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Standard 2 illustrates that teachers understand the curriculum and plan effective teaching pedagogy strategies using the content descriptors while incorporating the general capabilities as well.

I have chosen to focus on 2.5 and 2.6 in this standard.

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Standard 3 illustrates that teachers be able to use effective teaching strategies and activities to carefully plan lessons that are engaging and challenging for student achievements while reflecting and improving on current lesson plans.

I have chosen to focus on 3.2 and 3.3 in this standard.

In this standard. I have integrated (a) one of the cross-curriculum priorities, and (b) one of the general capabilities in my lesson plannings. Both of my lesson plan sequences show evidence of integrating Aboriginal and Torres Strait Islander cultures through Indigenous arts which provides young Australians with a deeper understanding into their history, culture and involvement in Australia. I have also integrated general capabilities such as literacy through the use of guided essay writings and through verbal interactions.

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Standard 4 illustrates that teachers are able to create a safe learning environment for all students by managing challenging behaviour and fostering positive behaviour including using ICT resources safely and ethically.

I have chosen to focus on 4.1 and 4.3 in this standard.

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2.1 - Content and teaching strategies of the teaching area

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2.1 - Content and teaching strategies of the teaching area

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3.1 - Establish challenging learning goals

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3.1 - Establish challenging learning goals

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2.2 - Content selection and organisation

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2.2 - Content selection and organisation

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2.3 - Curriculum, assessment and reporting

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2.3 - Curriculum, assessment and reporting

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2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

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2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

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Standard 1 illustrates that students come from a range of diverse backgrounds and being able to understand their different learning needs and develop strategies that will cater to them will enhance their learning.

I have chosen to focus on 1.2 and 1.6 in this standard.

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Standard 5 illustrates that teachers constantly reflect, assess and provide feedback on student achievement and learning through assessments results in which they can use to identify students explicitly who need support and change teaching pedagogy strategies

I have chosen to focus on 5.1 and 5.5 in this standard.

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Standard 7 illustrates the professional standards that teachers must adhere to which includes other policies within the school and the government.

I have chosen to focus on 7.2 and 7.3 in this standard.

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Rationale for continued professional learning 

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Rationale for continued professional learning 

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To keep up with the ever-changing demands of the curriculum, technology and policies of education, teachers also must be constantly learning and improving. Through professional developments, conducted within the school and outside, teachers can equip themselves with the latest knowledge and strategies on what may be the best pedagogical approach to teaching. Being able to identify one’s strength and weaknesses within the curriculum and APST standards will help focus in on areas that need to improve. Gathering experience from a mentor who has years of experience can provide guidance to a beginning teacher in practice. The wisdom, knowledge and strategies of a mentor teacher provide invaluable information.

The classroom environment is always different and filled with students from a range of diverse backgrounds. Therefore, traditional methods of teaching may not always apply to the current context in the classroom. Teachers can constantly improve their knowledge of research strategies and become action researchers themselves in which they are constantly reflecting on their practice to improve teaching.

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Brief Critical Reflection:
I have identified activities that enable students to be involved in participation both group and individual that caters to the student's diverse needs. Activities such as the Jigsaw activity provides all students with opportunities to take part and discuss in small groups while other activities focus on individual work where students can express themselves and share with others.

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Brief Critical Reflection:

I have identified student's challenging behaviour through various theories such as the VARK theory of multiple intelligences (Gardner, 2011) and have applied different strategies incorporated into the learning activities to enable student to have an equal learning with peers and challenge them to achieve greater. Being able to support and work on her strengths and challenge her with extension activities will prompt her to use her giftedness and achieve her full potential.

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Brief Critical Reflection:
Literacy and numeracy do not only relate to English and Mathematics, it can be learnt in other subjects even in Visual Arts. I have incorporated different learning activities and strategies to for the student's general capabilities such as literacy, numeracy to improve their vocabulary, and spatial knowledge. Activities such as drawing and painting taking note of lines, shape, symmetry, rhythm and positive and negative space for numeracy and a short 50-word practitioner's statement supporting their artwork with guided essay formats for literacy.

