.

- From the perspective of education as a fundamental right teacher's role comes to encourage the students to participate and value their limitations. Every assistance planned for Goal 2 promotes the new vision of teaching as the standard always demands improvement.

In the selected and discussed ways for applying learning a sense of positive improvement is generated. It has been found that a goal specific journey always comes with efficiency as a teacher and as a student's guide. The approach and resources planned to use for education all show the chances for outcome for future scope.

4. Evaluate

New learning shared with colleagues

First, goal-oriented learning can help to know the strategy for engaging in learning. Additionally, the experience of strategy making by including tools, students' specific approach, and others directly helps colleagues to know the ways. As this goal is aligned with the safety framework a reliability and positive outcome is expected. This sense can be shared with colleagues so that they also remain aware of quality framework practices within the Australian context (Monteiro et al. 2021). It is essential to keep the learning professional so that the value of personal growth comes as value-oriented knowledge. A teaching or teacher's success always comes through approval, strategy is planned to include in practices. Working with personal values and promoting the value for children always expands the acceptance that leads to wider success optimization. It has been found that working with specific skills and values always encourages the rapid transformation that guides quality education planning.

The second goal-oriented experience values the information for making an environment collaborative yet safer. As children, safety and comfort always motivate them to keep learning continuously (Monteiro et al. 2021). Additionally, safety with informed quality encourages the environment's acceptance by all students. Maybe they are from diverse backgrounds yet keeping the environment socially mobile helps to spread the interest of participation. This experience sharing guides colleagues to keep this in mind for preparing an environment that enhances safety as a priority for all. The knowledge and capability come through these experiences and develops the potential environment formation which encourages safety learning aspects.  

References