Assignment cover sheet
Assignment cover sheet Note: (1) The attention of students is drawn to: the Academic Regulations, the Academic Honesty Policy and the Assessment Policy, all of which are accessible via http://www.acu.edu.au/policy/136703 (2) A de-identified copy of your assignment may be retained for University quality (audit) processes, benchmarking or moderation. Student ID Number/s: Student Surname/s: S00022230 Mackie Given names: Fraser Vincent Course: Bachelor Education Primary School: ACU Brisbane Banyo Unit code: EDFD452 Unit title: TRANSITION TO THE PROFESSION Due date: 03/05/2013 Date submitted: 03/05/2013 Lecturer-in-Charge: Anthony Shearer Tutorial Group/Tutor: NA Assignment Title and/or number: Digital Portfolio and Professional Plan DECLARATION OF ORIGINALITY 1. 2. 3. 4. 5. This assignment is submitted in accordance with the Academic Regulations and the Academic Honesty Policy. No part of this assignment has been copied from any other source without acknowledgement of the source. No part of this assignment has been written by any other person, except to the extent of collaboration and/or group work as defined in the unit outline. This assignment has not been recycled, using work substantially the same as work I have completed previously and which has been counted towards satisfactory completion of another unit of study credited towards another qualification, unless the Lecturer-in-Charge has granted prior written consent to do so. I have made and retained a copy of this original assignment. Signature of student(s): ___________________________________________ Fraser Mackie S00022230 Date:_03_/_5_/_13 Please find e-portfolio at: http://frasermackieportfolio.weebly.com/ AITSL Standards The AITSL standards are important to the teaching profession both holistically and individually. While teaching is not a constructivist activity, improvement comes through looking at all areas that constitute good teaching and looking for ways through professional learning and practice to improve these areas. The standards also give a strong sense of the progression through the profession from graduate to expert. The profession and the industrial relations framework is harmonising around an understanding that not all teachers are experts but with focussed effort all can become thus. All school systems are focussed on improved learning outcomes. This drive for improvement has both individual benefit and collective benefit. The individual has far greater chance of gaining opportunities in higher paid vocations that rely on a better education. The whole country benefits from a more highly qualified workforce that is more responsive and able to take advantage of growth opportunities. Better educational standards will allow the community to adapt and reform as new opportunities present. There is a real opportunity with vigorous adoption of the standards for a success leading success outcome. A failing of the profession in the past was the absence of a clear and succinct elaboration of the elemental parts of what constitutes good teaching. The themes across the standards highlight the elemental parts as well as show a clear iteration of improved performance so that as the professional grows this growth can be mapped with a clear trail of evidence that is repeatable and most importantly transferrable. The standards have also allowed schools to develop rich resources of exemplars that allow the necessary professional dialogue and critique to accelerate professional growth. The standards have been accompanied by an across the board de-privatization of the profession in a non judgemental way. This has allowed for much greater levels of professional growth. The ease of use with technology has aided in this acceleration, we regularly see lessons captured on the new generation devices like I-pads with groups of teachers gathered around examining elements of the pedagogy that are either in need Fraser Mackie S00022230 of professional support or highlighted for their excellence. This all can learn, all can grow approach is a hallmark of a highly advanced profession. This is highlighted in the latter standards that highlight the underpinning professional growth. Of the 7 AITSL standards I believe that standard 3 is my most developed, however I have additional strengths in a number of other standards including content, safe supportive learning environments, providing feedback to students, high level reflective practices, and successful working relationships with colleagues parents carers and community. Standard One: Know students and how they learn I have come to the teaching profession after undertaking a number of community roles that have given me a firsthand understanding of the diverse student population in our schools. Relevant roles include: Disability care – I worked for several years as a respite carer for Westcare supporting the personal and developmental needs of severely disabled clients. I have a Certificate 3 in Disability services and a comprehensive understanding of issues like, behaviour management, adaptive appliances, manual