The following professional learning plan outlines the identified gaps in my current

knowledge and developed plan of action for improving my knowledge, skills, attributes and
strategies for future teaching practice.

Professional Learning Action Plan

Focus Area Number Domain: Professional Knowledge
Standar Know students and how they learn
d
Focus 1.5 differentiate teaching to meet the needs specific learning needs of students across
area the full range of abilities
Graduat Demonstrate knowledge and understanding of strategies for differentiating teaching to
e meet the specific learning needs of students across a full range of abilities
descript
or
Current Knowledge, Skills, Attributes & Strategies:

My current knowledge allows me to create adaptions or adjustments to content delivery,

instructional methods, assessment formats, implementation of appropriate resources and support
sources, and adjust time frames to effectively meet the diverse needs of students. This includes but
is not limited to students who come from culturally diverse backgrounds, speak English as an
additional language and require additional behaviour supports.

I have achieved this understanding through:

1. By completing/ engaging with university requirements
Attending lectures, contributing to tutorials, readings, research, assignments and essays.
My knowledge of individual learning preferences has grown through the investigation of
Gardner’s multiple intelligences, Blooms taxonomy and extensive research into Carol
Tomlinson’s work on differentiation. Through these experiences I have been able to
develop skills, knowledge and strategies for differentiating classroom content and
assessments to meet student needs. This includes the differentiation of content to cater for
students with specialised learning needs, Aboriginal and Torres Strait Islanders and English
as an additional language. (units undertaken that relate to this area, IEAC225 Family and
Disability, EDFD140 Foundations of Learning, EDIE444 Positive Behaviour Support)

2. Placement experiences – (specifically through designing and delivering lesson plans and
units of work in the classroom). Through collaboration with supervising teachers and
developed relationships within schools I have been able to develop understandings of how I
am able to effectively differentiate content and assessment to support the specific needs of
students. This includes the ability to appropriately scaffold learning to students working
below and above standard.
 3. Twelve years of experience in the early years sector – Through this I have learnt to adapt
activities and experiences to support children’s interests and to deliver content through
interactive and engaging methods.
‘

Rationale for Choice of Focus Area:

The following artefact has been sourced from my EDFX343 final report, feedback provided by my
supervising teacher.

I believe I would benefit by improving my knowledge of formative and summative assessment

strategies that are used to draw informed conclusions of student current skill and ability level. It is
necessary to be an effective teacher to continually grow and develop knowledge in this area to
further support students individual learning preferences and abilities. Consistent within each of my
previous placement classrooms was at least one student with attention deficit hyperactivity
disorder (ADHD). Students with ADHD are amongst those who require teachers to embrace
differentiated instruction in order to achieve school success (Rief, S. 2005). I often found
differentiating, scaffolding and providing specific tier instruction to cater for the needs of these
children difficult and believe I could benefit most from broadening my knowledge of
differentiation.

Learning Goals (You may have 2 or 3)

1. Gain a deeper understanding of the challenges for students with an ADHD diagnosis
through own research
2. Meet with a mentor teacher/ those in the primary school environments and discuss
skills and strategies for effective content differentiation, scaffolding and the delivery of
tiered content.
3. Attend a professional development for differentiation
 Barriers/Concerns

- I understand that students with an ADHD diagnosis are all individuals and will therefore
have unique and individual learning preferences, I therefore feel I will not be able to
adequately support these students socially and emotionally as I have little understanding of
the needs of a student with ADHD.
- I am concerned I will not be able to source adequate visual resources or provide
appropriate individual goal setting plans.

Plan of action/Relevant Resources

1. Research the challenges and barriers in

place for students with ADHD.

Read the information provided by the

Department of Education and Training,
Understanding types of learning difficulty.
Read the Understanding learning difficulties: a
practical guide, developed by the Australian
Federation of SPELD Associations
(AUSPELD). The guide has been designed to
provide greater awareness and understanding of
the impacts learning difficulties have on
students and provides effective classroom
strategies to support these students.
Department of Education and Training
https://www.education.vic.gov.au/school/teache
rs/teachingresources/discipline/english/reading/
Pages/understandings.aspx
Understanding learning difficulties: a practical
guide
http://fuse.education.vic.gov.au/Resource/ByPin
?Pin=Z94ZJY&SearchScope=All

Watch Jessica McCabe’s Ted Talk, living with

ADHD.

