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Focus area 4.1 Support student participation

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Focus area 4.1 Support student participation

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During my time in kindergarten, I had the opportunity to observe and document evidence related to the Victorian Institute of Teaching Australian Professional Standards for Teachers in Focus Area 4.1, which focuses on supporting student participation. One particular example stands out in my memory.

I noticed a child in my kindergarten class who was initially quite reserved and hesitant to engage in group activities. To support this child's participation and development, I decided to implement a strategy from the Early Years Learning Framework (EYLF), which emphasizes building positive relationships with children. So I began by regularly greeting the child with a warm smile and addressing them by name, ensuring they felt welcomed and valued in our learning environment. I also provided opportunities for the child to make choices within activities, empowering them to have a sense of ownership over their learning experiences.

Over time, I observed a significant change in the child's behavior. They started to actively participate in group discussions, share their ideas, and collaborate with peers during various activities. Their confidence and self-esteem visibly improved, and they seemed more eager to engage in learning.

This evidence demonstrates how I can effectively support student participation by applying principles from EYLF within the context of the Victorian Institute of Teaching Australian Professional Standards for Teachers. Through nurturing positive relationships and providing opportunities for choice, I helped this child become a more engaged and active participant in their kindergarten experience.

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Focus area 1.1 Physical, social and intellectual development and characteristics of learners

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Focus area 1.1 Physical, social and intellectual development and characteristics of learners

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Observation

I regularly observe and document the physical, social, and intellectual development of the children in kindergarten. I maintain detailed records of their progress in various areas, including fine motor skills, social interactions, and cognitive development. For instance, I have a developmental checklist where I track each child's progress in mastering fine motor skills like cutting, coloring, and handwriting. Additionally, I maintain anecdotal records of their social interactions, noting how they engage with peers during group activities and their ability to share and cooperate. In terms of intellectual development, I conduct ongoing formative assessments to gauge their language and cognitive skills, and I adjust my teaching strategies accordingly. This evidence demonstrates my commitment to understanding and catering to the unique developmental needs and characteristics of each child in my kindergarten class.

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Focus area 6.1 Identify and plan professional learning needs

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Focus area 6.1 Identify and plan professional learning needs

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One of the key aspects of EYLF is to provide high-quality early childhood education that is responsive to individual children's interests and needs. To enhance my understanding and implementation of this framework, I recognized the need for further professional development. I observed that my children had diverse backgrounds, abilities, and interests, and I wanted to ensure that my teaching practices aligned with the principles of EYLF.

To address this learning need, I took the initiative to attend workshops and seminars focused on EYLF and inclusive teaching practices. These professional development opportunities helped me gain valuable insights into creating a more inclusive and child-centered learning environment. I learned about adapting my teaching strategies, curriculum planning, and assessment methods to better meet the unique needs of each child in my kindergarten class.

By proactively identifying my professional learning needs and taking concrete steps to address them, I have shown my dedication to continuous improvement and my commitment to providing the best possible early childhood education experience for my students.

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Graduated diploma in Early childhood education, Victoria University

Master of Information System, University of Melbourne

Bachelor of Arts, Major in Linguistics, University of Melbourne

Diploma, Marine & Offshore Technology, Ngee Ann Polytechnic, Singapore

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Half-year experiences: Central-based children care as Early Childhood Educator

Half-year experiences: Home-based children care

Two-year experiences: Pet groomer

Half-year experiences: Purchase department

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Interest is a catalyst for children’s learning activities:

My teaching mission is to foster a lifelong love of learning in every child I encounter. I believe that nurturing curiosity and interest is the key to unlocking a child's potential and guiding them towards a future filled with knowledge and wisdom. My goal is to create a learning environment that is inclusive, stimulating, and emotionally safe, where children can explore their interests, develop critical thinking skills, and grow into independent, compassionate, and responsible individuals.

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

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

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During my time in kindergarten, I had the opportunity to engage in activities that demonstrated my understanding and respect for Aboriginal and Torres Strait Islander people, contributing to the promotion of reconciliation between Indigenous and non-Indigenous people.

I introduced a diverse range of Indigenous stories to the children, fostering an appreciation for the rich heritage of Aboriginal and Torres Strait Islander peoples. We also explored traditional music instruments. We also incorporated Indigenous perspectives into our everyday curriculum, integrating Indigenous songs, dance, and languages into our activities and room setting. This not only honored the cultural diversity of our nation but also helped the children recognize the importance of respecting and celebrating Indigenous cultures. These experiences not only enriched the children's understanding but also demonstrated my commitment to Focus area 2.4, promoting reconciliation through education and respect for Indigenous cultures in the kindergarten environment.

