EDFD452 S1 2023

Assessment Task 1: Personal Professional Development Plan

Name: Elisa Phothisack
Student Number: S00289446
Tutorial (day/time): Monday 11am
Tutor: Julieanne Le Noury
Part 1: Rationale for Professional Learning

Changes in the profession of teaching is inevitable. Teachers are constantly confronted with
great challenges every year. These include, but are not limited to, the need to implement
newly deemed higher than previously high instructional methods, continuous technological
advances, changes in subject content to reflect shifting societal views and values,
modifications to laws and procedures and the ever-changing needs of learners (Mizell,
2010). Therefore, it is through the commitment of life-long learning that teachers can
continue to become successful and effective educators beyond the learning experiences
provided within tertiary education. Though highly valuable, teaching is so complex that it
takes years to gain the skills and experience hence the need for teachers to “refine their
conceptual and pedagogical skills” (DET, 2005).

Professional Learning refers to “any activities that teachers engage in that develop their
professional knowledge and practice to support student learning and that are relevant to
their teaching context” (Victorian Institute of Teaching, n.d.). Whilst there are some
education researchers, such as Fuje and Tandon (2018), who often use the term in-service
teaching training to label this process, Cordingley and Hughes (as cited in Hargreaves &
Rolls, 2021) refer to this as continuing professional development and learning (CPDL) to
“emphasise the reflexive processes involved when practitioners construct meaningful
experiences of professional growth”. As stated by Mizell, irrespective of the many differing
ways to title the process, the purpose remains the same throughout which is “to improve
learning for educators and students” (2010). For the purpose of this rationale, I will be
referring to the term professional learning and development (PLD) as coined by Fullan and
Hargreaves as their explanation aligns with my proposition that professional learning and
development often interact (2016). PLD is beyond being equipped with “knowledge, skills,
data and intervention” but also valuable skills, traits and competencies that nurture the
teacher’s positive professional identity or philosophy (Fullan & Hargreaves, 2016). The
combination of PLD enables a higher level of adsorption and implementation in the
classroom as teachers will have the capacity to put into practice the learnt content. For
example, if a teacher were to take on professional learning by Rachel Saliba to address
Focus Area 7.3 in accordance to the APST which is to “engage with parents/carers” but had
not developed the confidence to interact with other adults on the same basis as they do with
children, the professional learning would not be deemed effective in comparison to an
individual who also undertakes professional development intentionally to improve their public
speaking abilities and self-confidence.
The reasoning for the demand of PLD is because of the notion that at the centre of learning
is the calibre of teachers. In much research regarding variations in student achievement, the
determinant of the quality of teachers is prevalent (DET, 2005). In Wilkinson et al.’s
research, it was found that through the year-long PLD that teachers participated in regarding
engaging students in argumentation, students shifted from what initially began as an
“interpersonal interaction became an intrapersonal cognitive habit in the individual” (2023).
Upon reflection of the discussion in the research, it can be identified that as teachers learnt
about the type of dialogue best suited to foster argumentation in their classroom, the
corresponding result was an improved ability to read and write an argumentative text with
greater supporting evidence and examples in comparison to before the intervention
(Wilkinson et al., 2023). This therefore affirms the ability of effective PLD in yielding
improvements in teacher discourse practices and subsequently improve student outcomes.
Moreover, Polly et al.’s research also reflects this correlation as they evaluate the “influence
of three year-long cohorts of primary school teachers’ participating in a learner-centred
mathematics professional development program” (2015). As the partaking teachers
developed self-efficacy and implemented the student-centred pedagogy of
Discovery/Connectionist in mathematics, their respective students exhibited significant gains
in their post-tests (Polly et al., 2015). Ultimately, reflecting on the two studies discussed
above, there is a strong correlation between PLD and student achievements.