Jessica McCabe’s Ted Talk

https://www.ted.com/talks/jessica_mccabe_this
 _is_what_it_s_really_like_to_live_with_adhd_j
an_2017?
utm_campaign=tedspread&utm_medium=referr
al&utm_source=tedcomshare

2. Attend a professional development.

Teacher Professional Development Services,
‘Differentiation strategies that work’. Explores
the importance of student variability and those
impacts of teaching and learning, investigates
common approaches to differentiating in the
classroom. Teacher Professional Development Services,
Cost $270 dollars – PD suspended due to Covid- ‘Differentiation strategies that work’.
19 https://teacherprofessionaldevelopmentservices.
com.au/workshop/differentiation/

Focus Area Number Two: Domain: Professional Practice

Standard Create and maintain supportive and safe
learning environments
Focus Area 4.3 manage challenging behaviour

Graduate descriptor Demonstrate knowledge of practical

approaches to manage challenging
behaviour
Current Knowledge, Skills, Attributes & Strategies

Behaviour management has been a reoccurring theme throughout my studies at university, during
units EDIE444 Positive behaviour intervention support, EDIE443 Children and young people at
risk, EDFX343 Educational studies and professional experience, I have developed knowledge of
theories and strategies that will manage and eliminate challenging student behaviours that can
prevent students from succeeding in the schooling environment. To have developed effective
behaviour management skills through:

1. Running an early years classroom.

I am able to manage challenging behaviours by establishing clear expectations and classroom
boundaries. Classroom rules are negotiated and agreed upon, the created environment is one that is
fair and respectful. It is important to the identity of the child to have their voice heard and
acknowledged, these factors contribute to themes of behaviour management.

2. Completing university requirements.

 Attending lectures, contributing to tutorials, readings, research, assignments and essays, these
experiences have enabled me to develop understandings of theories, attributes and strategies to
effectively demonstrate knowledge of practical approaches to behaviour management.

3. Completing previous placements.

In previous placements I have had the opportunity to be placed in classrooms that were labelled as
“difficult” classrooms, within them were a broad spectrum of challenging behaviours. Previously I
have applied Rudolf Dreikurs’s, goal centred theory, Bill Rogers’ positive behaviour leadership
model and William Glasser’s choice theory.

Rationale for Choice of Focus Area

The following evidence has been sourced from my second placement, notes made by my
supervising teacher. (Unit EDFX242)

It is my opinion that as a teacher you can never have too much knowledge in the areas applicable to
behaviour management strategies, there will be children who challenge and ignite growth within
this field throughout your career and to be able to provide the best possible care and education
teachers must seek new information and work with students, schools and families to develop a
cohesive plan of action. I believe I have some knowledge of behaviour management skills that I
have showcased throughout my placements and within my early years class room, however I have
made it a consistent goal to improve and grow these skills and will continue to have this as a goal
for the entirety of my future career.

Research suggests one in four students does not feel like they ‘belong’ to a school community
(BSEM, 2020), I endeavour to create a classroom climate where children feel safe, secure and
supported in both their social and emotional development. Research into managing behaviours also
shows that teaching quality and school leadership are the most important factors in raising student
achievement (Mizell,2010), I have therefore centred my goals around school wide behaviour
management strategies and efficient prevention content.

Learning Goals (You may have 2 or 3)

1. Research into disengagement/ motivating students /engaging strategies.

2. Investigate school wide behaviour management strategies/ policies
3. Seek professional development opportunities

Barriers/Concerns

- Extremely broad range of behaviour management plans and strategies on the internet, how
will I know which is effective?
- Much of the easily assessable behaviour management content I would have accessed
through university research already
- Uncertain which school wide policies are effective as I am not yet in a school to see it in
operation.

Plan of action/Relevant Resources

(1) The Berry Street Education Model

masterclass: School belonging. Link to register to BSEM Masterclass
Cost. $300, 19th June 2020. 9.30 -12.30 (currently https://learning.berrystreet.org.au/training
postponed due to Covid-19) -development/events/bsem-masterclass-
school-belonging-june

Reading; Classroom strategies for behaviour support
Behaviour support; professional learning for educators
and early childhood professionals. Website
Victorian department of education and
training
https://detbehavioursupport.vic.edu.au

(1) Podcast

Dr. NorthingtonPurdie provides ideas and strategies Classroom Behaviour Management:

to help the class settle down and focus on learning-
aimed at teachers just starting out.
Released on the 3rd of March 2020, duration 15
minutes– free resource
Strategies for the Start of your Class
https://podcasts.google.com/?
feed=aHR0cHM6Ly9hbmNob3IuZm0vc
y83ZWQ0MWQ4L3BvZGNhc3QvcnNz
&episode=MzY0ODJkYjItYjYxMy00ZT
VlLTkyZGItOGMwOWM2MWE4MTFi
&hl=en-
 AU&ved=2ahUKEwjlzbGM68_oAhVO
wTgGHdhaB4cQjrkEegQIARAE&ep=6

(1) Read.
Classroom behaviour : a practical guide to effective
teaching, behaviour management and colleague
support. By Bill Rogers
Bill Rogers provides a range of strategies to support
teachers in meeting on the job challenges.