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Focus area 2.5 Literacy and numeracy strategies

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Focus area 2.5 Literacy and numeracy strategies

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During our literacy time, I create various learning stations that cater to the diverse needs and abilities of my young learners. For instance, I set up a reading corner with a wide range of books, where children can choose texts that match their reading level and interests. This allows them to develop their literacy skills at their own pace while fostering a love for reading.

In addition, I integrate numeracy into our daily routines, such as during morning meetings and playtime. I use manipulatives like counting bears and number cards to engage students in hands-on numeracy activities, helping them build a strong foundation in mathematics from a young age.

By implementing these differentiated literacy and numeracy strategies, I ensure that all my students have the opportunity to grow and develop their skills at their own pace, aligning with the standards set forth by the Victoria Institute of Teaching.

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Focus area 1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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Focus area 1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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Multicultural room

While in kindergarten, I actively developed inclusive teaching materials to accommodate students’ diverse backgrounds. I created a multicultural room that included important features from different cultures and religions, such as having decorations for Diwali, Christmas, Ramadan and Chinese New Year. I display a world map prominently in my classroom and use it as a tool to introduce children to different cultural backgrounds. By doing this, I ensure that all students feel respected and included in our classroom environment. In addition, I adapted storybooks and resources to reflect the cultural and linguistic diversity of our class. For example, when reading books, I choose texts with characters from different backgrounds, and I also include some bilingual books to support students learning English as an additional language. This approach allows me to connect with each child on a personal level and foster a sense of belonging among all students.

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I personally love the “show and tell” session. This is where teachers can create an inclusive and supportive learning environment by allowing each child to bring in projects of personal significance or interest to share with their peers. So in the kindergarten classroom, I implemented “show and tell” activities to enhance teaching strategies and meet the requirements of focus area 3.3. First I explain the purpose of the activity to the children, emphasizing the importance of effective communication and active listening. Each day one student will have the opportunity to present a project of their choice to the class and provide a brief explanation of its importance. This encourages students to develop oral communication skills, build confidence, and actively interact with their peers. I support children's learning by modeling good presentation skills, such as speaking clearly and using descriptive words. At the same time, it is also important to me to encourage the audience to ask questions, develop critical thinking and interactive learning. Through the "show and tell" session, I believe that a variety of teaching strategies can be effectively used to meet students' individual needs and interests, promote their all-round development, and comply with the key area 3.3 of the Australian Teacher Professional Standards.

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In kindergarten class, I did a milking activity. To facilitate a deeper understanding of this concept, I used a variety of resources including age-appropriate books, hands-on materials such as disposable gloves filled with water as a cow's udder. I will select books on this topic to interest children and ensure that everyone has access to relevant reading material. I then organized tactile activities to encourage students to try the experience of milking. This hands-on approach enables students to apply their knowledge and foster creativity and collaboration among their peers. These resources have been thoughtfully selected and integrated to not only appeal to students' interests but also cater to their individual learning styles and abilities, promoting a holistic and inclusive learning experience. This evidence demonstrates teachers’ ability to effectively select and use resources to enhance student learning and is consistent with focus area 3.4 of the Australian Professional Standards for Teachers. "

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In my kindergarten experience, I have worked hard to implement clear and consistent classroom routines based on the kindergarten's own requirements. For example, during morning circle time, I established a routine where we discuss and practice safe behaviors, such as walking, not running, in the classroom and using gentle hands when interacting with classmates. I reinforce these expectations every day to ensure students understand the importance of safety. In addition, kindergartens also conduct regular safety drills, including fire drills and lockdown drills, to prepare students for unexpected emergencies. I actively involve the children and explain the procedures in an age-appropriate way so that the children feel safe and informed, rather than scared. We conduct these drills throughout the school year so students are familiar with what to do in an emergency. In addition, I maintain a safe, clean classroom environment by regularly checking and organizing materials to ensure that hazards do not exist. In summary, I am committed to maintaining student safety by establishing routines, conducting safety drills and creating a safe classroom environment in line with focus area 4.4 of the Victoria Institute of Teaching Australian Professional Standards for Teachers.