handling, event management, first aid (currently qualified) and life skills. Aboriginal students – I worked as a youth and community development officer for the Department of Communities in Aurukun which is situated on Cape York. This gave me firsthand experience of the rich mix of Aboriginal community issues ranging from child protection to supported employment programs. Homeless adults – I currently work at Pindari lodge as a support worker often supporting homeless men reassemble their lives. I undertake a wide range of duties across most areas of the service. This experience gives me high level skill in dealing with and de-escalating complex personal issues. In my practicum placements I have experienced a wide range of community circumstances including urban middle class school (Burpengary Meadows SS); Poor urban community Sacred Heart Booval; Poor rural school Proston Primary and my last practicum is scheduled for the Cherbourg Aboriginal community. Fraser Mackie S00022230 In my studies for teaching preparation I have demonstrated through essays and assignments my capacity to understand the wide range of learning styles and disposition to learning evident in our schools. More over I have attempted successfully to cater for these individual differences through concrete efforts to know and relate to my students providing immediate and relevant feedback coaching and support as required. I have structured lesson sets to differentiate instruction. I have been guided by the most recent work of John Hattie (2009) “Visible Learning” in my search for the most effective practice. Evidences XO Certificate: Facilitates multiple learning opportunities for various learning styles. Classroom Profiling Lesson Flow Sheet. EDFX Professional Experience 3 Final Report. Aurukun Men’s Group - Men Make Great Dads Philosophy, principles and practice for inclusive education Australian Parliament Unit Plan Standard Two: Know the content and how to teach it In my studies to teach primary students I am particularly guided by the work of Cognitive Psychologist Willingham (2009), who explains the need for a wide ranging long-term memory of facts and procedures that are an aide to the working memory in thinking and making new meaning. I am guided by this principle and seek to instil this desire in my students. I have studied in-depth the National Curriculum, used Curriculum to the Classroom and other KLA curriculum documents, i.e. Daniel Morcombe Child Safety, Primary Connections Science. I have undertaken the following actions to widen my content knowledge above that of a good general educator: Undergraduate studies in ICT’s Fraser Mackie S00022230 Additional Maths subjects that will allow me to teach Maths to Year 10 I have qualified through the One Laptop Per Child program as XO Certified and am currently preparing for the XO expert assessment I undertook my Community Engagement work by volunteering in Doomadgee doing ICT based youth work. I have prepared quality unit plans and lesson preparation in my course work and in my practicum. I have worked closely with Aboriginal people in Cape York and with the Department of Communities undertaken cultural diversity training. Evidences XO Certificate: OX has inbuilt curriculum aligned with ACARA Maths, English and Science. Classroom Profiling Lesson Flow Sheet. EDFX Professional Experience 3 Final Report. Philosophy, principles and practice for inclusive education Australian Parliament Unit Plan Standard Three: Plan for and implement effective teaching and learning Early on I realised that teaching was a learned “art” and that considerable effort should go into skilling for the “art”. I am also aware of the literature which cites the early years of transition from “novice” or graduate to expert and beyond as so critical for long term effectiveness (Australian Institute for Teaching and School Leadership, 2012). To improve my skills I have focussed upon: High quality planning and sequencing Lesson pacing and question techniques Micro skills for teaching Fraser Mackie S00022230 Being profiled and re-profiled, and after feedback reflected and implemented behaviour management techniques Video of lessons and had the tapes reviewed by peers and experts Observed a wide range of teachers in a rich mix of contexts Especially in Indigenous contexts, made efforts to relate to and involve parents Studied the Essential Skills for Classroom Management Evidences XO Certificate: XO is an integrated ICT approach which effectively engages learners in curriculum. Classroom Profiling Lesson Flow Sheet. EDFX Professional Experience 3 Final Report. Philosophy, principles and practice for inclusive education Australian Parliament Unit Plan – Entire Document Standard Four: Create and maintain supportive and safe learning environments In the safe orderly effective and inclusive classroom I have undertaken the following: Course work in these elements of classroom practice. Reviewed and enhanced my classroom practice using “Classroom Profiling” referee and ESCMs (Queensland Government Education Queensland, 2007) Sought feedback