Professional engagement relief teaching

Below is one example of professional engagement between teachers to successfully deliver the Arts
curriculum. Usually the regular classroom teachers do not use email to communicate requirements,
instead they rely on my professionalism in interpreting their daily work pad and understanding the
objectives, assessment criteria, resources and lessons that are to be presented to the students.
Teachers also trust my classroom management skills to support the needs of all their students.

Figure 1- Relief teaching email and lesson plan 7.1, 7.2

For any relief work I follow the school’s behaviour management plan, the school policies and
processes.

From the above email and figure 2 and 3, I manage the resources for each lesson, I explicitly
demonstrate and explain the lesson, so students from all year levels understand the objective and
success criteria. Examples of the finished product is displayed however I encourage the students to
use their creativity.
Figure 2 Intended learning and outcomes 4.2, 4.3, 4.4, 4.5, 6.1, 6.3 and 7.3,
Feedback to Art teacher – No behaviour issues, detailed where the artwork is stowed and who
received rewards.

Figure 3- Feedback to colleague 4.3, 4.4, 6.1, 6.2

 The lists of PD examples are not an
exhaustive list and serve only as an
Figure 4- Record of professional learning 4.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4
illustration of progress thus far.

Figure 5- Record of professional learning 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4
Figure 6- feedback from professional learning Module 2 (6.1, 6.2, 6.3, 6.4)

Here is an example of the teaching and learning

which took place during Graduate Module 2. The
Triad sharing strategy helped me to;

Develop speaking and listening skills

Clarify my understanding within the context of the

issue

Develop my presentation skills

And construct meaningful feedback between the

presenter and the observer.
Figure 7- feedback from professional learning Module 2 (7.1, 7.2, 7.3, 7.4)
 Relief teaching scenario for a
specialist HASS teacher and
understanding classroom
Figure 9- Module 2 SAO for Triad sharing 1.1, 1.2,1.5, 1.6, 2.1, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 4.5, 6.4 behaviour across all Year levels.

Figure 8- Example of HASS lesson 6.1, 6.2, 6.3, 6.4

Lesson plan for Year 2, naming

the 5 oceans and oceans
surrounding Australia.
Figure 10 - student learning after improved CM 4.1, 4.2, 4.3, 4.4, 4.5

Students are better able to concentrate on tracking and writing

sentences from the whiteboard. I noticed an improved neatness
in their handwriting and using quiz games to enhance recall of
facts students tended to move short term memory into long term
memory because the learning environment was safe, quiet and
fun.

Figure 11- Student outcome after improved CM 4.1, 4.2, 4.3, 4.4, 4.5, 5.2, 5.4

After putting behaviour interventions in place such

as seating placements and DoJos the extended
students are able to write more facts when in a safe
learning environment. All students are encouraged
to participate in learning and show the Deputy
Principle and Principle their effort.
 Figure 12- Module 2 professional development and community network 6.3, 6.4, 7.4

Figure 13 - Module 2 maintaining respectful collaborative relationships 6.2, 7.4

Participating in professional networks and forums

(Facebook Relief teachers page) to broaden
knowledge and improve practice.
Figure 144- Module 2 maintaining respectful collaborative relationships with parents and carers 3.7, 7.2, 7.3

I have used these words to help

assure parents that they are a huge
part of their child’s learning
environment.