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2.6 - Information and Communication Technology (ICT)

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2.6 - Information and Communication Technology (ICT)

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Brief Critical Reflection:
Students are living in a time when digital systems are all around them and it is crucial that students understand how these digital systems work and how they can use it to enhance learning, collaboration and communication. I have implemented teaching strategies using online platforms such as Kahoot, Padlet or Prezi to enable students to improve their ICT capabilities. Other ICT strategies involve researching and digital presentations using PowerPoint.

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3.2 - Plan, structure and sequence learning programs

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3.2 - Plan, structure and sequence learning programs

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Brief Critical Reflection:
In the lesson plan that I have scoped out for Visual Arts, I have identified student’s prior knowledge and abilities of basic art conventions which allows them to build upon that theory knowledge and put it into practice. Activities such as the Jigsaw activity, tests their understanding and knowledge in which they are able to share collaboratively and build upon that knowledge. The sequence of lessons and strategies also scaffold their learning for a bigger assessment.

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Brief Critical Reflection:
I have used a variety of teaching strategies when planning out my lessons. Marzano’s 10 design questions act as a guide when planning activities and differentiating for student needs, Bloom’s taxonomy is used to construct my teaching to engage student’s higher level thinking skills and the gradual release of responsibility model scaffolds lesson plans so that the student will be eventually able to handle the task on their own.

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1.1 - Physical, social and intellectual development and characteristics of student

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1.1 - Physical, social and intellectual development and characteristics of student

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Brief Critical Reflection:
I have used my theory knowledge from different research about the different learning styles. Many of the learning styles play a critical role into planning lessons that are effective and engaging. Students learn differently, some learn better through reading and writing while others learn better through visual and practical activities. Being able to identify student's learning styles will help teachers to change strategies that will engage all students in learning.

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1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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1.3 - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students

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1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students

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1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities

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1.5 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities

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1.6 - Strategies to support full participation of students with disability

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1.6 - Strategies to support full participation of students with disability

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Brief Critical Reflection:
Students with disability could range from physical disability, visual/hearing impairment or on the Autism Spectrum Disorder. Teachers must be well versed or at least be able to know the resources available to provide support using strategies. In this essay, I have identified ASD as the disability and have provided background information and strategies to help in a case of an escalation. These strategies help the student to calm down and work around his strengths in learning to help him reach the same challenging goals as his peers.

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3.5 - Use effective classroom communication

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3.5 - Use effective classroom communication

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3.6 - Evaluate and improve teaching programs

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3.6 - Evaluate and improve teaching programs

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3.7 - Engage parents / carers in the educative process

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3.7 - Engage parents / carers in the educative process

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4.5 - Use ICT safely, responsibly and ethically

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4.5 - Use ICT safely, responsibly and ethically

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Brief Critical Reflection:
During my practical placement at Lourdes Hill College, I assisted with Year 10 Visual Art students by collecting their final assessment. I used a checklist to monitor students who were able to complete everything and demonstrated their learning through their visual portfolios. The checklist helps me to monitor students assessment through visual observations of their folio research, experimentation and exploration.

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5.2 - Provide feedback to students on their learning

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5.2 - Provide feedback to students on their learning

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5.3 - Make consistent and comparable judgements

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5.3 - Make consistent and comparable judgements

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Brief Critical Reflection:
In order to provide clear, fair and explicit report for student achievements, I have designed instrument-specific marking guide (ISMG) in year 11 which was provided by the Queensland Curriculum and Assessment Authority (QCAA). The ISMGs and reporting standards provide information to students and parents of the student achievement outcomes they are supposed to reach and how the students are being assessed.

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6.1 - Identify and plan professional learning needs

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6.1 - Identify and plan professional learning needs

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Key gap areas:
4.3 - Manage challenging behaviour

During my practical placement, I had to deal with multiple students with challenging behavior. Students were constantly disengaged and were constantly chatting away. Even though I had theory knowledge such as proximity presence to get the students to stop talking, they immediately resumed the moment I left. This is one of the areas for improvement as I would need to constantly reflect on different strategies to engage students in learning.

1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students

As there are very few Aboriginal and Torres Strait Islander students, I have yet to engage in teaching students from ATSI background. Especially in teaching Indigenous art lessons which are considered sacred, I must carefully approach the subject or students with ATSI background. Being able to work with an Indigenous staff in the school would help me to understand ATSI students better.

