Eloise Pearse PLP at 1

EDFD452 Eloise Pearse
TRANSITION INTO THE PROFESSION S00238565
Graduate Teacher
Professional Learning Plan
Name: Eloise Pearse Student Number: S00238565
AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL)
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
1
RATIONALE ON THE IMPORTANCE OF PROFESSIONAL LEARNING
The Victorian Institute of Education (2022) categorises Professional Learning as any action or activity
that “teachers engage in that develop their professional knowledge and practice to support student
learning” and is also relevant to their current teaching philosophy. Teachers are on a life-long learning
journey and through the means of professional learning, they are able to grow in the teaching
profession in an effective and continuous manner by staying current (Fullan & Hargreaves, 2016).
Professional learning provides educators with a range of strategies that address the many different
realties that occur in a contemporary classroom, like catering for diverse learners, behaviour
management, curriculum and content development and communicating with parents and carers. As
expert opinions on the education system and student learning evolves, it is imperative for schools to
set structures that reflect current research and provide their educators with professional learning that
will improve their professional knowledge and practice to support their students (Hargreaves & Rolls,
2021). For schools that highlight a student centred approach, professional learning is the best means
for a high standard of student learning and supports in creating positive learning environments
(Whitton et al., 2016).
For teachers to be current when it comes to pedagogy and student learning, it is critical that they are
aware of prominent issues and trends existing in the contemporary classroom and participate in the
process of ongoing reflection during their career. The engagement of reflective thinking is presented as
a “core standard and benchmark within the teaching profession” as it promotes of the continuous
improvement and development of practice in the classroom (Ng et al., 2014). To conduct a reflective
practice ideology as an educator, teachers must “challenge assumptions and question existing
practices” (Benade, 2015, p. 295) which will result in critical analysis of the current classroom structure
and strategy. Therefore, it is evident how reflective practice and professional learning can work in
partnership to develop an educator’s skills and knowledge. When a teacher can recognise their
shortcomings or misconceptions in the classroom, they are able to identify the gaps in their
professional knowledge and therefore, can assess what professional learning they need to improve
2
their professional practice (Altun & Yurtseven, 2017). By reflecting upon their own professional
practice, educators are able to continue their journey as a lifelong learner and participate in
professional development that will not only improve their students’ experience but also their personal
experience in the classroom.
As an emergent graduate teacher, the role of professional learning in the beginning of our professional
experience is adamant as there has been a small opportunity for pre-service teachers to participate in
productive and targeted professional development. Graduate teachers can create professional
learning plans, which allows them to identify the professional learning that is required and categorise
it by importance. Professional learning plans are individualised documents that can be shared with
colleagues and leadership, and it is a guidance system to understand the direction of a teacher’s
teaching philosophy and what they need in regards to professional learning, to conceptualise it (Killion,
2013). It can be difficult for a graduate to share with experienced educators the support they require,
hence, a professional learning plan is a means of communicating where they are needing support in so
many words.
3
SKILLS/COMPETENCIES NEEDED TO BECOME A HIGH FUNCTIONING TEACHING PRACTITIONER
SKILL/COMPETENCY WHAT IS THE DEVELOPMENT REQUIRED IN

RELATION TO THIS SKILL?
Interpersonal Skills  Conflict Resolution Skills

In difficult situations, I am quite passive and do not
respectfully challenge other ideas that I disagree
with. I believe that I need to increase my self-
confidence and assertiveness in a professional
setting.
Organisational/Time Management Skills  Organisation Skills
I am one that procrastinates when placed with
difficult tasks and opt for menial activities instead,
which often leaves me feeling rushed and stressed
because of my disorganisation.
Health and Wellbeing  Balance your life
As someone who is already considered introverted,
my passion for teaching/work can take up a lot of
my time and I forget to see family and friends as
well as take care of my wellbeing – like walking or
exercising.
PROPOSED STRATEGIES TO DEVELOP CHOSEN PERSONAL SKILLS