from expert teachers including observation of my lessons and observations of others. Through my studies in the One Laptop Per Child program, I have been exposed to considerable learnings related to the ethical use of ICTs In my practicum placements I have adapted lessons to allow students with Special Needs to access the curriculum I have also firsthand experience in my work as a carer in disability services to a wide range of disabilities and the associated practice to allow for maximised participation Fraser Mackie S00022230 Evidences XO Certificate: Use of XO supports student capacity to maintain levels of engagement which ensure safe and supportive learning environments. First Aid Certificate: Safe learning environment. Classroom Profiling Lesson Flow Sheet: Support EDFX Professional Experience 3 Final Report. Aurukun Men’s Group - Men Make Great Dads Philosophy, principles and practice for inclusive education Australian Parliament Unit Plan – Planning for effective teaching will lead to safe and supportive learning environments. Standard Five: Assess, provide feedback and report on student learning I am aware of the very high “effect size” Hattie (2009) identifies in his work, “Visible Learning” applies to timely and personalised feedback. In my practicum placements I have been involved in the following undertakings: Design and administration of pre and post testing of work units. Use of skill builder programs using ICTs Collaborative year level meetings to discuss expectations and standards Examination of Naplan test results and class reports Sitting in on supervision meetings by school administration looking at class data Conversations and strategies to improve school attendance Parent meetings to discuss student progress Community visits, house visits to discuss student progress Examination of school data profiles as generated by Education Queensland to improve school performance Fraser Mackie S00022230 Examination of AEDI results in my Proston SS practicum Participation of Destination Action Research; “A Long Way from Home” as a part of the Barambah Blue Print Project which is consulting the Cherbourg and Murgon communities around structural reform. Evidences XO Certificate: XO has inbuilt instant feedback on student learning and charts progress. Classroom Profiling Lesson Flow Sheet: Feedback EDFX Professional Experience 3 Final Report. Australian Parliament Unit Plan Standard Six: Engage in professional learning Through my course work I have demonstrated knowledge of the need for and benefit of ongoing professional learning, for example: I have read widely and have focussed upon building my skill in the “art” of teaching. Recently and prompted by the Education Queensland policy, “United in our pursuit of Excellence,” which implies all schools must have a detailed pedagogical plan. I have in my course work looked closely at a range of pedagogical frameworks. In my discussions with supervising teachers it became clear that the ability to adapt to school-wide frameworks for pedagogy is a valued ability. Consequently in my planning I have looked at the core elements of classroom management and differentiated instruction as a way of gaining versatility in this endeavour. I have demonstrated my commitment to new pedagogies using ICTs through my own work on the One Laptop Per Child Project. The responsible use of ICTs in a range of learning settings has allowed me to authenticate the learning I have undertaken through OLPC. In my course work I have explored the international school improvement agenda. I have also made a specific focus on “Closing the Gap” Fraser Mackie S00022230 strategies in Indigenous Education and several of my course work assignments have centred upon these strategies. Evidences XO Certificate: I am currently XO Certified and am working towards expert level. First Aid Certificate: Professional Learning. EDFX Professional Experience 3 Final Report. Philosophy, principles and practice for inclusive education Standard Seven: Engage professionally with colleagues, parents/ carers and the community During my time in Aurukun working for the Department of Communities, I worked in the Government Coordination Office. My work ranged from youth work to facilitation of the “Men’s Group” with a project focus on meaningful leisure, food and nutrition, education and links to employment. The Government Coordination Office as prescribed by the Tony Fitzgerald report into alcohol abuse in Cape York Aboriginal Communities (Queensland Government, Department of the Premier and Cabinet, 2001), coordinated both social policy departments and economic policy. For almost 14 months, I was a member of the Government Coordination Office support worker team which began the early “welfare reform” trials (Queensland Government, Department of the Premier and Cabinet, 2001) and was witness to the setting up of the Families Responsibilities Commission (Family Responsibilities Commission, 2010). The NSW Government has embarked on a similar “Connected Communities” (New South Wales, Department of Education and Communities, 2012) trial