PROFESSIONAL

LEARNING
PLAN
Assessment 1
EDFD462/452
Transition into the Profession

Name: Siobhan Kerr

Student Number: S00201999
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

Rationale
In education it is critical for teachers to undertake professional learning, in order to

improve teacher knowledge, skills and practice (Department of Education and

Training, 2019). Through identifying and understanding my own personal and

professional learning needs, it provides me with the opportunity to engage in new

founded professional knowledge, skills and practices that will contribute to positive

learning outcomes. Teachers who undertake a series of effective professional

learning take greater responsibility for the learning of all their students (Timperley,

Barrar & Fung, 2008), which in turn enhances social, emotional and cognitive growth

in all students. Embracing opportunities to engage in professional learning provides

teachers like myself, to learn and apply new information and understand its

implications for teaching practice (Timperley, 2010). Incorporating such knowledge

and practices enables myself the opportunity to reflect upon which practices are

beneficial for each student’s learning, as well as if the practice reflects my personal

teaching style. Professional learning not only aims to improve teacher practice, but

more importantly inspires change of a teacher’s personal identity. From professional

learning and development, a teacher can reform their teacher identity to become a

more effective, positive and personally meaningful teacher (Walkington, 2005). With

establishing a unique teaching identity, it creates a positive and safe classroom

climate in which all students and teacher can experience meaningful learning

opportunities from each other.

Reflective practice can be defined as the process of learning through and from

experience towards gaining new insights of self and/ or practice (Finlay, 2008). In

the teaching profession, the use of effective reflective practice enables teachers to
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

further improve their teaching practice along with learning outcomes and

experiences for students. Applying reflective practice into everyday practice,

provided myself the opportunity to review the lesson or teaching practice and identify

specific areas of strengths and weaknesses. From critical reflecting upon either a

lesson or teaching practice, it enables myself to take the necessary steps to improve

my teaching practice or the successfulness of the learning outcomes. During my

previous past professional placements, I often reflected on my day writing an overall

outline of the day and reflecting on my teaching experience. Through reflective

practice I could personally see myself become more effective and confident as a pre-

service teacher. Overall, the use of reflection and reflective practices are powerful

approaches that can help understand and improve practice (Churchill et. al, 2016).

Utilizing reflective practice in the teaching profession prompts effective teaching and

meaningful opportunities of professional learning.

Reflecting on my past Professional Experience Placements, there are several areas

in which I have been advised to gain further improvement or more practice in. Taking

into consideration my mentors’ feedback and my personal strengths or weaknesses,

I have decided to focus on the following areas which correspond with the Australian

Professional Standards for Teachers. These include Standard 1.5 Differentiate

teaching to meet the specific needs of students across the full range of abilities;

Standard 5.3 Make consistent and comparable judgements; and Standard 7.3

Engage with parents or carers. Focusing on these specific AITSL Teaching

Standards will enable myself to expand on my prior knowledge and practices by

gathering research, teaching or learning resources, participating in online

professional learning such as seminars or modules.

Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

Professional Learning Action Plan

Focus Area Number One Domain: Professional Knowledge
Standard 1- Know students and how they learn
Focus area 1.5- Differentiate teaching to meet the specific learning needs
of students across the full range of abilities.
Graduate Demonstrate knowledge and understanding of strategies for
descriptor differentiating teaching to meet the specific learning needs of
students across the full range of abilities.
Current Knowledge, Skills, Attributes & Strategies:
My current knowledge and skills have been developed through a variety of encounters
and experiences over a period of time. From these I have developed a deep level of
understanding of the various aspects of differentiation which include factors such as,
adjustments in learning preparation, instruction techniques of teaching, diverse types of
learning and material resources. My knowledge and understanding have been obtained
by:

1. University Studies: (Attending lectures and tutorials discussions, research, note

taking, engagement with learning resources, completing required assessment
tasks, creating lesson or unit plans and individual learning plan for specific
students learning or behavioural needs).
These learning experiences have assisted me into clearly understanding the
purpose and importance of differentiation in the classroom. With new founded
knowledge, I am able to assist, support and teach students effectively by catering
to their specific learning needs.

2. Professional Experience Placements: (Establishing a positive relationship with

students in the class, consolidating with support aides or teachers, designing
lessons or unit plans, following individual learning plans of students).
Through my placement experiences, I have been able to apply my current
knowledge on differentiation into practice by designing lessons or tasks with
appropriate resources which cater to the diverse styles or additional needs of
learners. These include students with ADHD, English as a second language, ODD,
Autism and Selective Mutism. Along with the development of my knowledge and
skills, I have further developed strategies to extend or simplify learning tasks or
activities for students who required additional support or challenges in their
learning.

3. Personal Experiences: (Unable to successfully complete assigned learning tasks,

discovering personal learning strengths and weaknesses and developing certain
skills or strategies to assist in positive learning outcomes).
Through my own personal experiences in school, I was a student with a particular
learning style who needed scaffolding in certain areas of learning. Being a learner
who requires diverse learning needs, I am able to identify and understand what
particular adjustments or strategies are needed for learners like myself.
Rationale for Choice of Focus Area:
Reflecting on my experiences within the classroom and the knowledge I have
developed about differentiated teaching, I intend to further gain insights into
catering for each type of learners needs. I currently lack the fundamental
knowledge, skills and teaching strategies to effectively assist learners who are
described as ‘gifted and talented’. The term ‘gifted and talented’ can be explained
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

as a child who demonstrates either extraordinary potential or extraordinary

performance in one or more of the intellectual, academic, creative, leadership or
visual and performing arts domains (Catholic Education Office, 2013). As I have
minimal knowledge and experience teaching a student who can be identified as
‘gifted or talented’ this will be a main focus area for myself as a teacher. There is a
possibility of one day having a gifted and talented student in my classroom, so I
only aim to develop the necessary knowledge, skills and teaching strategies to
support and improve the learning needs or outcomes of the student.

Learning Goals (You may have 2 or 3)

1. Gain further knowledge, skills and strategies on assessing and
identifying a student who may be considered as gifted or talented.
2. Develop a clear understanding and process of planning and using
assessment to support a gifted or talented student.
Barriers/Concerns
1. I am concerned that despite my best efforts in lesson or unit planning, using
differentiated strategies and resources, may not be enough to support the
student level of needs or learning development.
2. As the classroom contains a diverse range of learners who may need extra
support and time than others. It can create a barrier as I am unable to
extend upon gifted and talent students learning capabilities or goals.
3. I am hesitant in setting appropriate expectations, goals and outcomes. I am
unsure whether it is suitable to set higher expectations for a particular
student, then set standard expectations for other students as I find this will
cause confusion within the classroom overall expectations.
Plan of action/Relevant Resources
1. Completing an online module from Gifted Education Professional Development
the Australian Government Package-
Department of Education, Skills Access from:
and Employment, as part of my https://docs.education.gov.au/collections/gift
professional learning. The course ed-education-professional-development-
is titled ‘Gifted Education package
Professional Development
Package’, which I plan to complete Courses: (See Appendix 1, 2 & 3)
over the course of this year. CRT2007 Creating open-ended tasks to
support differentiation.
2. Participate in several online Presenter: Lori Pereira
professional learning courses and Time: 6pm (Online)
seminars, from the Casual Relief Link: http://crtpd.com/webinars/
Teachers Professional
Development website. I have CRT1947 Understanding Differentiated
created an account to this website Teaching and how you can be lifting the
to complete these courses and performance of all students.
modules over the course of this Course: On Demand (7 hours of learning)
year. Link: https://crtpd.com/on-demand/

CRT1945 Working with gifted& talented

students
Course type: Webinar (60 minutes)
Link: https://crtpd.com/on-demand/
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

Focus Area Number Two: Domain: Professional Practice

Standard 5- Assess, provide feedback and report on student learning

Focus Area 5.3- Make consistent and comparable judgements

Graduate Demonstrate understanding of assessment moderation and its

descriptor application to support consistent and comparable judgements of
student learning.
Current Knowledge, Skills, Attributes & Strategies:
My current knowledge and strategies have been developed from different
stand points as a student and teacher. With assessment I recognise that
each individual assessment task designed or created needs to be valid,
reliable and fair (Brady & Kennedy, 2012), as it represents the learning
progression of a student. From my knowledge, I understand how critical it is
to make reasonable and purposeful judgements in order to successfully
improve students learning, expectations and outcomes. I have gained the
following knowledge from experiences in:

1- Professional Experience Placement: (Attending meetings based on

moderation, reporting and assessments, designing assessment tasks,
marking assessments, creating rubric’s for marking and collecting data on
students learning progression).
Through my teaching experience I have gained specific strategies and
understandings of how to use assessment in various ways to gather
information on students learning. Engaging in discussions with other
teachers and knowing students well, enabled me to see how appropriate
judgements are decided to further support the students learning. Having full
control of the classroom learning, I was able to design assessment tasks
and collect evidence of students learning outcomes to pinpoint where they
needed further support.