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6.1 - identify and plan professional learning needs

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6.2 - Engage in professional learning and improve practice 6.4 - Apply professional learning and improve student learning

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6.2 - Engage in professional learning and improve practice 6.4 - Apply professional learning and improve student learning

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As I have identified gaps within my learning area and areas in which I need professional development and improvement, I have identified some sources in which i can gain knowledge and experience to improve my practice and enhance student learning.

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6.3 - Engage with colleagues and improve practice

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6.3 - Engage with colleagues and improve practice

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Communication and collaboration with colleagues are crucial for a beginning teacher. Other teachers who are more senior will have a greater understanding of the school’s culture. Learning from a senior teacher will benefit me greatly into getting accustomed to the school environment. Having a mentor teacher where you can rely on will provide a beginning teacher with some guidance and wisdom for teaching.

As a teacher, being respectful to other colleagues and hearing their solution and decisions can make greatly improve one’s teaching pedagogy. Teachers often reflect and provide critical feedback into areas where improvement may be needed. It is easier for someone else to observe mistakes than to see my own mistake.

Other strategies that help to improve teaching pedagogy include cross marking to ensure consistent and fair judgements on student’s assessments. During my practical placement, while on professional development, teachers of the same faculty gather together to ensure what constitutes a certain grade for the students.

Team teaching with other colleagues can provide greater collaborations within the classroom and enhance student learning activities.

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7.1 - Meet professional ethics and responsibilities

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7.1 - Meet professional ethics and responsibilities

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7.2 - Comply with legislative, administrative and organisational requirements

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7.2 - Comply with legislative, administrative and organisational requirements

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Brief Critical Reflection:
In this essay, I have identified that teachers must conduct themselves professionally and know the correct channels to approach in different situations. Teachers must be alert of legal and legislative policies such as mandatory reporting and the processes required as it could happen at any time.

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Brief Critical Reflection:

I this essay, I used my knowledge of a combination of theorist’s strategies to identify and approach a certain student with behaviour problems. Glasser and Rogers democratic approaches states to build communication with parents/carers and the student to come to an agreeable, fair and explicit set of rules and achievements to foster positive behaviour in the student. Teachers must understand the student’s background and what their parents/carers do as well as the parents/carers must be aware of student’s performance grades and behaviour in school to enhance learning for the student.

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7.4 - Engage with professional teaching networks and broader communities

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7.4 - Engage with professional teaching networks and broader communities

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The AITSL APST standards are developed to guide teachers through their professional learning and practice that enables teachers to constantly improve themselves to produce quality teaching and effective pedagogy talking all the complex demands of teachers (AITSL, 2019).

As a preservice teacher, I used to work as an Animator which contributes greatly to my two teaching areas of Visual Arts and ICT. Animation consists of visual arts practices using digital systems to create. Having professional disciplinary experience, enables me to think about equipping students for the future with the correct strategies, mediums, and software that will be implemented into my lesson plans. I have experience working with children as a teacher in my Church which has helped me to relate with young people easier. Having curriculum knowledge, effective pedagogy, behavior management and building relationships are all key factors to becoming a teacher.

Looking through the 7 standards focusing on the Graduate level will guide me to be aware of areas in which I will need improvement and have accomplished. To become a registered teacher, graduates must be able to show evidence of all standards through practice or at least have knowledge on what must be done to improve.

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My educational philosophy is to ensure that students feel a sense of belonging within the classroom that will enable them to engage in learning, that students will all have equal challenging opportunities to the task at hand. Setting a high challenge, high support environment for all students will cater to their diverse learning needs which will provide equity support to reach the same goals. Fostering and building relationships with the students, parents and staff members of the school community is crucial to understand the needs for learning.

My role as a teacher is to provide a safe learning environment in which all students can be a part where they can grow, mature and engage in learning. I believe that students can absorb knowledge and learn best when they are young. Education is always changing due to the high demands of curriculum, jobs and technology. The complexities for teachers are huge and demanding, therefore I must equip myself fully, constantly going through professional developments to reflect and improve myself.

I believe that students are a reflection of the teacher and setting a good role model for their behavior and learning will enable them to grow, mature and learn to be contributors to the society in the future.

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Australian Institute for Teaching and School Leadership Limited [AITSL]. (2019). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards