EDFD452/462

TRANSITION INTO THE PROFESSION

Graduate Teacher
Professional Learning Plan
Name: Student Number:
Mairead Hanley-Smith S00258117

AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL)

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

Professional Learning and Development can have a profound impact on student learning

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
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RATIONALE ON THE IMPORTANCE OF PROFESSIONAL LEARNING

Professional learning is the key aspects to any good teacher, as a teacher who has not

undertaken any professional learning is not able to teach using research proven affective

pedagogies. The Australian Institute for Teaching and Leadership standards [AISTL]

acknowledge the importance of professional learning dedicating 3 specific standards for

graduate teachers to meet (Australian Professional Standards for Teachers [AITSL], 2017).

AISTL focuses on professional learning in standard 6 through the focus areas of 6.1, 6.2 and

6.4 these see that graduate teachers’ “identify and plan”, “engage” in professional learning in

order to “apply” and “improve practice” and “student learning” (AITSL,2017). The AITSL

standards ‘guide teachers to demonstrate high quality teaching exemplified through

pedagogical practice, and for principals to lead, design and manage quality teaching and

learning’. AISTL standards aim to regulate all leaves of the education system ensuring cohesive

practice holding teachers and leaders accountable for their practice of education, ensuring that

students around Australia are provided with modern education strategies and teachers have

regulations to meet (Australian Professional Standards for Teachers [AITSL], 2019, p.4).

Although AISTL regulates professional learning, teachers begin their professional learning

journey within their degree to become a teacher, this although is only the beginning of

professional learning. Professional learning should be practiced on a regular basis to ensure that

teachers are using relevant and modern teaching pedagogies, this also ensures that the teaching

vision overall remains relevant to modern society (Lunenburg, 2010). although it is

acknowledged that this can be a challenge due to “issues with accountability, compliance and

time constraints” (Call, 2018, p.100).

Educational research supports the importance of professional learning as quality teaching has a

major effect on student achievement (Darling-Hammond, 2000). Further research also supports

that high calibre professional learning is effective method to enhance teachers practice

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
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(Greenwald, Hedges & Laine 1995; Guskey & Huberman 1995; Elmore & Burney 1997;

Hawley & Valli 1999; Elmore 2002 as cited in Department of Education and Training, 2005).

For teachers to create and maintain robust and healthy learning environments for their students,

teachers need to be immersed in a community of learners that replicates this (Department of

Education & Training, 2004b as cited in Department of Education and Training, 2005). Just as

educators know that students learn in multiple ways, come from different backgrounds with a

range of knowledge so do teachers, therefore the planning of professional learning should be

diverse and meet the specific needs of those who are learning. Based on this professional

learning can come in many forms from reading peer-review articles, to attending conferences

and hearing experts in the field to listening to a podcast or researching agencies. It is of my

opinion that for something to be considered professional learning, a new insight must be

provided that resonates deeply with the individual. For professional learning effects of

professional learning to be seen within the classroom teachers needs to take the new insights

and adjust their practice and pedagogies, it is important to note although a strategy may be

theoretically sounds and valid, does not necessarily mean it will work in practice for a

particular class or teacher this is completely valid. All pedagogies can and should be adaptable

to meet the needs of a particular class. Professional learning can be a challenge as there are

instances where school policies and practices don’t align with modern professional research,

this can be confronting for teacher especially new educators to implement modern practice and

ideals (Masters, 2013).

Educators need professional learning to act as agents of change, improving educational practice

for students using established expertise and research (Wood & Bennett, 2000). Professional

learning is also further improved when paired with professional development, this is when the

teacher is also developing “who [they] are and what [they] can do” (Fullan & Hargreaves,

2016, p.3). This means that improvement of practice as a teacher is not isolated with

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
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improvement in “knowledge, skills, data and interventions” (Fullan & Hargreaves, 2016, p.3).

