Professional

Learning Plan
EDFD452: Transition into the Profession
Assessment 1

Lauren Croning
S00222416
Rationale

As a teacher, you never stop learning about how to improve your educational strategies

and procedures. Professional learning allows teachers to stay informed and educated through

constructive and critical feedback, as well as staying up to date with new practices that may

improve performance as a teacher (Ping, Schellings & Beijaard, 2017). Teachers have a

continual impact on their students, and this influence is never-ending as it is passed on from

generation to generation. Professional learning also encourages teachers to know their role as

an educator by being self-reflective. Palmer (1997) discusses the importance of teachers

knowing oneself. It’s important for educators to be familiar with students’ emotional,

intellectual and spiritual selves to enhance the “quality of education” (Ping, Schellings &

Beijaard, 2017).

Establishing professional learning communities within an educational workplace is

important to enrich teachers, and enable their growth to derive more academic success from

their students (Ping, Schellings & Beijaard, 2017). The role of a teacher is to educate, and to be

educated infers that the teacher has successfully delivered information through effective

teaching strategies which caters for the needs of their students (Cole, 2012). Teachers need to

consider different learning strategies and pedagogies to enhance their teaching by making

adaptations to lessons and behavioural plans so that is better suited to their own classroom

environment (Forlin & Chambers, 2017).

Through research and previous experiences, teachers gain professional knowledge

(AITSL, 2017). Professional knowledge encompasses the teachers’ ability to acknowledge

students differences within the classroom, and use this as a tool for progression to improve

intellectual, social and physical performance within the classroom. Through professional

learning, teachers can learn about the content in reference to the curriculum as well as the

strategies which address any other concerns that may occur within the classroom.
 Professional practice embraces the teaching strategies which a teacher takes to engage

their students and create a safe and comfortable environment where all students can thrive in

their learning as well as socially and physically (AITSL, 2017). Through professional learning,

teachers can become more aware of how they can “implement well-designed teaching programs

and lessons” so that their teaching may develop more successful learning outcomes for their

students. Feedback and assessment is an important part of professional practice, so learning

about new strategies in which students can be assessed encourages teachers to develop more

appropriate methods of evaluating students capability to understand and learn (AITSL, 2017).

It is important for teachers to understand how they can better themselves and other

colleagues within the educational setting by participating in professional engagement (AITSL,

2017). By being self-reflective and seeking advice from other colleagues, teachers are able to

gain further insight to how they can improve their practice and knowledge as a teacher.

Engagement is important not only with colleagues, but also with the students and their parents.

Having a close relationship with staff, students and their families encourages individuals to

work as a community to optimise learning for all students (AITSL, 2017).

 Professional Learning Action Plan

Focus Area Number One

Domain: Professional Knowledge

Standard 1.5 – Differentiate teaching to meet the specific learning needs of students

across the full range of abilities

Focus area Know students and how they learn
Graduate Demonstrate knowledge and understanding of strategies for differentiating

descriptor teaching to meet the specific learning needs to students across the full range

of abilities.
Current Knowledge, Skills, Attributes & Strategies:
As a preservice teacher, experience within the classroom setting has given me valuable

insight into different student personalities, and relating behaviours. Through observance of

these behaviours, and the way different students cooperate and participate within the

classroom, I have learnt to make adjustments to not only lesson plans but my teaching

strategies and overall approaches in the way I interact with each individual within the

classroom. Making these adjustments enables me to better suit the learning needs of my

students (Forlin & Chambers, 2017).. Through discussion with other teachers and colleagues,

I have been able to make improvements from their advice or feedback, alongside my own self-

reflection.

I have specifically found feedback and advice from other colleagues (refer to Appendix A)

beneficial as it allows me to develop what I already know and make additional adjustments

from it. Once I have put the adjustments I have made into practice, I am then able to observe

whether it has been successful or not within the classroom and make further improvements

from there (Forlin & Chambers, 2017)..

 Rationale for Choice of Focus Area:
I believe that the main intention for teaching is to derive a positive learning outcome across

all learning areas, for all students. Hence, this focus area looks into being able to support all

students, by differentiating teaching strategies and pedagogies, so that they may thrive at

their best potential. Differentiating allows for effective teaching, where student needs are

observed and catered for (Forlin & Chambers, 2017). The feedback (refer to Appendix A)

given to me by an ACU Supervisor provides evidence of advice given to me about what efforts

could be made to improve my teaching practice. Alongside this written feedback, I was also

given verbal recommendation to alternative approaches to how I delivered information to the

class and what activities may better suit students with particular learning needs, as well as

how I can assist those who could be extended further in their learning. This feedback was

adapted into my next lesson, and I could see significant improvements in student learning

and engagement within the class when compared to previous lessons I had taken on the same

topic.

Learning Goals (You may have 2 or 3)

1. Using self-reflection as a method of self-improvement as well as a guideline to what

needs to be readdressed within the classroom, as well as acknowledging what worked

well (Palmer, 1997).

2. To have a better intellectual, emotional and spiritual understanding of students so

that I may have a better comprehension of how each individual learns, and what

strategies or pedagogical approaches to learning are most viable for each of them.

3. Assisting students who have met the current criteria to extend and improve their

learning.
 Barriers/Concerns
 Being unaware of reasoning or conditions as to why students may have a lack of

motivation or inability to comprehend learning.

 Students having limited success in learning even with adaptations to lessons,

strategies and approaches.

 Having a lack of understanding about a particular subject or topic when aiming to

extend students’ further.

Plan of action/Relevant Resources

1. Having a discussion  Setting up meetings with students and

with students and parents/guardians to discuss learning abilities and

parents/guardians what steps can be taken to improve their

about what may be performance in school.

causing a lack in the  Seeking further support and advice from

students’ motivation to supervising teachers and other colleagues on how I

participate within the can create an inclusive classroom as well as what

class to have a better adaptations or resources I can adapt into my

insight about the main teaching practice.

factors that are

affecting their learning

(Lueder, 2011).

2. Familiarising self with

 different content so

that I am capable in

teaching students

about the same topic.

Focus Area Number Two

Domain: Professional Practice

Standard 5.2 – Provide feedback to students on their learning
Focus area Assess, provide feedback and report on student learning
Graduate Demonstrate an understanding of the purpose of providing timely and
 descriptor appropriate feedback to students about their learning.
Current Knowledge, Skills, Attributes & Strategies:
Feedback is used within the classroom to improve student learning both during the teaching

of a unit, and at the end of it to assess whether students have understood and absorbed

information accordingly. Without feedback, students will lack in progressing their learning

further.

Through experience within the classroom, I have gained awareness to how important positive

feedback within the classroom is. Sharing pieces of work that are well presented is beneficial

as motivation for the student who has created the work, and also for students who are

struggling with the task and need an example to move forward with the task. Once students

have an understanding of what needs to be done, they can feel comfortable and confident

with their work.

Rationale for Choice of Focus Area:

This standard was chosen as a focus area as it is an area which needs to be constantly

referred to throughout the school day, term, week and year. For students to be able to

improve on their learning, they need to know what improvements they can make so they may

form a solid and accurate understanding about a particular learning area. Formative

feedback enables students to develop their understanding during a task, so any errors in

comprehension can be reassessed before incorrect learning is made permanent. This is

compared to summative feedback, which is given to assess student understanding at the end

of a learning area topic or subject.

I have had the opportunity to give students summative feedback to assess whether they have

correctly been able to meet the criteria within the unit. Likewise, I have also had an

abundance of occasions where I could have administered formative feedback, but often

neglected it. I believe formative feedback is important in improving student understanding,

and need to consider adapting more of it into my daily lessons within the classroom.
 Learning Goals (You may have 2 or 3)
1. To give formative feedback during tasks, so that students may improve their learning

and understanding.

2. To give more positive feedback to students during a task to provide students with a

sense of confirmation that they are making successful progress on the task.

Barriers/Concerns
 How will students take constructive feedback? Will they able to appropriately used

this feedback to improve what they have already done or will they take it offensively.

What can I do to prevent students from getting defensive over what work they have

done?

 If positive feedback is constantly given, will it inhibit students from feeling the need to

improve and extend their learning further? How can I continue to motivate them to

keep going whilst also pushing them to do more?

Plan of action/Relevant Resources

1. Ensure that students  Allowing students to give positive as well as

know that feedback constructive feedback to one another. Doing this

being given is not will allow students to feel more comfortable

negative but is to be receiving constructive feedback as they are

taken as a way for receiving it from their peers. Although it is

them to improve what important for students to receive constructive

they have already feedback from teachers as well, it will build up their

done, or what they confidence in being able to take on the feedback and

already know. use it in their learning to improve their skills and

 2. Encourage students to knowledge.

always leave room to  Providing extension activities for students who have

grow and further already met the success criteria. Extension activities

develop encourages individuals to continuously strive to do

understanding. more and do better.

Focus Area Number Three

Domain: Professional Engagement

Standard 6.3 – Engage with colleagues and improved practice
Focus area Engage in professional learning
Graduate Seek and apply constructive feedback from supervisors and teachers to

descriptor improve teaching practices.

Current Knowledge, Skills, Attributes & Strategies:
As a preservice teacher, receiving constructive feedback from supervising teachers and other

staff members allows me to see positive outcomes, as well as inaccuracies, in my teaching.

This enables me to make adjustments to my future teaching so that it is more effective,

efficient and has more successful outcomes. From my experiences during my placements, I

have the opportunity to speak to my supervising teachers after each lesson to go through the

positives of my teaching practice, as well as what I can improve on. The most important part

of this experience is taking the feedback into consideration within my future planning. The

purpose of this feedback is for me to boost my performance.