Guiding and holding myself accountable as an emerging graduate exists the prescription of
the national framework of professional standards for teachers. Reflecting on my tertiary
education, I have engaged in numerous practices of PLD to address the standards in
various environments whether it be online, in seminars, workshops, through research or
third-party sites (Mizell, 2010). However, educators benefit most by learning in the setting
where they can immediately apply what they learn hence the invaluableness of job-
embedded learning (Mizell, 2010). It is through placements that I can put into practice the
many theories that I have come across over the years including the works of Bill Rogers for
behaviour management, Kath Murdoch for inquiry-based learning and John Hattie for high
impact teaching strategies, just to name a few. It is through trial and error that I can identify
my theory-practice gap. For example, in my recent placement, I received feedback to further
engage in interpreting student data and assessment to inform my lesson planning, which
directly aligns with Standard 5 of the APST: “assess, provide feedback and report on student
learning” (AITSL, 2010). Additionally, another area for improvement was my ability to
manage the challenging behaviours of students, including those with a disability which aligns
with Standard 4: “create and maintain safe and supportive learning environments” (AITSL,
2010). Thus, to strengthen my practice regarding these, I will make a conscious effort to
continue partaking in PLD to ensure positive student outcomes. In addition to my individual
PLD, I have also had to opportunity to observe collective PLD on my recent placement
through professional learning teams. Specifically, as this school was classified as a low-
socioeconomic school, there were a range of neurodiverse learners. Teachers identified that
adjustments had to be made to cater to all learners so that they can access the curriculum
on the same basis as their typically developing peers. Previously, the model implemented for
twelve years required students to show whole body listening by facing the speaker, crossed
legs and hands in laps whilst atypical behaviours for listening, such as fidgeting, or lack of
eye contact was deemed inferior or incorrect. As a result, there was a plan to implement a
new model of whole body listening in the classroom that promotes student voice, assisting
the school community in further addressing Standard 1: Know students and how they learn
(AITSL, 2010). The new model that the school has refined to adopt is for students to have
self-awareness of their learning needs. It is through the collective teachers’ PLD of enquiring
with speech pathologists and behaviour specialists that they can share insights, reflect, and
refine evidence-based approaches to teaching that have to capacity to improve student
learning (Holloway, 2006; DET, 2005).

To conclude, the key objective for education is to “improve the learning outcomes of all
students regardless of their socioeconomic background or geographic location” and that will
remain my intention for as long as I am in the education sector (DET, 2005). The teaching
profession requires life-long learning as teachers are confronted with new challenges
constantly whether it be regarding new behavioural concerns, changes to the curriculum,
new modes of technology or changes to learning environments (Oleson & Hora, 2014).
Irrespective of the challenge, PLD enables teachers to continually gain evidence-based
knowledge, work collaboratively, reflect, and compare practices and gain feedback, all for
the purpose of becoming the most effective teacher that students deserve (Holloway, 2006).

Part 2: Identifying personal strengths, skills and capabilities

As stated by Education International, “teachers have to own the competencies they teach”
(2016 as cited in Fullan & Hargreaves, 2016). As a pre-service teacher, I have many skills I
have yet to master hence the mind-map below which has identified areas for development
and their respective proposed strategies to continue emerging both personally and
professionally.
Part 3: Professional Learning and Development ‘Action Plan’
 Standard 1: Know students and how they learn
Graduate AITSL Focus Area & 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.
1.6 Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative
requirements and teaching strategies that support participation and
learning of students with disability.
Plan of Action
- I will enrol into the NESA approved professional
development course provided by Wingaru. The course costs
$129 and its focus is to help teachers in bettering student
outcomes through developing their understanding of how to
counter misconceptions and be an ally, and how to work with
and engage students and their families.
Goals to improve professional knowledge
- To ensure my lesson planning incorporates the Aboriginal
Ways of Learning in a non-tokenistic manner.
- To be equipped with skills to form and maintain relationships
with Aboriginal and Torres Strait Islander students and their
families.
- To increase understanding of different ways to incorporate
multi-sensory techniques in a way that supports retention and
engagement among neurodiverse students (Newman, 2019 as
cited in Sewell, 2022).
- To gather a range of evidence-based strategies to curating a
classroom environment that caters to students with hearing
impairment.
Relevant support networks and resources
- Online Professional Development Course offered by Wingaru –
Aboriginal Students and Their Communities:
https://pd.wingaru.com.au/course/aboriginal-students
- Episode 192 of Sue Larkey’s Podcast – How to use Video
Modelling to support Neurodiverse children at School & Home:
https://suelarkey.com.au/video-modelling-to-support-
neuordiverse/
- I have recently subscribed to Sue Larkey’s website and will - Webinar from Aussie Deaf Kids - Classroom engagement of
listen to her podcasts. In particular, her recent episode 192 children who are deaf or hard of hearing attending mainstream
aligns with an above goal by showcasing how the use of schools:
video modelling helps neurodiverse students to https://www.aussiedeafkids.org.au/courses/courses/classroom-
understanding instructions and gives the ability to re-watch engagement-of-children-who-are-deaf-or-hard-of-hearing-
content without needing constant repetition from the teacher. attending-mainstream-school/
- I will undertake a webinar directed by Dr. Michelle Todorov
who discusses the barriers and facilitators to engaging
students who are deaf or hard of hearing in the mainstream
classroom. Specifically, there is valuable information about
the use of assistive devices, classroom adjustments and
acoustics, and how to increase participation in specialist
classes such as physical education.
 Standard 2: Know the content and how to teach it
Graduate AITSL Focus Area & Descriptors Goals to improve professional knowledge
2.5 Literacy and numeracy strategies - To deliver authentic units of work that enable students to
Know and understand literacy and numeracy teaching strategies and solve rich mathematical tasks that is long-term and
their application in teaching areas. interdisciplinary.