 Engage in Professional Development workshops that relate to strategies like Restorative
Practices to enhance knowledge and skills when it comes to conflict in the classroom and
staffroom in a professional manner – e.g. Critical Agendas Workshop – ‘Restorative Practices:
An Introduction’
 Structure a routine around using a diary and notebook to keep note of important events and
tasks that need to be done as a means of improving organisation – listening to the podcast
Teaching TOP – How to play catchup provided an insight on how a routine can help with
prioritising. Link: https://bit.ly/3JKHAOo
 The Resilient Educator (Link: https://bit.ly/3LlIVM1) has amazing tips for young teachers on
strategies to implement to attain a work-life balance as a graduate teacher. Liaising with
colleagues is a great strategy to gain insight on how other educators avoid burning out. Also the
podcast: The Teachers’ Lounge has a great episode focused on “Work-Life Balance” (Link:
https://apple.co/3IMiJsc
4
Graduate Teacher Professional Learning Action Plan

PROFESSIONAL KNOWLEDGE: Standard 1 and 2
Standard 1: Know students and how they learn
GRADUATE
AITSL FOCUS AREA and DESCRIPTORS Professional Knowledge Goals
1.2 Understand how students learn  Broaden knowledge of varying learning/teaching
Demonstrate knowledge and understanding of research into how styles for a range of students
students learn and the implications for teaching.  Apply different pedagogies/strategies in the
classroom to cater for all students learning styles
1.5 Differentiate teaching to meet the specific learning needs  Plan effective enabling and extending activities for
of students across a full range of abilities. most learning experiences
Demonstrate knowledge and understanding of strategies for
 Access resources and activities that will make the
differentiating teaching to meet the specific learning needs of students
across the full range of abilities. classroom an inclusive learning environment
Action Taken to achieve goal Resource/Support Network relevant to goal

 Engage with academic readings/books that  John Hattie’s ‘Visible Learning’ study provides insights on
focuses on a variety of learning styles and important aspects and impacts of student learning
utilise strategies that are best suited for (positive/negative): https://visible-learning.org/
students  Cult of Pedagogy Podcast has a great library of podcasts
 Audit strategies during classroom time and focused on the ‘Theory of Learning’:
critique strategies with the assistance of https://www.cultofpedagogy.com/category/podcast+lear
mentor/leadership ning-theory/
 Attend professional learning webinars by  Sue Larkey conducts virtual workshops like ‘Teaching
experts that focus on the specific learning Children on the Autism Spectrum’ that can assist
needs of students educators on strategies to create a supportive learning
 Consult with Learning Diversity environment for all students as well as tip sheets:
Leader/Leadership to ensure that neuro- https://suelarkey.com.au/tip-sheet/
divergent students/students with  Work with student’s program support group (PSG)
additional needs on strategies to support support student with appropriate goals and strategies to
them – sensory items, visual timetable etc. achieve gains
Standard 2. Know the content and how to teach it