Like teachers should take a holistic approach to education so should profession learning and

development, it is equally important to nurture teachers “sense of positive, stable, professional

identity, commitment, resilience, moral/ethical purposes, and willingness and ability to teach to

their best” (Day, n.d as cited in Fullan & Hargreaves, 2016, p.4).Hargreaves (2003) further

supports this view in addition to building character, maturity and virtues noting that this

develops schools into moral communities. Throughout my teaching career I want to be a

continual learner engaging in professional learning and development.

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
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 SKILLS/COMPETENCIES NEEDED TO BECOME A HIGH FUNCTIONING TEACHING PRACTITIONER

SKILL/COMPETENCY WHAT IS THE DEVELOPMENT REQUIRED IN RELATION TO

THIS SKILL?

Social and Emotional Competencies Self-esteem and confidence – through my experience in

professional roles both on placement and in the workforce, I
have identified that doubt and lack of confidence in myself,
my skills and knowledge have prevented me from
progressing further within the roles.
Interpersonal Skills Conflict resolutions skills – conflict resolution is something
that I tend to avoid, I generally don’t raise concerns or
worries to a group or on an individual basis, even if it is to my
detriment. I need to develop some strategies to address
conflict in an effective, healthy and non-confrontational way.
Communication and Listening Skills Listening actively – when discussing and talking with others I
find that I miss key information, due to being distracted
thinking about what I am going to share next. This is having
led me to cut people off when they are speaking, which is
very impolite.
Teamwork Skills Articulate issues and problems – as previously stated conflict
resolutions are a challenge for me.
Leadership – I personally like to take on a leadership role
when working collaboratively. In the past this has resulted in
me doing over the expected workload to my own detriment.
Organisational/Time Management Organisation – throughout my professional life and education
Skills I have highly struggled with organisation, this has resulted
me in falling behind, forgetting, and completing things in a
rushed manner.
Personal Skills/Interests Music – I play multiple instruments, although I could improve
on my playing through regular practice.
Fitness – Physical fitness is something that I lack, for both my
mental and physical health and wellbeing It would be
beneficial to include regular exercise into my schedule.
Health and Wellbeing Fitness – As previously mentioned above.
Balance your life – I overcommit myself, leading me to not
plan or schedule time appropriately for important
tasks/activities.

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
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 PROPOSED STRATEGIES TO REFINE AND DEVELOP THESE PERSONAL SKILLS

Briefly describe how you will develop the above personal skills
 Organisation/Balance your life: To help me in preparing, planning for, and scheduling I will be
getting a personalised diary from Personalised Planner. This Diary allows me to visually see and
plan out my weeks. As it is personalised, I can add list sections into the weekly overviews, this
will allow me to start prioritising what I need to be doing.
https://www.personalplanner.com/AU/
 Conflict resolution skills/Articulate issues and problems: To improve my conflict resolutions
skills, I will actively aim to address and raise my concerns as they arise. I will also do some
research into strategies to trial, this will not only improve conflicts in my own life as well as how
to resolve student conflicts. I aim to use positive energy and optimism when addressing conflicts
following Dorothy Walker’s 3 steps to conflict resolution.
See Dorothy Walkers Ted Talk – 3 ways to resolve a conflict
https://www.youtube.com/watch?v=r4xPwhcnS-Q&ab_channel=TEDInstitute
 Actively Listening: I don’t want to come across as rude or impolite in any aspect of my life.
Learning to actively listen will improve my communication skills. To assist me in developing this
skill I will follow The University of Adelaide’s guide to active listening. This guide follows 5 steps
“Pay attention, show that you are listening, provide feedback, respond appropriately and defer
judgement” (University of Adelaide, 2014, p.2). I will also try to ensure that I wait until someone
has finished speaking before I start to think about my response, this will prevent me cutting
people off when they are speaking.
https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-
activelistening.pdf

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
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 Graduate Teacher Professional Learning Action Plan
PROFESSIONAL KNOWLEDGE: Standard 1 and 2
Standard 1: Know students and how they learn

GRADUATE Goals to improve professional knowledge (1 or 2)

AITSL FOCUS AREA and DESCRIPTORS
1.4 Strategies for teaching Aboriginal and Torres Strait
Islander students
Demonstrate broad knowledge and understanding of the impact of
culture, cultural identity and linguistic background on the education of
students from Aboriginal and Torres Strait Islander backgrounds.
- Recognise and identify cultural implications on
Aboriginal and Torres Strait islander students
education (Shay & Oliver, 2021).
- Develop a range of teaching pedagogical
strategies or adaptions of teaching strategies
that can support Aboriginal and Torres Strait
Islander students, ensuring teaching is being
adjusted to meet student needs and motivations
(Churchill et al., 2019).

Action you will take and identification of relevant support networks and resources
To develop teaching strategies to that will meet Aboriginal and Torres strait Islander educational
needs I will explore the eight ways of aboriginal learning. The website 8 ways provides possible
resources and information that I can learn and develop from. They also offer a 10-hour registered
aboriginal pedagogy course that I would love to be able to attend to deepen and extend my
knowledge on aboriginal education.
https://www.8ways.online/

To continually develop updated understanding of aboriginal education needs and issues I will also
read relevant articles from the Australian Journal of Indigenous Education.
https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education

Standard 2. Know the content and how to teach it

GRADUATE Goals to improve professional knowledge (up to 2)

AITSL FOCUS AREA and DESCRIPTORS
2.5 Literacy and numeracy strategies - To gain an understanding of literacy
Know and understand literacy and numeracy teaching strategies and intervention strategies and pedagogical that are
their application in teaching areas.
being used within the current classroom
setting, ensuring all students are developing
correct phonological awareness (Seely Flint et
al., 2019).

Action you will take and identification of relevant support networks and resources
I will become a member of the Australian Literacy Educators’ Association, by getting their ‘Student
and retired membership - basic’, I will have access to a large bank of resources, professional
learning events and have journals emailed to me 3 times a year. This is a wealth of information that I
will be able to delve into developing my knowledge and pedagogies in this area further.
https://www.alea.edu.au/

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 20/2/2022) 7
Critical reflection (Professional Knowledge)
As educators’ teachers must be able to draw from a wealth of knowledge, The Professional Knowledge domain

rightfully is the first domain, as graduate teachers need to have the background knowledge to know how and

what to teach. Standard 1 Know students and how they learn, is also rightfully the initial standard. It is well

known that educators should, and learning should begin understanding who the students are, what knowledge,

cultural contexts, experience the students bring with them (Churchill et al., 2019). I have experienced that

starting to write any learning sequences the easiest way to begin is by understanding and having context of who

being taught. This will influence how a unit of work or lesson is structured and taught. The second standard is

also vital as you can know the students but not know the content or how to teach it. During my placements I had

this experience where I had an overview of the students and the educational needs but was asked to teach

phonemic awareness. I was quite unfamiliar with this content and the specific teaching strategies that support

phonemic awareness development. After one lesson of uncertainty and major support from my placement

teacher I went home and researched the program that the school was using to ensure I had the knowledge so I

could then teach appropriately.

PROFESSIONAL PRACTICE: Standard 3,4 &5

Standard 3. Plan for and implement effective teaching and learning

GRADUATE Goals to improve professional knowledge (up to 2)

AITSL FOCUS AREA and DESCRIPTORS
3.1 Establish challenging learning goals - Recognise and understand how to develop a
Set learning goals that provide achievable challenges for students of positive goal setting culture in the classroom to
varying abilities and characteristic.
assist students in taking ownership for their
own learning goals able to evaluate their own
learning achievement (Department of
Education and Training, 2020; Hattie, 2008).
- Identify and implement whole class lesson
aims using learning intentions and success
criteria making learning explicit to students
(Wu & Goff, 2021).
3.5 Use effective classroom communication - To develop effective non-verbal
Demonstrate a range of verbal and non-verbal communication communication strategies and my confidence
strategies to support student engagement.
in using them in the classroom, to have more
subtle and effective communication
(Bambaeeroo & Shokrpour, 2017).