Plan of Action Relevant support networks and resources

- I will subscribe to Maths300 which is a ‘library of inquiry- - Subscription service by the Australian Association of
based maths lessons’ (AAMT, n.d.). These lessons align with Mathematics Teachers - Maths300: A library of inquiry-based
my teaching philosophy for a relevant and contextualised lessons:
education. They facilitate student discussion, collaboration https://aamt.edu.au/teachers/resources/maths-300/
and exploration and have cross-curricular connections.
Constant use and engagement of these lessons in my early
teaching career with then develop my confidence in creating
my own units of work that is inspired by Maths300 lessons.
The joining fee for one teacher is $50 with an annual fee of
$90.

Standard 3: Plan for and implement effective teaching and learning

Graduate AITSL Focus Area & Descriptors Goals to improve professional knowledge
3.1 Establish challenging learning goals - To able to differentiate and deliver relevant lessons that align
Set learning goals that provide achievable challenges for students of with the curriculum to students who are gifted to ensure they
varying abilities and characteristics.

Plan of Action
- I have had experience with differentiating lessons with
enabling prompts but not so much on extending prompts
therefore I will complete the Professional Development
Modules developed by The Gifted Education Research,
Resource and Information Centre (GERRIC). This is a free
and self-directed education kit that will help in achieving the
goal by learning about how to establish challenging goals and
the respective lesson sequences that enable gifted students
to be pushed to their full potential whilst taking into
consideration their social and emotional development.
are feeling challenged and set content is within their zone of
proximal development.
Relevant support networks and resources
- Online modules developed by GERRIC in alliance with
DEEWR published on the University of New South Wales
website - The Gifted and Talented Education Kit:
https://www.unsw.edu.au/arts-design-architecture/our-
schools/education/professional-learning/gerric-gifted-
education/resources/professional-development-package-
teachers
 Standard 4: Create and maintain supportive and safe learning environments
Graduate AITSL Focus Area Descriptors
4.3 Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage
challenging behaviour.
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.
Plan of Action
- To address the goal of behaviour management, I will initially
attend the free online webinar via Zoom provided by Berry
Street which will teach me about trauma and the effects on
students and equip myself with the strategies for working with
students, especially those with high levels of behavioural
difficulties. Following this, I would like to take part in the in-
depth 4-day course that they offer either through my future
employment or later in the year.
- To consult with IT support within the school to determine
safety of new unknown apps and familiarise myself with these
prior to use in the classroom. As suggested by Rossi-
Mumpower (2020), I would also partake in a digital learning
Goals to improve professional knowledge
- To develop a toolkit of behavioural management strategies
that can assist in dealing with students with behavioural
difficulties, including ODD, CD and ADHD.
- To promote the use of technology within the classroom in a
way that prevents issues that may arise such as
cyberbullying, misbehaviour or distractions.
Relevant support networks and resources
- Online Webinar delivered via Zoom by Berry Street - Are you
Trauma-Informed? Introducing the Berry Street Education
Model: https://www.berrystreet.org.au/events/are-you-
trauma-informed-introducing-the-berry-street-education-
model-may
- Blog post by Nicole Rossi-Mumpower published to EduTopia
– How to Help Teachers Learn New Technology:
https://www.edutopia.org/article/how-help-teachers-learn-
new-technology/
 team with colleagues to share ideas, create tutorials, and be
introduced to new innovative applications.
Standard 5: Assess, provide feedback and report on student learning
Graduate AITSL Focus Area & Descriptors
5.1 Assess student learning
Demonstrate understanding of assessment strategies, including
informal and formal, diagnostic, formative and summative
approaches to assess student learning.
5.2 Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and
appropriate feedback to students about their learning.
Plan of Action
- Upon listening to the Teacher Magazine (ACER) podcast, I
can develop my understanding of how to deliver authentic
assessment whether it be formal, informal, formative,
summative or diagnostic. Specifically, there are a couple
episodes, such as Action Research Episode 1 and The
Research Files Episode 76 that address my goal of seeing
the different forms of assessment in action including peer-
assessment. Both of these provide research that support a
Goals to improve professional knowledge
- To develop the ability to analyse and interpret assessment
data to determine student progress towards curriculum goals.
- To gain an understanding of how to plan, implement and use
a range of assessment tools and strategies within different
curriculum areas.
- To confidently deliver high-quality feedback to students that is
relevant, constructive and ongoing
Relevant support networks and resources
- Podcast by Teacher Magazine (ACER) delivered on Spotify:
https://open.spotify.com/show/1Fe2cvTlb93jPLLjc6pqWh
- Podcast by The Effective Teaching Podcast delivered on
Spotify:
https://open.spotify.com/show/2AWRPwG40lWbmauxCJcTT1
 range of techniques to be utilised when approaching
assessments.
- In addition, I will also consult further podcast creators
including Dan Jackson who provides advice concerning giving
feedback in short episodes. Specifically, Episode 123 helps in
creating a culture of student openness and acceptability.