in 12 remote communities in Western NSW. I have through this and my course work looked at efforts of Government in Case and Place based management. I also studied the impact of the “Learn Earn Legend” (Australian Government, Department of Education, Employment and Workplace Relations, 2012) program in rolling up various efforts that targeted the Fraser Mackie S00022230 creation of improved employment outcomes – the links between training and those outcomes for Aboriginal and Torres Strait Islander students. During my practicum placements I was appraised of the need for a working understanding of the following: Child protection issues Code of conduct training Risk management especially as it applied to excursions and sports Behaviour management policies Health and Nutrition policies Specific advice on Duty of Care and how it applies to Play Ground Duty Ethical Behaviours and ways of acting professionally whilst going about duties in an open and transparent way In my practicum I have engaged in community and house visits and appreciate the need for quality communication and clarity of purpose. Evidences XO Certificate: OLPC which sponsors XO is a NFP organisation which seeks to bring connectivity to remote and isolated communities worldwide, to provide children with education access – promoting literacy and numeracy acquisition. Bush Regeneration Community Service: Community/social awareness and contribution. Classroom Profiling Lesson Flow Sheet. EDFX Professional Experience 3 Final Report. Aurukun Men’s Group - Men Make Great Dads Philosophy, principles and practice for inclusive education Fraser Mackie S00022230 Professional Development Plan As a beginning teacher, I will be lead by the processes and policies that are inherently embedded in the approaches to professional and career development in schools across Queensland. For example, each State School in Queensland runs, Developing a Performance Framework, which is a strategy to drive professional development and goal setting underpinned by mentoring, training and education whether school based, personal reading or formal study. I will participate in each of the developmental phases as prescribed by my supervisors and employer, and earnestly attend to my obligations as a leader of learning in my classroom. Pedagogical Frameworks State Schools in Queensland also have a mandated Pedagogical Framework, whether, based on research of Hattie (2009); Marzano, Pickering and Heflebower (2011), or Archer & Hughes (2011) adapted for Australia by Victorian Principal, Flemming (as cited in Smith, 2008). The models used across schools could include: Archer & Hughes Explicit Instruction (2011), Marzano, Pickering and Heflebower The Art of Science and Teaching (2011), Productive Pedagogies, Dimensions of Learning (CQ University Australia, 2012), Hattie (2009) Visible Learning among many others. The school where I will be placed as a graduate, possibly in North Queensland, in all probability will facilitate pedagogical practices using the explicit instruction model espoused by Flemming (as cited in Smith, 2008). As an employee and graduate, I will ensure that I follow the processes and protocols of the school within which I am placed in relation to my pedagogical practice. Attached are samples of the framework and monitoring documents which I will follow and complete in my professional capacity in the North Queensland Indigenous schools in which I aspire to teach. In preparation to teach in this environment, I have been profiled once to date by a Mark Davidson trained Classroom Profiler. This will begin my targeted practice of the classroom management strategies which will best ensure the students in my class will access maximum teaching and learning time. My plan for future ongoing professional learning as a practicing teacher will involve the following underlying characteristics: continuous self reflection and consistent reflective practices to drive my improvement as an education practitioner Fraser Mackie S00022230 aligning my development with the performance and professional development strategies employed by the leadership of the school to which I am appointed as a graduate seeking opportunities for peer modelling - learning from expert teachers seeking opportunities for peer reflection and observation seeking opportunities for supervisor observation and feedback and responding to that feedback being prepared to change my practices, approaches and actions following feedback and reflection opportunities as provided by supervisors, colleagues and experts listening and observing - as a beginning teacher there is much to learn from many experienced educators being humble and not taking myself too seriously I will ensure that as an active team member I contribute with effort and energy to the development of group curriculum planning, as most schools have planning groups or year level groups which work to share the load of planning and assessment. I will work with extension and intervention colleagues to ensure that students needs are met - that adjustments required are implemented