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 20/2/2022) 8
Action you will take and identification of relevant support networks and resources
Listen to the Continuing Educator podcast season 2 episode 8 https://podcasts.apple.com/us/
on Student Goal Setting. This 59-minute podcast has a focus podcast/student-goal-setting-
on developing student agency over their learning. The podcast with-chase-nordengren-and/
is hosted by Chase Nordengren and Amanda Thornton. id1564089166?i=1000543522052
Nordengren is a senior research scientist at NWEA. The
episode provides tips to help students set better goals, “with
clear learning intentions and plenty of scaffolded support by
teachers, can lead to high learning growth”.
https://www.youtube.com/watch?
Watch interview of John Hattie discussing Learning Intentions v=OGyvDvOegXE
and Success Criteria, their importance. I will also look further https://visible-learning.org/
into Hattie’s research, reading ‘Visible Learning for Teachers” 2013/01/visible-learning-for-
by John Hattie and explore Hattie’s website Visible Learning. teachers-book-review/
https://visible-learning.org/

This video and website is one way I can adopt non-verbal https://www.youtube.com/watch?
communication strategies in the classroom. Michael Grinder is v=YGxN4aiYKMg&ab_channel=Mi
an expert in the field of non-verbal communication. chaelGrinder%26Associates
Educational Nonverbal Yardsticks [ENVoY] program uses
nonverbal communication for behaviour management and https://michaelgrinder.com/
verbal communication for classroom instruction. Grinder’s envoy/
website also has a range of resources that I could develop
strategies from. I have also signed up to Grinder’s mail list so I
receive monthly newsletters about non-verbal communication
tips.

Standard 4. Create and maintain supportive and safe learning environments

GRADUATE Goals to improve professional knowledge (up to 2)

AITSL FOCUS AREA and DESCRIPTORS
4.4 Maintain student safety
Describe strategies that support students’ wellbeing and safety working
within school and/or system, curriculum and legislative requirements.
4.5 Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies
available to support the safe, responsible and ethical use of ICT in
learning and teaching.
- Gain an understanding of how to set up a
classroom as a ‘safe space’ for students, an
environment which students are comfortable
both physically and mentally.
- Learn and understand what legislative
requirements are involved when addressing
student safety.
- Develop skills in supporting students’ mental
health and wellbeing, to ease issues within the
classroom setting and beyond.
- Gain an understanding of what preventions
teachers can use to ensure students are
protected when using ICT in the classroom.
- Research and recognise the issues and relevant
risk associated with ICT and students safety.
- Compile teaching resources to support teaching
internet safety.

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 20/2/2022) 9
Action you will take and identification of relevant support networks and resources
Be You is a national resource that has multiple modules these are professional learning
opportunities for me to achieve. These modules address how to support young people mental health
and wellbeing, they also provide certification for completion of the modules. In addition to the
modules Be You also provides various resources to support mental health.
https://beyou.edu.au/learn
Be Internet Awesome is an internet safety curriculum and program developed by google to teach
children how to be safe online. Not only are their resources for teaching but also for parents at
home. To increase my understanding of internet safety and what students should know, I will
undertake the student program of ‘Interland’. I will also explore the curriculum to understand what
are the key issues that should be addressed when teaching internet safety.
https://beinternetawesome.withgoogle.com/en_us/

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

GRADUATE Goals to improve professional knowledge (up to 2)

AITSL FOCUS AREA and DESCRIPTORS
5.2 Provide Feedback to students on their learning - To recognise the value of feedback being
Demonstrate and understanding of the purpose of providing timely and provided at an appropriate time, and its
appropriate feedback to students about their learning.
influence on students’ reception of that
feedback (Department of Education and
Training, 2020).
- Gain an understanding of the implications on
student education when feedback is not
provided in an appropriate manner.
5.4 Interpret student data - Learn how to adjust teaching practice based on
Demonstrate the capacity to interpret student assessment data to data, this include modifying teaching
evaluate student learning and modify teaching practice.
strategies, the content and how it is taught.
- Learn how to analysis data taking notice of
strengths and areas of improvement in student
learning