GRADUATE
2.4 Understand and respect Aboriginal and Torres Strait  Establish and support a classroom culture that is
islander people to promote reconciliation between considerate and respectful of Aboriginal and Torres
Indigenous and non-Indigenous Australians Strait Islander cultures
Demonstrate broad knowledge of, understanding of and respect
for Aboriginal and Torres Strait Islander histories, culture and
 Ensuring that lessons with Indigenous foci are
languages. authentic and respectful
 Engage with resources that are produced or  Department of Education have protocols called Koorie
endorsed by Aboriginal and Torres Strait Cross-Curricular Protocols which ensures the learning is
Islander peoples to remain culturally sensitive respectful and protects the ‘integrity of Aboriginal and
and allow the learning to be authentic Torres Strait Islander cultural expressions’:
 Follow the Koorie Cross-Curricular Protocols https://bit.ly/3LuiG69
and meet with Learning and Teaching leader  Victorian Inclusion Agency have resources for educators
to ensure that content relating to Indigenous to assist in embedding Indigenous Perspectives in the
histories to respectful and it fits appropriately classroom: https://viac.com.au/resources/aboriginal-
Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 20/2/2022) 5
within the school’s curriculum and-torres-strait-islander-resources
Professional Knowledge – Reflection
As no two student are entirely the same, it is important to cater for all students with varying needs and learning
styles. To ensure that students prosper in our classroom settings and achieve “good and responsive teaching” (Yin &
Chai, 2020, p.609), there needs to be an understanding that “our learners [are] individuals with unique characteristics
and needs” (Yin & Chai, 2020, p.609). In seeing students as individuals rather than a collective, it has provided me with
the opportunity to that the focus of teaching is not limited to the teaching of content, knowledge and skills but instead,
centred around learners and their style of learning (Thorpe & Lamb, 2019). The education system has become more
inclusive and through the Professional Knowledge standards, I believe it is motivating educators to pursue a wider range
of teaching strategies to cater for all which is resulting in positive and inclusive learning environments with a focus on
wellbeing and belonging. Through the means of collaboration, graduate teachers are able to access the correct
resources and guidance to apply appropriate and meaningful differentiating in their classrooms.
As for knowing your content and how to teach it, it is imperative for teachers to access a range of resources and
strategies to create a positive learning environment. By engaging in opportunities like literacy and numeracy
professional learning, educators are able to attain a deeper understanding of rationale and requirements of content and
curriculum to plan effective and authentic learning (Lange & Meaney, 2011). Through emphasising the importance of
Professional Knowledge and AITSL standards 1 and 2, educators will create positive and authentic learning environments
where students will prosper socially, emotionally, spiritually and physically as their needs are being met.
PROFESSIONAL PRACTICE: Standard 3, 4 & 5
Standard 3. Plan for and implement effective teaching and learning
GRADUATE
3.4 Select and use resources  Allow for meaningful learning experiences when
Demonstrate knowledge of a range of resources, including ICT, that using ICT in an immersive way – not just a
engage students in their learning.
recording tool
 Deepen knowledge of different ICT tools to use in
the classroom
 Gain a broader understanding of the importance  ICTE Solutions Australia offers online PD courses
of incorporating ICT and scaffold the use of ICT that focus on ICT implementation like ‘How to
effectively in the classroom through professional Apple Technology Teaching Strategies in Early
development courses Childhood Education’ and ‘How to integrate ICT in
 Utilise ICT to achieve meaningful and effective the classroom’: https://online-pd-courses-for-
differentiation and be informed of ICT protocols teachers.thinkific.com/bundles/technology-in-the-
set by government/school classroom-professional-development
 Education Victoria have put policies around the
implementation of ICT online for educators to
access to maintain a safe, balanced and
appropriate environment:
https://www2.education.vic.gov.au/pal/digital-
learning/policy
Standard 4. Create and maintain supportive and safe learning environments

GRADUATE
4.3 Manage challenging behaviour  Be informed and familiar with students triggers,
Demonstrate knowledge of practical approaches to manage and set protocols and expectations to reduce
challenging behaviour.
anxieties by having more structure
 Understand and develop proactive strategies in
the class, to reduce the amount of reactive
strategies.
4.4 Maintain student safety  Develop an understanding of SEL/Positive Ed. and
Describe strategies that support students’ wellbeing and safety how to embed the ideology within the classroom
working within school and/or system, curriculum and legislative
requirements.
 Work with leadership/experienced teachers to
conduct effective and authentic learning around
wellbeing
 Further engage in resources from experts like  Bill Rogers website has free chapters about behaviour
Sue Larkey and Bill Rogers to increase toolbox of management:
strategies when managing challenging behaviour https://au.sagepub.com/en-gb/oce/bill-rogers-
 Liaise with colleagues and LDL for tips about how behaviour-management
they would manage certain behaviours and for  Teacher Magazine (ACER) have a series of podcasts
any resources they may have that focus on behaviour management:
 Create a safe and supportive classroom https://open.spotify.com/show/1Fe2cvTlb93jPLLjc6p
environment that promotes the importance of qWh
wellbeing by including brain breaks, circle time  Geelong Grammar School embarked on the Positive
etc. Education model to support young people’s
wellbeing and offer webinars and workshops:
https://instituteofpositiveeducation.com/
Standard 5. Assess, provide feedback and report on student learning
GRADUATE
5.2 Provide Feedback to students on their learning  Develop an understanding of the different types of
Demonstrate and understanding of the purpose of providing timely and feedback and when each type is most appropriate
appropriate feedback to students about their learning.
 Develop a consistent feedback system to support
student engagement and success
5.5 Report on student achievement  Develop a consistent and reliable system for
Demonstrate understanding of a range of strategies for reporting to recording student achievement so it is accurate
students and parents/carers and the purpose of keeping accurate and
reliable records of student achievement.
 Gain knowledge of how to relay student
achievement to parent/carers in the most effective
and clear way