Standard 6: Engage in professional learning

Graduate AITSL Focus Area & Descriptors
6.3 Engage with colleagues and improve practice
Seek and apply constructive feedback from supervisors and teachers
to improve teaching practices.
Plan of Action
- I will complete an online module on the AITSL website related
directly to receiving and enacting feedback for the purpose of
enhancing professional growth and contributing to improved
student outcomes. The module is free and explores the
different sources of feedback, the importance of feedback and
how to engage in professional conversations with others.
From colleagues, graduate teachers including myself could
learn tools and resources from those with greater expertise to
help solve problems in the classroom.
Goals to improve professional knowledge
- To increase opportunities for discussions with colleagues
regarding current practices and opening up spaces for
constructive feedback and assistance to help inform future
practices.
Relevant support networks and resources
- Module from AITSL – How to use effective feedback practices
to support professional development:
https://www.aitsl.edu.au/teach/understand-your-
impact/quality-teaching-modules/3c
 Standard 7: Engage professionally with colleagues, parents/carers and the community
Graduate AITSL Focus Area Descriptors Goals to improve professional knowledge
7.3 Engage with the parents/carers - To enable frequent communication with parents/carers using
Understand strategies for working effectively, sensitively and a range of modes, including online.
confidentially with parents/carers. - To increase my confidence in interacting with parents/carer to
provide opportunities for collaboration to get to know students
further and creating Individual Learning Plans.
Plan of Action Relevant support networks and resources
- I will partake in reading resources provided by the Practically - Free downloadable guides for School Leaders and Teachers
Learning website which Rachel Saliba is the director of. The from Practically Learning:
guides I plan to engage in include Guide 2: How to support https://practicallylearning.com.au/resources/#
teachers to build confident and overcome a fear of parents,
and Guide 3: How to create meaningful and effective
communication to connect with parents as they directly align
to my goals and current gaps in professional knowledge.
Through reading these, a greater partnership can be created
to strengthen the student’s wellbeing and trust between all
stakeholders, and finally reduce anxiety levels when it comes
to parent-teacher interviews and report writing.
- I will also continue identifying and expanding on my list of
ways to professionally interact with parents and showcase
their child’s progress, in addition to programs I am familiar
with such as SeeSaw and emails.
Part 4: Concluding Reflection

As I near the end of my tertiary education, I recognise that there are yet many gaps in my
pedagogical content knowledge, approaches to behaviour management, ability to cater to a
range of diverse learning needs and ability to interact effectively with all stakeholders.
Through research and engagement with various sources of PLD, I recognise its importance
to my own growth as an emerging graduate in the field. When I enter the workforce in the
near future, I want to be an effective teacher that is equipped with the skills and knowledge
that can help all students learn to their full potential. As stated in Thorpe and Lamb’s journal
article, there are many “existing school practices… that are inconsistent with what is known
about contemporary learning and competencies that the learners of today need to develop”
(2019). The new generation of teachers, including myself, often criticize pedagogies such as
teaching in the front of the class through lecturing whilst students completed set tasks
individually (Thorpe & Lamb, 2019; Fullan & Hargreaves, 2016). However, these were once
deemed the “good new pedagogies” and perhaps decades into my career, the pedagogies
that I have come to know and use unconsciously may be deemed as “bad old pedagogies”
(Fullan & Hargreaves, 2016). Teaching is complex and there will always be changes,
therefore it is up to educators to make the conscious effort to engage in PLD for quality
education that contributes to improved student outcomes.
 References

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Cordingley, P., & Hughes, E. (2021). Leading professional development that works for pupils
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