Action you will take and identification of relevant support networks and resources
The AISTL website contains lots of information about effective feedback, by exploring this resource I
will be provided with research led effective feedback strategies. Videos, factsheets, and case
studies can all be found on the website.
https://www.aitsl.edu.au/teach/improve-practice/feedback
Explore the resources found on the Ministry of Educations Assessment page, this website provides
information on how to progress through all stages of assessment. Including a whole section on
gathering evidence, how to work with, read and analyse data.
https://assessment.tki.org.nz/

Critical reflection (Professional Practice)

The Professional Practice domain asks graduate teachers to put their knowledge into action. It is in this domain

that you see the circle of learning, firstly planning for learning, maintain and enacting a safe supportive learning

environment, and finally assessment, feedback and reporting on the learning that has taken place. Most of my

studies at ACU have focused on this domain. Although I personally feel as though I have still not had enough

Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 20/2/2022) 10
experience to gain confidence in some of the focus areas. I do understand that this is something that will be

continually developed over my final placement and continually once I’m in the workforce. Interpretation of

student data I feel is an area that I have had the least amount of experience in, although I have conducted

assessment on placements my placement teachers have taken control of accessing the work themselves, and

therefore interpreting the data. This is something I really want to focus on whilst on my next placement, to

increase my confidence.

PROFESSIONAL ENGAGEMENT: Standard 6 & 7

Standard 6. Engage in professional learning

GRADUATE Goals to improve professional knowledge (up to 2)

AITSL FOCUS AREA and DESCRIPTORS
6.2 Engage in professional learning and improve practice
Understand the relevant and appropriate sources of professional
learning for teachers.
- To develop a wealth of knowledge on my
profession through continuous learning.
- Gain an understanding of how to analyse the
source of professional learning, ensuring that
advice and information is research based.

Identification of relevant support networks and resources

I will hold myself accountable to completing one professional learning podcast each week. Podcast
chosen could be those previously stated in addition to ACER teaching magazine and The Sue
Larkey Podcast, or any other appropriate resource I may find.

- ACER
https://soundcloud.com/teacher-acer
- Sue Larkey
https://podcasts.apple.com/au/podcast/sue-larkey-podcast/id1437728907?mt=2

Standard 7.
Engage professionally with colleagues, parents/carers and the community

GRADUATE Goals to improve professional knowledge (up to 2)

AITSL FOCUS AREA and DESCRIPTORS
7.3 Engage with the parents/carers - Deepen my understanding of appropriate
Understand strategies for working effectively, sensitively and platforms for parent/carer communication.
confidentially with parents/carers.
- Learn effective ways to develop positive
relationships with students’ parent/career, and
open lines of communication for the benefit of
the students learning (Saltmarsh et al., 2014).

Action you will take and identification of relevant support networks and resources
I will become familiar with a range of parent teacher communication applications, to increase my
Updated AT1 Professional Learning Plan March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 20/2/2022) 11
confidence with communication once I’m in the classroom. Some common applications include
classdojo, seesaw, compass etc.

Explore the Australian Government’s Parent Partnership: Professional development module.

Although this resource is aimed to be done within a Professional development day with others, the
booklet details many aspects of how to effectively communicate with parents.

https://www.education.vic.gov.au/documents/school/teachers/health/parentpartnerprodev.pdf

Critical reflection (Professional Engagement)

Professional Engagement is the last domains in the graduate AITSL standards, the two standards in this domain

focus on professional learning and engagement with other stakeholders such as colleagues, parents/carers and

the wider community. During my studies this is the area I have had the both the least and most experience. I

have been continually engaged in professional learning throughout my whole degree, my studies themselves is

professional learning. This is because I am and have gained new insights, learning, and adapting my teaching

practice. Professionally engaging with colleagues, I have had much experience with also whilst on placement,

both schools I have attended used group whole year level planning, this meant that I collaborated with other

teachers and subject leaders in developing lessons and units. Engagement with parents is one where I would

love more experience in, due to COVID 19 has meant that I haven’t had much chance to interact with parents,

other than of hand conversations my placement teacher would have with a parent as we watched the school

gates. This is something I would love more of an opportunity to develop as I have been told throughout most of

my degree by others that this relationship is vital in supporting students learning.

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