Reflecting on Professional Engagement

Beginning Teaching
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Reflections on my participation and contribution to expectations
under the Australian Institute for Teaching and School Leadership
(AITSL) Standards for Graduate Teachers
Domain: Professional Engagement

Melanie Smith
800709507
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Standard 6 Engage in Professional Learning

6.1 - Identify and plan professional learning needs
Demonstrate an understanding of the role of the Australian Professional Standards
for Teachers in identifying professional learning needs.
The Australian Institute for Teaching and School Leadership (AITSL) Professional
Standards for Graduate teachers are organised provide a succinct overview of the
requirements of the roles of teachers in Australian schools. The need to accomplish
teaching goals with Integrity, Respect and Responsibility as outlined in the Victorian
Teaching Profession Code of Conduct (2008) should be at the forefront of every
teachers mind when entering into a school environment and also when conducting
themselves in the community. Over the course of my studies, I have collated
reflections that chronicle my journey as a student teacher as well as in my work
environment. In addition, I have had many great opportunities to enhance my
communication skills during study intensives through formal presentations and peer
tutoring activities. An example of the effectiveness of Standard 6.1 was during a unit
of work in Trimester 3, January 2014. A 40 minute P.E. lesson directed at Year 6
students on Reinforcing Teamwork, provided a huge learning curve for myself and
team teach partner, Candace Dalton in regards to reflecting on teachers different
ideas regarding lesson planning, implementation and class management. I was
amazed that in theory it would seem as if we would both have similar teaching styles,
but in practice it was a defining moment in my thinking, as it forced me to be flexible
in my teaching approach whilst being aware of the content knowledge and skills we
were both implementing. Discussing afterwards about the positive and negative
aspects of the lesson allowed me to value the way in which teachers are able to
adapt to individuals, classes and school environments on many different levels.

Team teach KWL on Team Work. Peers during the practical component
of the lesson.

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6.2 - Engage in professional learning and improve practice
Understand the relevant and appropriate sources of professional learning for
teachers.
It is a requirement of my position to attend all professional development days prior to
school resuming each term. During this time, all staff attend to strengthen our rapport
and engage in workshops developing cultural learning in Embedding Aboriginal and
Torres Strait Islander Perspectives (EATSIPS) and the Stronger Smarter Institute to
gain knowledge with which to improve our practice within and beyond the classroom.
As a part of the Indigenous Education Worker team, each member is required to
provide a daily recount of personal reflections which is then shared and discussed
with during our weekly meeting with one of our three school PARS teacher (Person
with Added Responsibilities). I have found this to be invaluable to highlight specific
areas of concern, or sharing successful strategies with colleagues. As needs arise
throughout the course of our daily duties, this method has assisted me greatly in
being able to mentally unpack the days events, during my weekly meeting with my
PARS (Person with Added Responsibility Supervisor) I am then able to discuss
further concerns or ask questions about ways to improve my practice.
I have also attained a Sports First Aid certificate, which is helpful in terms of
providing assistance to students and teaching staff. Other professional development
opportunities I have been involved in include attending the Black, Bold & Beautiful
Indigenous Womens luncheon, the Stronger Smarter Changing the Tide forum as
well as the joint QLD Reds and Mission Australias Reddy to Work program
launch. I have enjoyed representing my work, whilst also establishing networks
within various community sectors that I hope will be able to benefit those students
and communities that I will work with throughout my career.

Cake celebrating IEW Cert. 3 graduation. Saia Faiinga signing a ball for the HYCH kids.
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6.3 - Engage with colleagues and improve practice
Seek and apply constructive feedback from supervisors and teachers to improve
teaching practices.
During my teaching rounds I have been given excellent feedback and tips from all
my supervising teachers about ways in which to improve my teaching approach. I
have been blessed to have had variety of teaching supervisors who have helped me
to identify my weaknesses, whilst also shining a light and helping me to build on my
strengths.
A suggested area of improvement was in finding ways to contribute to community
events outside of school, in order to take what I have learnt and apply to the school
community. I have recently been involved with helping to raise money for a church
youth group in the Logan community, assisting leaders in selling Kup Murri dinners.
As most of my work colleagues and carers live in the Springfield area, I volunteered
to deliver their meals. At the conclusion of the day, I sold 30 dinners, which raised
$450 toward subsidising leadership activities which involve local Indigenous Youth in
educational programs.
Another helpful way in which I have engaged with staff in order to adjust my
personal teaching approach was in utilising my knowledge of hospitality and
assisting the year 2/3 teacher, Lillian, with her weekly school lunch every
Wednesday. It has been a great time to learn and gain insight into the many different
facets that make a great teacher, and I have gained great insight in working
alongside other colleagues who have assisted me in adapting my organisational
approach in becoming a well rounded teacher.
Mind maps developed by teaching and support staff during a PD session on Embedding
Aboriginal and Torres Strait Islander Perspectives (EATSIPS) in the Hub.
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6.4 - Apply professional learning and improve student learning
Demonstrate an understanding of the rationale for continued professional learning
and the implications for improved student learning.
If teachers continue to broaden their own understanding of issues relevant to their
students lives, this will positively impact on planning and teaching of content.
I am aware of the importance in assessing for student knowledge as the need to
track students, particularly regarding literacy with the implementation of the TORCH
test for whole school literacy testing is of great importance especially regarding
planning. The importance of individual student literacy profiles which feature sample
IEWs Sana & Enid preparing to
serve lunch for the weekly whole
school meal.
A sense of community allows for a school that is open to a
diverse range of learning experiences.
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student works and a current running record for each student is also a method that I
plan to initiate for classes I will teach, as I have seen the success of this method in
monitoring progress, as well as assisting in assessment and reporting student
outcomes.

Above: Respect Principles form the core business of Hymba Yumba Community Hub

Dreamworld whole school excursion Respects day, Term 4, 2013.

In addition, other activities in which the students are involved in require staff support,
of which again, there are many opportunities in which I have been able to be a part
of in assisting students to gain the most out of these experiences.

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Standard 7 Engage Professionally with Colleagues, Parents/Carers &
the Community.
7.3 - Engage with the parents/carers
Understand strategies for working effectively, sensitively and confidentially with
parents/carers.
Hymba Yumba is very similar to other schools in regard to its administration of
curriculum, it is unique in its approach to addressing students who have been
educationally disadvantaged. Currently 98% of the students at HYCH identify as
being of Aboriginal or Torres Strait Island heritage, and as such, the families that
engage with the school will have a broad heritage to draw on, with experiences vary
in many degrees along the negative to positive spectrum. Within my role as an
Indigenous Education Worker, I am required to be able to communicate effectively
with staff, students and families. Having the benefit of being a grassroots Aboriginal
woman from northern New South Wales, I have grown up with an understanding of
issues and protocols related to my own and other Aboriginal communities.


Aunty Jenny Thomson provides a role model of Families enjoyed the entertainment and
care and leadership to staff and students at the Hub. special guests on the day.







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Recent ceremonies such as those on Sorry Day, Close the Gap Day and Harmony
Day featured significant moments for demonstrating school leadership and
commitment to community engagement. Our ANZAC ceremony was also a poignant
reminder of our past and present Indigenous countrymen who paid the ultimate
sacrifice for our current freedoms.

ANZAC wreaths laid during our school Students performing during Harmony day
ceremony



7.4 - Engage with professional teaching networks and broader communities
Understand the role of external professionals and community representatives in
broadening teachers professional knowledge and practice.
One of the areas that I am acutely aware of that has a huge impact on the way in
which teachers are able to interact with students via methods that interest them. Arts
have provided a way in which many of our students have been able to express
themselves and transfer that knowledge into their academic pursuits.
The need to have external professional with knowledge and skills to pass onto the
next generation is of great importance as being a new school established in 2011,
Hymba Yumba has had to establish connections within the wider community first
hand. The current Artist in Residence is Kamilaroi man Peter Murray who teaches
students traditional methods of artwork through story and customary practices.
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Jamia drawing during Artist in Residence Tia transforming her sketch into a work
of art using chalk.


Community member Aunty Sarah Heritage Tennis champ Ashlee Barty (R) stops b y to
shares her knowledge with our students teach the Preppies some skills.


Within the local community, there is a wealth of knowledge that Hymba Yumba
students have been able to share as a result of family connections and great
networking. Students family members are a wonderful source of inspiration to assist
students in discovering what they would like to do when their years of schooling are
complete. Aunty Sarah Heritage, who is a qualified hairdresser, has assisted in
giving free haircuts to staff and students, while also working closely with the Senior
students in completing their Design and Technology pieces on creative art, which
they presented in an entertaining dance during Close the Gap day. Connections to
the wider community has also resulted Ashlee Barty, and other high profile sports
people being involved in the growth of our young, but vibrant school community.
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Beginning Teaching Professional Engagement 800709507
Reference List

Australian Institute for Teaching and School Leadership 2012, retrieved from:
http://www.teacherstandards.aitsl.edu.au/DomainOfTeaching/ProfessionalEngageme
nt/Standards
Victorian Teaching Profession Code of Conduct 2008, retrieved from:
http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/Code-of-Conduct-June-
2008.pdf