EDUC6000: Staying Strong, Building Resilience

ASSIGNMENT TITE:
Staying Strong, Building Resilience

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EDUC6000: Staying Strong, Building Resilience

Contents
Introduction..........................................................................................................................................2
Resilience and what it mean to a teacher.............................................................................................3
Australian Standards for Teachers.......................................................................................................4
Lead Teachers career stages.................................................................................................................5
Highly accomplished and lead career stages of teachers.....................................................................5
Lead teachers........................................................................................................................................5
Inner potential used as basis for acting to improve practice................................................................5
Future of protective factors in future practice or commitments to stay resilient and avoid burnout.. .6
Description of teaching to shape the future and adoption of spirit of enquiry to develop curriculum
and pedagogical knowledge and Maintain supportive and self-learning environment........................6
Teacher burnout....................................................................................................................................6
References......................................................................................................................................................7

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EDUC6000: Staying Strong, Building Resilience

Introduction
In this topic, effective teachers’ standards are discussed that can be implemented in practice to
improve learning and career growth. Australian standards for teachers are a more effective approach
in this regard. It guides them on how to deal with school and class environment whether in school
or outside the school. These standards are the tools of a professional attitude in terms of knowledge,
practice, and engagement. So what teachers can do or not create an effective learning environment.
The planning for future learning and initiatives for a professional career is the way of professionals.
Teachers may develop a learning and knowledge-based environment where colleagues and students
can learn and improve their level.

Resilience and what it means to a teacher

Resilience is the quality of relative, development, and dynamic. A number of researches described
that qualities are the things which cannot be acquired or learned and this possible through relevant
and practice by protective factors like concerning and attention to others, the positive scenario for
working and social community for support and better relationship. It is commonly known as schools
and classrooms require this type of thing, although effective teaching but cognitive, emotional
stability and social contact from both teachers and students. It is developed by resilience and
teaching level. [ CITATION Sec12 \l 2057 ] In previous times, this concept is ignored, and stress and
burnout were focused than that resilience. This concept is illustrated as not many parents want to
send their child in the school where teacher lacked in or continuously lacking in commitment and
level of resilience. It is obvious to say that no one like or appreciate going to this place. Teachers
enter this profession with developing a professional career and updating the children with learning
and growth of knowledge in students. But many are diminished or lacked in with time by time due
to the external and internal changes in the environment, working conditions, and personnel changes.
A survey is reported in 2008 in England school, in this teacher address the issues of the busy routine
of workload, student’s behavior and bullying and issues with parents.
Resilience is not a quality that is innate. Rather, it is a construct that is relative, developmental and
dynamic. A range of research suggests that resilient qualities can be learned or acquired and can be
achieved through providing relevant and practical protective factors, such as caring and attentive
educational settings in which school and academy leaders promote positive and high expectations,
positive learning environments, a strong supportive social community, and supportive peer
relationships.

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EDUC6000: Staying Strong, Building Resilience

Australian Standards for Teachers

The Australian standards for teachers consist of seven standards that are for teacher’ learning and
role. These standards are interlinked, interdependent and overlapped. There are three basic domains
for these standards as professional
1) Knowledge
2) Practice
3) Engagement

Professional knowledge Professional practice Professional Engagement

I. Knowing students and I. Planning and I. Students engagement
their learning way implementation of best in professional learning
II. Knowing the content teaching and learning II. Social engagement of
and teaching method to II. Develop and maintain students with fellows,
them suitable and preserve parents, and society
the environment for
learning
III. Evaluate, feedback and
analysis of students
about learning

These standards are for the teacher’s roles, duty and how they effectively work in the 21 st century.
The standards provide the basic level of quality and help teachers to draw better results for the
students learning. These standards give a framework for smooth learning, effective practice, and
engaged professionally within the career of teachers. Teachers can effectively learn and understand
teachers’ relations, a teacher with students, with the organization and with society. These standards
also help the teacher to develop goals of learning, success framework for learning and evaluation of
self-reflection and self-assessment. By knowing and approaching them teachers can asses their
existing and future needed capabilities. So, it is polite to say that teachers’ standards are the source
of professional attitude and other three basic focuses as knowledge, practice, and engagement.
When teachers implement in practical doings, teaching level or quality is derived from these three
measures. Then there are four defined professional career stages as

Lead Teachers career stages

1) Graduate
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EDUC6000: Staying Strong, Building Resilience

2) Proficient
3) Highly accomplished and
4) Lead

Highly accomplished and lead career stages of teachers

Highly accomplished teachers have more effective skills like practitioners in class, routine-based
work, and collaboration of work to update or enhance the personal and other practice. At this stage,
teachers have deep knowledge, and actively participate in school work. Teachers can lead or guide
others and motivate colleagues to further learning. For protective factors, teachers can perform
many things at this stage. Taking initiatives and discussions engagement on a regular basis is the
effort of them for improvement in students better results. Teachers could boost their opportunities
of learning by acknowledging the background, demography, and consequence of these factors on
students learning. At this career stage, teachers are more responsible in their role, knowledge and
curriculum aspect. This stage guides them on how to do the planning of work with colleagues,
assessment, and updating sessions to enhance the learning of students.