2- University Studies: (Attending lecture and tutorials, classroom

discussions. Readings, research, success criteria in assessment tasks,
completing assessment tasks and marking/ assessing group presentations).
Throughout my studies I have completed a collection of assessment tasks
which have shown my understanding of the content, aligned with the
success criteria. Classes at university consisted of open discussions of the
reasoning behind assessments and the process of moderation. My
knowledge from these experiences have shaped my understanding of
assessment and moderation.
Rationale for Choice of Focus Area
Reflecting upon my current knowledge and understanding, I believe it would be
necessary for myself to focus on assessment moderation. I understand that
through assessments students’ actions, ideas and errors indicate their current
state of understanding (Frid, 2000), which is why moderation needs to be carefully
considered and judged accordingly in the best interest of all learners. Moderation
is explained as the process in which students demonstrate their current level of
understanding of their learning by which teachers examine examples of different
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

types and quality of students’ work and comparing these with formal standards and
success criteria (Department of Education and Training, 2019). As I have only had
a few experiences first hand, I think it will be valuable for me as a teacher to gain
further insights, techniques and methods to effectively moderate on assessments
to sufficiently improve the learning outcome of students.

Learning Goals (You may have 2 or 3)

1. Gain further knowledge, strategies and experiences in the moderation
process during assessments.
2. Learn how to apply the information from moderation and adapt teaching
instruction, strategies and skills accordingly to benefit learners who need
further support or improvement
Barriers/Concerns
1. I understand that moderation requires teachers to collaborate and make
comparable judgements. I am however concerned that due to my lack of
experience the standard set for what is to be considered at a standard level,
may be either too high or low for students.
2. I am concerned that if there is no moderation completed with assessment
tasks, my students may not be able to demonstrate their understandings at
the appropriate or expected standard.
3. I am unsure how to effectively change aspects of teaching practices,
strategies and goals that will cater to the overall gaps of students’
understanding. It will cause barriers for students with focusing on specific
group of learners and not others.

Plan of action/Relevant Resources

1. Participate in several online
professional learning courses
and seminars, from the Casual
Relief Teachers Professional
Development website. I aim to
complete these courses during
this year, 2020.
Courses: (See Appendix 4 & 5)
CRT2011 HITS - #3 Explicit Teaching-
Date: June 29th 2020
Presenter: Cody Beatson
Course Type: Webinar (60 minutes)
Link: http://crtpd.com/webinars/
CRT1901 - The Victorian Teaching and
Learning Model - improving student
outcomes
Course Type: Webinar (60 minutes)
Link: https://crtpd.com/on-demand/

2. Research on moderation/ Article:

assessment and take notes on
my understandings or needed
knowledges.
Pre-Accredited Quality Framework
Moderation Guide. (2013)
Accessed online
Link:https://www.education.vic.gov.au/Docu
ments/training/providers/learnlocal/program/
pqf/pqfmoderationguide.pdf

Victorian State Government, Department of

Education and Training (2019)
Title: Evaluate the impact of your teaching
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

Link:https://www.education.vic.gov.au/s
chool/teachers/teachingresources/practi
ce/improve/Pages/evaluateimpactteachi
ng.aspx

Focus Area Number Three: Domain: Professional Engagement

Standard 7- Engage professionally with colleagues, parents and carers
and the community.
Focus Area 7.3- Engage with parents/ carers
Graduate Understand strategies for working effectively, sensitively and
descriptor confidentially with parents/ carers.
Current Knowledge, Skills, Attributes & Strategies:
My current knowledge, attributes and skills have progressively grown through a
variety of social interactions with parents, carers and educators. I understand how
essential it is to establish a positive relationship with families, as it enables me to
identify the family’s communication needs and preferences, as well as family
interest and goals (Australian Government Department of Education and Training,
2018) for their children. I have found from my experiences of showing such
attributes as passion, sensitivity and honesty has enable myself and families to
work as a team to achieve meaningful outcomes and opportunities for their child. I
have gained the following knowledge from experiences in:

1. Employment: (Working alongside children with and without additional learning

needs, establishing positive relationships with each child and their families,
communicating with other educators and child’s family effectively).
Through my years of employment in children’s recreational and service programs,
understanding the importance of communication has enabled me to effectively
support learners within their social, emotional, behavioural and cognitive
development. Through collaboration with parents or carers we have worked to
establish specific strategies or techniques to support the child in the most cautious
and effective manner.

