Standard 7.

1 Meet professional ethics and responsibilities

My first piece of evidence is a scanned copy of the Teachers Registration Board (TRB) code of ethics for the teaching profession within
south Australia. My second piece of evidence is a photo taken of my sign in/out sheet I completed daily on placement for a five-week block
throughout professional experience 4.

The TRB Code of Ethics is something I have been familiarising myself with recently as I approach the end of my degree. In this period of
familiarisation, I have discovered that there are three core values that underpin the teachers of South Australia. These are Integrity,
respect and responsibility. These values dictate how teachers conduct themselves with a student first mindset. My second piece of
evidence demonstrates my understanding of one of these values in particular. This value is responsibility. I was told before even officially
entering the site that I would have to sign in and out each day in this folder labelled “preservice teacher sign in”. I understood the
importance of this was to ensure the safety of all students and staff in emergency situations. With all this being said I believe that
throughout all four of my placements, at my workplace (OSHC) and when doing some personal volunteering in schools I have always
upheld my self in a professional manner in order to be a role model for students and ensure their physical and emotional wellbeing.
Standard 7.2- Comply with legislative, administrative and
organizational requirement

If you want to work or volunteer/ work with children you must do a training about your child protection responsibilities. This training is
called the Responding to Abuse and Neglect (RAN) training. It is a full day training and as a result of completing the training you receive a
certificate of acknowledgement.

As of the end of 2019 all preservice teachers were required to complete the full 7-hour day Responding to Abuse and Neglect training. This
involved me having to personally source and book a day with a listed provider. RAN training is how we as teachers, SSO’s, volunteers and
everyone else within a school community ensure we are on the same page and can work together with one another to ensure the wellbeing
of the students within our community. This training day was a real eye opener to me as we went in depth into the types of abuse and
neglect and how students may demonstrate they have been victim to them. This involved going through behavior examples and in-depth
discussion about why they occur. We also learnt how to report abuse and neglect in a school and external setting. Since the training I have
been involved in the process of reporting on them at my workplace (out of school hours care) demonstrating I am at the graduate level for
this standard.
Standard 7.3- 3 Engage with the parents/carers

Whilst I was on my final placement Woolworths Ooshies were becoming a huge problem across the red unit (year 3/4/5) I was teaching in.
As a result of this we as a teaching team decided to ban them for our students and each sent out an email to parents to confirm this. My
mentor thought it would be a good idea for me to do this in order to practice communication with parents.

Communicating with parents is a major part of being a teacher. There are formal opportunities for this such as parent teacher interviews
and more informal opportunities such as personal conversations. I believe it is extremely important to keep parents and care givers in the
loop as to what is happening at school wherever possible. In this circumstance I acknowledged that it wasn’t appropriate to simply share
my expectations with the students, but rather their parents needed to be informed. By informing them via email I was able to ensure they
too understood our expectations and could work in cohesion with us to help reduce the problems the toys were causing. In order to
construct this email there were many things that I needed to be taken into consideration such as grammar, language and tone. After this
email was sent we saw far less problems relating to the toys thus proving the email had helped.
Standard 7.4- Engage with professional teaching networks and
broader communities

My fourth-year placement schools literacy curriculum focus was on the balanced read. My first piece of evidence is a Venn diagram that
explains the balanced reader and my second piece of evidence is a script signed by my mentor teacher proving that I continually engaged
with the balanced reader and Stephen Grahams work.

Stephen Graham and the balanced reader were unfamiliar to me prior to my fourth-year placement block. As my lead in days were on
Wednesdays which were staff meeting days, I quickly developed an understanding of how the school’s curriculum revolves around them.
During my placement block the first four staff meetings were used as Professional development opportunities. In these meetings teachers
sat in year level teaching groups and engaged in Stephen Graham videos, group tasks, scenario-based learning and conversations that
explored and developed a better understanding of the balanced reader. Whilst I was engaging in and receiving this scaffolding there were
still a lot of things, I needed to get my head around. In order do this and therefore be confident in my own ability to follow the curriculum I
would continually ask the other teachers within my micro community. I would also ask for affirmation from my mentor teacher to ensure I
was properly implementing the principles.