(2) Professional development, behaviour

management.(delivered by Teacher
Professional Development Services)
This course focuses on how teachers can facilitate
students’ self-regulation of their own behaviour.
Teacher Professional Development
Services - PD
https://teacherprofessionaldevelopmentse
rvices.com.au/workshopbehaviour/

(3) School wide approach to behaviour

management YouTube by Monash Education

Watch YouTube created by Monash education https://youtu.be/hMkt6FPXcVE

titled, Restorative practice: it's just the way we do
things

Focus Area Number Three: Domain: Professional Engagement

 Standard Engage professionally with colleagues, parents/ carers and the
community
Focus Area 7.4 engage with professional teaching networks and broader
communities
Graduate descriptor Understand the role of external professionals and community
representatives in broadening teachers’ professional knowledge
and practice
Current Knowledge, Skills, Attributes & Strategies
I have identified standard 7.4 as my weakest area of knowledge, beyond communicating
respectfully and effectively during placements I have very little knowledge and experience
engaging with parents/ carers and building community relationships from a primary school
perspective. Studying at university, placement experience and my current employment has
contributed to the attributes and knowledge I currently possess.

University
My knowledge in professional teaching networks and broader communities grew by participating
in units, EDFX140 Socio-cultural influences, EDFX241 becoming a teacher, EDFX242, EDFX343.

Placement
Whilst on placement I have actively engaged with my supervising teacher, immersed myself within
the school community by attending staff meetings, sporting events such as GALA days and
swimming lessons, and was present for and contributed to moderation and assessment workshops.
The following artefact sourced from mu EDFX242 placement is evidence of my ability to engage
in the school community.

Early years’ service (place of current employment)

Whist employed in the early years sector I source incursions, excursions and educational
experiences myself, this activity whilst time consuming is extremely rewarding. Some of the
community networks I engage with:
-Hey Dee Ho- a music program.
-DR Holly – a dentist that visits the centre and explores healthy dental hygiene.
- Dr Chan – a great doctor who visits every Wednesday at the centre for any educator or child
needs.
- Guide Dogs Australia and pet safety, these services will come in and speak about pet safety.
- Maternal health nurse, every 6 months we have a visit from the maternal health nurse through the
Glen Eira council.
- Department of human services, I will often need to report and depend on case managers to share
information to support the wellbeing of children at risk.

Rationale for Choice of Focus Area

Marc-Andre Lalande notes, “a personal learning network is a way of describing the group
of people that you connect with to learn their ideas, their questions, their reflections, and
their references”. As a pre-service teacher I am actively engaging with professionals within
the education sector, this continued engagement coupled with my university studies enable
me to continually develop my teaching and learning practice. For the duration of my career
I will be working with other professionals, engaging in professional development and
seeking the support of my school’s local community services, many schools will offer staff
opportunities to engage professionally in development sessions and collaborate with
outside sources, my reason for chosen standard 7.4 is to expand my own knowledge on
how I am able to locate appropriate community resources and source the appropriate school
policy documents that would limit my capacity to engage with them.

Learning Goals (You may have 2 or 3)

1. Effectively engage with teachers and members of the education sector to further develop
community presence
2. Identify at least one community incursion available as a resource to primary aged children
3. Source online communities / Facebook pages that share knowledge and resources (build an
online community)

Barriers/Concerns

Barriers and concerns I have about engaging with the broader community would be the limited
amount of time I have as a teacher, researching appropriate community resources can be extremely
time consuming and would need to be at school standards to have the incursion.
Another concern is the cost of these community relationships.

Plan of action/Relevant Resources

1. A poster to remind myself why

teachers need professional
learning networks.
YouTube that describes what a personal
learning network is.
What is a PLN - Marc-André
Lalande's take.

Watch YouTube. What is a PLN

https://youtu.be/hLLpWqp-owo
2. Incursion
Mr Tim Wilson MP, will come
out to an educational service and
speak to the students about
politics. Appointments can be
made by contacting Tim’s email,
Tim.Wilson.MP@aph.gov.au

3. Online communities
Facebook group – Victorian Primary
Teachers
An informal network of Victorian
Primary teachers, sharing resources,
answer relevant questions and share up to
date legislation.

Engage online;
https://www.facebook.com/groups/vppln/

Facebook group – Primary teacher life

This group is for Primary Teachers to
build an educational community
regardless of location.

Engage online;
https://www.facebook.com/groups/primaryteacherlife/
References
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BSEM Masterclass: School Belonging - June | Book Now. (2020). Retrieved 4 April 2020,
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school-belonging-june

Catherine Beauchamp & Lynn Thomas (2009) Understanding teacher identity: an overview .

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