The feedback given to me in Appendix B are some examples of feedback given to me by

supervising teachers on what I did well and what I could improve on. Receiving positive
feedback was also extremely beneficial to me because it encouraged me to keep doing what I

was doing well. As much as it is important to understand what I could be doing better,

knowing what I am doing well truly encourages me to continue to strive for the best as a

teacher.
Rationale for Choice of Focus Area:
Asking colleagues for advice and feedback can sometimes be intimidating when you are

within a new environment, but is important for self-growth as a teacher (Pillen, Beijaard &

Brok, 2012). Self-reflection is important when learning, but is often not easy to pick up small

errors in teaching, which can be noted by other colleagues. Therefore, this focus area is

particularly important for me as I become more comfortable within the teaching

environment.

Without constructive criticism I would find it particularly difficult to improve myself within

the classroom. Focusing on asking other teachers for feedback or advice for what I can

improve on will encourage me to be more confident with myself and my teaching.

Learning Goals (You may have 2 or 3)
1. Taking control in asking colleagues for constructive feedback instead of waiting for

people to offer advice.

2. Using the constructive feedback within my future lessons and not ignoring or pushing

aside feedback being given by other colleagues.

Barriers/Concerns
 I often feel intimidated asking colleagues for help especially when I am unfamiliar

with an environment. I need to be able to build up the appropriate confidence so that

I can make better improvements to my teaching.

 Not knowing how to deal with difficult behaviours despite having multiple measures

being place.
Plan of action/Relevant Resources
1. Setting up meetings  Meeting with colleagues

with colleagues to o Discussing what areas of improvement there

discuss what are so that I adjustments to lesson plans can

 improvements could be made.

be made to my o Having whole staff meetings where all

teaching. members can share and discuss ideas and

2. Talking with staff receive feedback on what other concepts can

members, who have be added within lessons.

higher status within o Meeting with external sources from the

the school community, school to give advice and opportunities to

about how to on deal improve practice not only regarding

with difficult educational topics, but with wellbeing and

behaviour or adjusting behavioural strategies.

lessons for individuals

with learning

disabilities.

References
AITSL. (2017). Domains of Teaching. Retrieved from

https://www.aitsl.edu.au/teach/standards/understand-the-teacher-

standards/domains-of-teaching

Cole, P. (2012). Linking effective professional learning with effective teaching practice.

Carlton South: Educational Services Australia.

Forlin, C., & Chambers, D.J. (2017). Life in Schools and Classrooms: Past, Present, Future.

Singapore: Springer Nature.

Lueder, D. C. (2011). Involving Hard-to-Reach Parents: Creating Family/School

Partnerships. Plymouth, United Kingdom: Rowman & Littlefield Education

Palmer, P. J. (1997). The Heart of a Teacher Identity and Integrity in Change. Change:

The Magazine of Higher Learning, 29(6), 14-21.

doi:10.1080/00091389709602343.

Pillen, M., Beijaard, D., & den Brok, P. (2011). Tensions in beginning teacher’s

professional identity development, accompanying feelings and coping strategies.

European Journal of Teacher Education, 36(3), 240-260.

Ping, C., Schellings, G., & Beijaard, D. (2017). Teacher educators’ professional learning: A

literature review. Teaching and Teacher Education, 75(1), 93-104.

doi:10.1016/j.tate.2018.06.003

Appendices
Appendix A

Appendix B

Supervising Teacher: Lynne Comben

Thanks Lauren for being organised..

Sorry about the reading lesson due to graduation pics… however… a lesson can always do
again next week
 
Writing…. It was a shortened lesson due to the photo shoot…and lack of electronic equipment
didn’t help!
We were able to make do and the students understood what was being asked of them!
 
Maths… a good game to have everyone “tuned into maths”  Around the world..
Your math worded sheet was well done.. good to have a page od extension work on TV or
board for those who complete the task
When correcting… good to have papers swapped between a table group and worked through
on the board… easy correction..
Can have different students anwer questions with an explanation???
 
Next week will be whole day with an extension of this math sheet
Great work Lauren
Perhaps add a comment section for extra presentation effort ie: tea staining/burnt edge etc..
 

Supervising Teacher (ST): Alyssa Usai

Self-Reflection and Advice from ST

To improve/work on:
Model first, then explain activity/give instruction
Always explain what you're thinking while modelling
Always check in on students - make sure they are paying attention
Set expectation of behaviour before explaining/modelling AND before activity
 Tracking eyes to make sure they're paying attention
 Using strategies to make sure all are following
 
 
What I did well:
Learning intention
Positioning
Voice projection
123 behaviour management
Getting students to fix mistake - full stop at the end example

To improve/work on:
Naming poor behaviour
Further breaking down/give examples of the task
 
What I did well:
Confidence whilst speaking/explaining

To improve/work on:
 Specifically mention what they are required to do
 Repeat instructions (be explicit)
 
What I did well:
 More comfortable
 Made sure they were listening - make sure those who weren't paying attention were
called
 Modelling
 Not starting till everyone was paying attention
 Questions - wondering