 Access PD workshops that will inform my teaching  Teacher Professional Development Services offers
and provide effective feedback that will support an Effective Feedback course through modules to
student learning improve the quality of feedback in educators:
 Research for a deepened understanding of why we https://bit.ly/3uDSfUV
report on student achievement and what we are  Education Victoria has outlined polices for record
looking for management that allows teacher to gain insight in
 Set up a system of recording the data of student what they are mandated to do:
achievement that is organised and thorough https://www2.education.vic.gov.au/pal/records-
management/policy
Professional Practice – Reflection
The Professional Practice domain of teaching focuses on the designing of teaching programs that are effective
and creating learning environments are safe and equitable (AISTL, 2022). It was said by Maslow (1970) that in regards to
a student’s ability to achieve success, a safe and structured learning environment is critical. When the classroom is well
managed and all safety considerations are factored, I have noticed that difference in learning outcomes when comparing
my first placement and my most recent. By having and applying strategies that assist in the management of behaviour
and safety in the classroom, it is evident that how the atmosphere shifts from a chaotic classroom to a cohesive and
supportive learning environment as positive behaviour will be promoted (Roger, 2009).
Assessment, planning and student and educator feedback is essential in tailoring meaningful learning
experiences in the classroom. When I have utilised assessment is used to inform future planning during placement, the
feedback I have received from students and my supervising teacher is often that the learning is more engaging. Through
thorough planning, I can ensure that I factor for Hattie’s High Intensity Teaching Strategies (Department of Education
and Training, 2022) and apply reliable teaching strategies to ensure meaningful learning experiences.
PROFESSIONAL ENGAGEMENT: Standard 6 & 7

Standard 6. Engage in professional learning
GRADUATE
6.3 Engage with colleagues and improve practice  Keep a record of all questions and queries that
Seek and apply constructive feedback from supervisors and teachers to occur to ask mentor during release time
improve teaching practice.
 Engage with experienced teachers and leadership
for guidance and feedback

 Utilise graduate release time to discuss my  Reading an article called - Mentoring beginning
professional practice with mentor teachers in primary schools: research review to
 Invite Leadership/mentor into classroom to inform how to effectively use mentorship to
observe regularly, to gain as much feedback as improve practice, link: https://bit.ly/3wVgiBu
possible
 Be proactive with the feedback I receive and use to
inform future teaching and strategies
Standard 7.
Engage professionally with colleagues, parents/carers and the community
GRADUATE
7.3 Engage with the parents/carers  Make a concerted effort to form positive
Understand strategies for working effectively, sensitively and relationships with parents/carers at the beginning
confidentially with parents/carers.
of the school year
 Build a bank of professional terms and phases to
ensure your discussions stay appropriate.

 Engage with resources that focus on how to  10 Minute Teacher Podcast – advice on how to
communicate important and sensitive information build positive relationships with parents, link:
to parents/carers in an appropriate and https://bit.ly/3tX8jBP
professional manner, while also being considerate  Liaise with leadership and LDL about advice on
 Maintain an open system of communication how to conduct difficult conversations
(within reason) so parents are comfortable and
trusting in the teacher/carer relationship
Professional Engagement – Reflection

To attain knowledge and understanding as an educator, it is imperative to collaborate with expert sources like
professional learning, colleagues and parents to build a positive and supportive learning environment in the classroom.
As a graduate teacher, the action of collaborating and sourcing feedback from experienced colleagues will increase my
reflection skills and how I can apply the constructive feedback to further inform and improve my teaching (Wassermann,
2009). As teachers, we are life-long learners and by embracing the learning opportunities provided by professional
learning and fellow colleagues, the evaluation and expansion of teaching strategies will continue to cater for all
students.
A positive way to view parents and carers is that they are the experts of their own individual child and educators
should collaborate and use them as a resource to create a supportive environment at school. By allowing for student-
focused dialogue that is positive and honest, the forming of a positive parent-teacher relationship can occur and in turn,
will allow for the positive impact of trust with the student (Jeon et al., 2021). Through my graduate year, I will liaise with
the leadership team and other experienced teachers to ensure that I have the strategies to communicate with parents
and carers in a professional and effective manner that still fosters positive relationships.
References
AITSL. (2022). Domains of teaching. Retrieved April 7, 2022, from