Rationale for Choice of Focus Area

Within my teaching career I will often be effectively working with families to ensure
their child’s learning and specific personal needs are taken into consideration,
respected and catered for in the classroom. I am aware of the diverse cultural
backgrounds and family dynamics which can be within the classroom, which is
why I seek to develop the necessary strategies to work alongside vulnerable and
disadvantage families. It is found that children and families experiencing
vulnerability tend to have more complex support needs (Department of Education
and Training, 2018), which is why I think it critical for myself to gather the
appropriate skills, attitude, knowledge and strategies to provide supportive and
positive relationships with families.
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

Learning Goals
1- Receive professional training on how to confidentially and cautiously
discuss/ work with parents to provide the necessary care or learning needs
for their child.
2- Develop on my knowledge, attitudes and techniques to effectively support
children’s learning and support families vulnerabilities.
Barriers/Concerns
1- Parents or carers can cause a barrier to prevent their child or themselves to
receive the support needed.
2- Parents or carers may lack an understanding, knowledge and skills to
support their child learning needs or outcomes.
3- I am unsure what to do if the parents or carers lose their confidence in me
as their child’s teacher, as I unable to provide the support or learning
outcomes expected form them.
Plan of action/Relevant Resources
1- Participate in several online Courses: (See Appendix 6,7 & 8)
professional learning CRT1929 Working with colleagues including
courses and seminars, from educational support staff
the Casual Relief Teachers Time: 60minutes (online)
Professional Development Links: https://crtpd.com/on-demand/
website. I aim to complete
these courses during this CRT2009 DET Practice Principles –
year, 2020. engaging with families, the community and
positioning students as global citizens
Date: 29th June, 2020
Presenter: Cody Beatson
Time: 60minutes (online)
Links: http://crtpd.com/webinars/

CRT1925 - Pastoral/welfare teams and how

they can assist you
Time: 60minutes (Online)
Link: https://crtpd.com/on-demand/

Child Safe Organisations

E-Learning Modules
Link:
https://childsafe.humanrights.gov.au/learning-
hub/e-learning-modules

2- Researching resources, Resources:

articles and frameworks to
assist in developing
strategies and
understandings in working
with parents in Education.
Australian Government Department of
Education and Training.
Title: Family-School Partnership Framework
Link: https://www.education.gov.au/family-
school-partnerships-framework-1

Australian Government Department of

Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

Education and Training.

Title: Resources and Links
Created: 29th May 2017
Link:
https://docs.education.gov.au/node/43981

3- To have parents or carers An example of this, is having parents or

feel more connected to the carers come in on a rotated roster to help in
school and their child’s literacy or numeracy lessons.
learning. I plan to invite
parent helpers into the
classroom to assist in
students learning.
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

References:
1. Australian Government Department of Education and Training, (2018) Family
School Partnership Framework- Strategies. Retrieved 20 March 2020, from
https://docs.education.gov.au/node/51221

2. Brady, L., & Kennedy K. (2012). Assessing and reporting: Celebrating student
achievement (4th ed.). Frenchs Forest, NSW: Pearson Australia.

3. Catholic Education Office Melbourne. 2013. Gifted And Talented Students: A

Resource Guide For Teachers In Victorian Catholic Schools. Retrieved 18
March 2020, from http://www.cecv.catholic.edu.au/getmedia/0d923109-6fb2-
4f32-a2e6-c437073dfccf/Gifted-and-Talented-handbook.aspx?ext=.pdf

4. Churchill, R., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay, J., . . .
Lowe, K. (2016). Teaching: Making a difference (Third ed.).

5. Department of Education and Training (2018). Transition support for children

and families at risk of experiencing vulnerability. Retrieved 23 March 2020,
fromhttps://www.education.vic.gov.au/childhood/professionals/learning/Pages/
transkittwo.aspx

6. Department of Education and Training (2019) Professional Practice Note #15:

Assessment Moderation. Retrieved 20 March 2020, from,
https://www.education.vic.gov.au/Documents/school/teachers/teachingresourc
es/practice/professionalpracticenote15.pdf

7. Department of Education and Training, (2019) Note Ten: Effective

Professional Learning. Retrieved 20 March, 2020 from
https://www.education.vic.gov.au/Documents/school/teachers/teachingresourc
es/practice/Professional_practice%20note_10_Effective_professional_learnin
g.pdf

8. Finlay, L. (2008). Reflecting on ‘Reflective practice’.

9. Frid, S. (2000). Constructivism and reflective practice in practice: Challenges

and dilemmas of a mathematics teacher educator. Mathematics Teacher
Education and Development, 2, 17-33.