Lead teachers
Those who are known and have high respect with colleagues, parents, and community. Teachers are
more consistent and update their teaching style within time. Lead teachers focus on enhancing and
maintain education and leading based activities whether they are in or out of the school. Teacher
approach to the well-established learning environment by knowing and understanding the diversity
aspect (culture, religious, social, economic and laws) about students. Teacher behaves like mentors
and as innovators or creative within their colleagues.

Inner potential used as a basis for acting to improve practice

This is the simple form of knowing an individual’s potential and to engage in continuous learning
for enhancing practice. It is the core competency for an individual or teacher for the improvement
of practice. [ CITATION Joo14 \l 2057 ] it is the essential source for developing learning and growth
potential to update professional career. The act of inner potential is more supported to improve the
practical approach in teaching practices. In this aspect, an individual develops an assessment of
knowing strengths and core competencies which are different from others. When he or she develop
deeper knowledge then it required exploring, planning and setting the time involved to improve it.

Future of protective factors in future practice or commitments to stay resilient and avoid
burnout
Protective factors are important to consider for professional learning and improvement in practice.
Professional community models are used for improvement in practice. So, to stay connected or
remain with resilient and committed to continuous learning improvement required hard work. In
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EDUC6000: Staying Strong, Building Resilience

this regard, the main concern or efforts should be learning instead of teaching and working in
collaboration and results or consequences leads to better learning or poor. [ CITATION Mar03 \l 2057 ]
When consider the hard work for teachers to follow these requirements, it helps students to improve
their learning. When they fail in doing so then it is the loss of students and the school in terms of
professional learning. The increase and decrease in the protective factors not dependent on its value
but the most relate or supportive element in this regard is continuous commitment and avoiding
burnout in school.

Description of teaching to shape the future and adoption of the spirit of inquiry to develop
curriculum and pedagogical knowledge and Maintain supportive and self-learning
environment
Teachers can highlight strategies for the support and help of students by their participation and
involvement in school. Developing and settling positive contact of students in the class and engage
them. Teacher more concerned about the creative and involved learning environment by analyzing
the necessary strategies and describing new techniques for the engagement and support of the
students. Teachers efforts are more on self-learning by organizing classroom activities and giving a
smooth and educated way of direction. Teachers involved identifying and retaining working
routines to develop an environment of learning for students. There is a flexible approach is used by
teacher and management to properly engage the students in what form they want. Teachers begin
with leading fellows to apply the most appropriate managing and flourishing student part for
learning. A practical approach is used in delivering and describing knowledge to deal with complex
and odd behavior. Teachers establish and negotiate strait requirements from students and adhere to
regulatory issues with respect. Share and caring for other fellows to engage them in Improving their
learning and enhancing the range of knowledge in the environment.

Teacher burnout
The final protective factor that we found both in our previous work and in the present study
concerns pride in achievement and a sense of one's own competence in areas of personal importance
or significance. For these teachers, the two factors were often linked. Because they were competent
at behavior management and teaching, their students learned in orderly classrooms. Because they
were patient and good at forging relationships with difficult children, their students made
demonstrable progress.

References
AITSL, 2012. Australian professional standards for teachers: illustration of practice, Australia: career stage.

Anne, W., 2018. Reflective practice as a tool for growth, s.l.: www.ausmed.com.

Anon., 2012. SecEd, s.l.: s.n.

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EDUC6000: Staying Strong, Building Resilience
D. C. & Smethem, L., 2009. The effects of reform: Have teachers really lost their sense of professionalism?.
Journal of education change, 10(2/3), pp. 141-157.

DuFour, R., 2004. What is a "Professional learning community"?. Educational Leadership, 61(8), pp. 6-11.

Globe, C. B. & Horm, D. M., 2010. Take Charge of your personal and professional development. YC: young
children, 65(6), pp. 86-91.

Howard, S. & Johnson, B., 2002. Resilient teachers: resisting stress and burnout, s.l.: www.aare.edu.au.

Jootun & Mcgarry, 2014. A strategy for personal and professional growth, s.l.: s.n.

Marzano, R., 2003. What works in schools: Translating research into action. Alexandria, VA: ASCD,
Alexandria: VA: ASCD.

McCallum, F. & Price, D., 2010. Well teachers, well students. Journal of Student Wellbeing, 4(1), pp. 19-34.

Niesz, T., 2007. Why teacher networks (can) work. Phi Delta Kappan, 88(8), pp. 605-610.

Patterson, J., J, C. L. & Abbott, G., 2004. A study of teacher resilience in urban schools. Journal of
Instructional Psychology, 7(4), pp. 256-264.

Pillay, H., Goddard, R. & Wilson, L., 2005. Well-being, burnout, and competence: implications for teachers.
Australian Journal of Teacher Education, 30(2), pp. 22-33.

Reading, C., 2010. Using ICT to increase professional connectedness for teachers in remote Australia.
Australian Educational Computing, 25(2), pp. 3-6.

Wood, T. & McCarthy, C., 2002. Understanding and preventing teacher burnout, s.l.: Eric Digest.