https://www.aitsl.edu.au/teach/standards/understand-the-teacher-standards/domains-of-teaching
Altun, S. & Yurtseven, N. (2017). The Role of Self-Reflection and Peer Review in Curriculum-focused Professional
Development for Teachers. Hacettepe University Journal of Education, 1–22.
https://doi.org/10.16986/HUJE.2017030461
Benade, L. (2015). Teachers’ Critical Reflective Practice in the Context of Twenty-first Century Learning. Open Review of
Educational Research, 2(1), 42–54. https://doi.org/10.1080/23265507.2014.998159
Department of Education and Training. (2022). High impact teaching strategies (HITS). Retrieved April 6, 2022, from
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx
Fullan, M. and Hargreaves, A. (2016), Bringing the Profession Back in: Call to Action, Learning Forward, Oxford, OH.
Hargreaves E., & Rolls, L. (2021). Reimagining professional development in schools (First edition.). Routledge.
Jeon, M. McCartney, C., Richard, V., Johnson, S. J., & Kwon, K.-A. (2021). Associations between parent-teacher and
teacher-child relationships and children’s socioemotional functioning. Early Child Development and Care,
191(15), 2407–2421. https://doi.org/10.1080/03004430.2020.1711747
Killion, J. (2013). Professional learning plans: A workbook for states, districts, and schools. Oxford, OH: Learning Forward.
Lange, T. & Meaney, T. (2011). I actually started to scream: emotional and mathematical trauma from doing school
mathematics homework. Educational Studies in Mathematics, 77(1), 35–51. https://doi.org/10.1007/s10649-
011-9298-1
Maslow, A. (1970). Motivation and personality (2nd ed.). Harper & Row.
Ng, W., Murphy, C., Mccullagh, J., Doherty, A., Mcleod, N. (2014). Developing Reflective Practice. In: Rodrigues, S. (eds)
Handbook for Teacher Educators. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-695-0_3
Rogers, B. (2009). How to manage children's challenging behaviour (2nd ed.). SAGE.
Thorpe, V. & Lamb, J. (2019). Building a shared contemporary understanding of learning aligned to the AITSL teacher and
principal standards. Leading & Managing, 25(1), 44–55.
Victorian Institute of Teaching. (2022). Professional Learning. Retrieved April 5, 2022, from
https://www.vit.vic.edu.au/maintain/requirements/learning#:~:text=Any%20activities%20that%20teachers
%20engage,be%20counted%20as%20professional%20learning.
Wassermann, S. (2009). Growing Teachers: Some Important Principles for Professional Development. Phi Delta Kappan,
90(7), 485–489. https://doi.org/10.1177/003172170909000707
Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2016). Learning for teaching : teaching for learning
(Third edition.). Cengage Learning Australia.
Yin, H. & Chai, C. (2020). Catering for Learner Diversity: Issues and Trends. ECNU Review of Education (Online), 3(4), 607–
609. https://doi.org/10.1177/2096531120927620

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EDFD452 Eloise Pearse

TRANSITION INTO THE PROFESSION S00238565

Professional Learning Plan

Name: Eloise Pearse Student Number: S00238565

AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL)

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

(Whitton et al., 2016).

experience in the classroom.

SKILLS/COMPETENCIES NEEDED TO BECOME A HIGH FUNCTIONING TEACHING PRACTITIONER

SKILL/COMPETENCY WHAT IS THE DEVELOPMENT REQUIRED IN

Interpersonal Skills  Conflict Resolution Skills

PROPOSED STRATEGIES TO DEVELOP CHOSEN PERSONAL SKILLS

Graduate Teacher Professional Learning Action Plan

Action Taken to achieve goal Resource/Support Network relevant to goal

Standard 2. Know the content and how to teach it

Professional Knowledge – Reflection

Standard 4. Create and maintain supportive and safe learning environments

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

Action Taken to achieve goal Resource/Support Network relevant to goal

Professional Practice – Reflection

supportive learning environment as positive behaviour will be promoted (Roger, 2009).

PROFESSIONAL ENGAGEMENT: Standard 6 & 7

Action Taken to achieve goal Resource/Support Network relevant to goal

Action Taken to achieve goal Resource/Support Network relevant to goal

Professional Engagement – Reflection

AITSL. (2022). Domains of teaching. Retrieved April 7, 2022, from

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