10. Timperley, H. (2010). Using Evidence in the Classroom for Professional

Learning. University of Auckland. Retrieved from
https://cdn.auckland.ac.nz/assets/education/about/schools/tchldv/docs/Using
Evidence in the Classroom for Professional Learning.pdf

11. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008). Teacher Professional
Learning and Development. Retrieved from
http://edu.aru.ac.th/childedu/images/PDF/benjamaporn/EdPractices_18.pdf
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

12. Walkington, J. (2005). Becoming a teacher: Encouraging Development of

Teacher Identity Through Reflective Practice. Asia-Pacific Journal of teacher
education, 33(1), 53-64.

Relevant Resources References-

1- Department of Adult, Community and Further Education (2013) Pre-

Accredited Quality Framework Moderation Guide. Retrieved 16 March 2020,
from
https://www.education.vic.gov.au/Documents/training/providers/learnlocal/pro
gram/pqf/pqfmoderationguide.pdf

2- E-learning modules. (2020). Retrieved 16 March 2020, from

https://childsafe.humanrights.gov.au/learning-hub/e-learning-modules

3- Gifted Education Professional Development Package | Department of

Education, Skills and Employment - Document library, Australian
Government. (2012). Retrieved 16 March 2020, from
https://docs.education.gov.au/collections/gifted-education-professional-
development-package

4- Resources and links | Department of Education, Skills and Employment -

Document library, Australian Government. (2017). Retrieved 16 March 2020,
from https://docs.education.gov.au/node/43981

5- The Family-School Partnerships Framework | Department of Education, Skills

and Employment. (2018). Retrieved 16 March 2020, from
https://www.education.gov.au/family-school-partnerships-framework-1

6- Victorian State Government, Department of Education and Training (2019) Evaluate

the impact of your teaching. Retrieved 2 April 2020, from
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/i
mprove/Pages/evaluateimpactteaching.aspx

Webinars/ Courses:
1- Victorian Casual Relief Teachers (2019). CRT1901 - The Victorian Teaching
and Learning Model - improving student outcomes. Retrieved 16 March 2020,
from https://crtpd.com/on-demand/

2- Victorian Casual Relief Teachers (2019). CRT1925 - Pastoral/welfare teams

and how they can assist you. Retrieved 16 March 2020, from
https://crtpd.com/on-demand/

3- Victorian Casual Relief Teachers (2019). CRT1929 Working with colleagues

including educational support staff. Retrieved 16 March 2020, from
https://crtpd.com/on-demand/
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

4- Victorian Casual Relief Teachers (2019). CRT1945 Working with gifted&

talented students. Retrieved 16 March 2020, from https://crtpd.com/on-
demand/

5- Victorian Casual Relief Teachers (2019). CRT1947 Understanding

Differentiated Teaching and how you can be lifting the performance of all
students. Retrieved 16 March 2020, from https://crtpd.com/on-demand/

6- Victorian Casual Relief Teachers (2019). CRT2007 Creating open-ended

tasks to support differentiation. Retrieved 16 March 2020, from
http://crtpd.com/webinars/

7- Victorian Casual Relief Teachers (2019). CRT2009 DET Practice Principles –

engaging with families, the community and positioning students as global
citizens. Retrieved 16 March 2020, from http://crtpd.com/webinars/

8- Victorian Casual Relief Teachers (2019). CRT2011 HITS - #3 Explicit

Teaching. Retrieved 16 March 2020, from http://crtpd.com/webinars/
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

Appendices
o Appendix 1- CRT2007 -Creating open-ended tasks to support differentiation

o Appendix 2- CRT1947 - Understanding Differentiated Teaching and how you

can be lifting the performance of all students

o Appendix 3-CRT1945 -Working with gifted& talented students.

Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

o Appendix 4- CRT2011 HITS - #3 Explicit Teaching.

o Appendix 5- CRT1901 - The Victorian Teaching and Learning Model -

improving student outcomes.

o Appendix 6- CRT1929- Working with colleagues including educational

support staff.
Siobhan Kerr (S00201999)
EDFD452- Assessment Task 1

o Appendix 7- CRT2009 DET Practice Principles – engaging with families, the

community and positioning students as global citizens.

o Appendix 8- CRT1925 - Pastoral/welfare teams and how they can assist you.