for all students to access the curriculum I will continue to expand my knowledge and communicate with community to ensure that Indigenous perspectives are embedded in my classroom practices. Given my interest in this genre, I will also explore the methodologies associated with "Calmer Classrooms", "Mind Matters" and those programs which enhance students capacity to develop strong connections with community and identity aligning with the work of Dr Chris Sarra, "Stronger Smarter" initiative. With students, I will set student goals / targets through focussing on, analysing and using data to drive student improvement across all aspects of KLAs Continuing to develop my capacity as an XO educator by extending my qualifications in this area. (Embedding ICTs in curriculum) Fraser Mackie S00022230 Guided by my learnings so far and the supervisors and experts I am yet to meet, I will continue to do whatever it takes to ensure that I have the skills and expertise to ensure that every student in my class is engaged in learning every hour of every day. That I will take them from what they know to what they need to know and that I will continually improve my skills to deliver this outcome. My goal is for the school community - my students and parents to be inspired by my passion for teaching and learning. I value honesty and transparency in my relationships and friendly, strait forward communication - this will enable me to access support and advice as needed and accept and integrate that support and advice appropriate in my teaching practice. The support Networks available to State School teachers include "The Learning Place" "The Blackboard Learning Community", school based curriculum experts whether team leaders or supervisors, buddy teachers or mentors. The Induction process for graduate teacher is laden with opportunities for professional growth, particularly in those schools considered as challenging. Aiming to begin my career in this sector, will afford me an opportunity to work towards the acquisition of professional skills and expertise such that I can work with those students most challenged by their personal environments and circumstances. I believe that my approach to consistently seek out opportunities to improve my practice as an educational professional will ensure that I continue my learning and aspire to excellence throughout my teaching career. My zest for knowledge and passion for learning will serve as a positive model and inspire students in my class to aspire to excellence, to have a go, to continue to learn from mistakes, set targets and achieve their goals. Fraser Mackie S00022230 References Archer, A. L., & Hughes, C. A., (2011). Explicit Instruction: Effective and Efficient Teaching. New York, New York: The Guilford Press. Australian Government, Department of Education, Employment and Workplace Relations. (2012). Learn earn legend!. Retrieved April 11, 2013, from http://deewr.gov.au/learn-earn-legend Australian Institute for Teaching and School Leadership. (2012). Standards. Retrieved April 8, 2013, from http://www.teacherstandards.aitsl.edu.au/Standards/AllStandards CQ University Australia. (2012). Dimentions of Learning. Retrieved April 14, From http://www.cqu.edu.au/academic/hed/sea/embedded-professionallearning/dimensions- of-learning Family Responsibilities Commission. (2010). Community engagement guidelines: Aurukun. Retrieved April 11, 2013, from http://www.frcq.org.au/sites/default/files/Community%20Engagement%20Auruk un%20web_0.pdf Hattie, J. (2009). Visible Learning: A Synthesis of over 800Meta-AnalysesRelating to Achievement . Routledge: New York. Heflebower, T., Marzano, R. J., & Pickering, D. J. (2011). The highly engaged classroom. Bloomington, Indiana: Marzano Research Laboratory. New South Wales, Department of Education and Communities. (2012). Connected communities strategy. Retrieved April 11, 2013, from https://www.det.nsw.edu.au/media/downloads/about-us/news-atdet/announcements/yr2012/connected-communities-strategy.pdf Queensland Government Education Queensland. (2007). Better behaviour batter learning: Essential skills for classroom management: Core learning component. Retrieved April 10, 2013, from http://www.glenfieldsuspensioncentre.schools.nsw.edu.au/documents/13286/13 567/christine_richmond_micro_skills_1318986729309.pdf Queensland Government, Department of the Premier and Cabinet. (2001). Advanced copy: Cape york justice study report. Retrieved April 15, 2013, from Fraser Mackie S00022230 http://pandora.nla.gov.au/pan/24611/200205160000/www.premiers.qld.gov.au/about/community/capeyorkreport.htm Smith, B. (2008, May, 10). Results back principal's return to instruction. The age. Retrieved from http://www.theage.com.au/articles/2008/05/09/1210131265814.html Willingham, D. T. (2009). Why don’t students like school? : A cognitive scientist answers question about how the mind works and what it means for the classroom. San Francisco: Jossey-Bass. Fraser Mackie S00022230 Fraser Mackie Fraser Mackie 03/05/13 S00022230 Fraser Mackie S00022230
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