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Focus area 5.2 Provide feedback to students on their learning

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Focus area 5.2 Provide feedback to students on their learning

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During each of our group time, I use show and tell activities to engage the children and assess their communication skills. After each presentation, I make sure to provide specific and constructive feedback. For example, when a child shared her favorite toy with the class during the show and tell session, I praised her for using descriptive words to explain its features and encouraged her to continue practicing her speaking skills. I also facilitate peer feedback and interaction by asking other children to share what they liked about the speaker's presentation. Or give them positive feedback or a performance when they complete a painting. In addition, I maintain personal learning files for each student to record their progress and growth in various areas. I also receive feedback from parents and act on it if given the opportunity. By incorporating feedback into our daily lives and using it as a tool for growth and improvement, I aim to meet the standards set by the Victoria Teaching Academy and promote a culture of continuous learning and development in my kindergarten classroom.

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Focus area 5.3 Make consistent and comparable judgements

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Focus area 5.3 Make consistent and comparable judgements

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In my experience working in kindergartens, I often use observation as a key assessment method. When conducting observations, I ensured consistency by using checklists that included specific criteria related to developmental milestones such as fine and gross motor skills, social interactions, and cognitive abilities. This list allows me to make comparable judgments about each child's progress over time. In addition, I think it is necessary for every student to maintain a digital portfolio. These portfolios can include samples of their work, photos, and notes about their accomplishments and challenges. By continually updating and reviewing these portfolios, I can compare the children's development over time and identify areas where they are making progress or may need additional support. Additionally, I work with colleagues to adjust assessments. We discuss and share our observations and assessments regularly to ensure our judgments are consistent and based on a shared understanding of development expectations. In this way, I demonstrate my commitment to Focus Area 5.3 by making consistent and comparable judgments when assessing the progress of Kindergarten students, helping to support their personal growth and development.

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Focus area 6.3 Engage with colleagues and improve practice

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Focus area 6.3 Engage with colleagues and improve practice

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One way I interact with colleagues and improve kindergarten practice is by participating in regular team meetings and collaborative planning sessions. These meetings provide valuable opportunities for us to come together as a team of educators, share experiences, and exchange ideas on how to enhance teaching practice. During these meetings, I actively contribute by sharing my observations and insights from the classroom. For example, at a recent meeting we shared updates on EYLF. My colleagues and I appreciated the information while discussing various aspects of the kindergarten assessment. We also brainstormed on areas that needed improvement, and everyone made suggestions to improve the shortcomings. I am committed to meeting the Australian Institute of Teaching Victoria Focus Area 6.3 Teacher Professional Standards by actively collaborating with colleagues and continually seeking ways to improve teaching practice.

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Focus area 7.1 Meet professional ethics and responsibilities

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Focus area 7.1 Meet professional ethics and responsibilities

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In my kindergarten classroom I strive to adhere to the professional ethics and responsibilities set out in the Victoria Institute of Teaching Australian Professional Standards for Teachers, particularly focus area 7.1. A clear example of this is how I maintain a respectful and inclusive learning environment for all young students. I ensure that every child feels valued and participates in classroom activities. I also model and encourage respectful behaviors such as taking turns, listening to others, and using kind words. I also strive to acknowledge and celebrate the diverse backgrounds and cultures represented in our classrooms. This includes incorporating multicultural activities and materials into our curriculum, as well as inviting parents and community members to share their cultural traditions and experiences with children. Additionally, I am committed to the safety and well-being of my students. I always follow appropriate child protection procedures and report any concerns promptly. Open and effective communication with parents will also take place to keep them informed of their child’s progress and address any questions or concerns they may have. By adhering to these ethical and professional responsibilities, I strive to create a nurturing and inclusive learning environment where every child has the opportunity to thrive and reach their full potential.

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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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A concrete example of my commitment to this standard is how I ensure the safety of all children in my care. I strive to comply with legislative requirements relating to child safety, including child safety standards set by the Victorian Government. I have completed all mandatory child-related training and background checks required by the school and related agencies. In particular, requests made by caregivers of children in foster care will be taken seriously. And extra attention will be paid to protecting their privacy. Additionally, I keep up-to-date attendance records, health and emergency contact information, and consent forms for excursions and activities. The organizational aspect of my job ensures that I have easy access to key information when needed and helps maintain a safe and well-structured learning environment. . By consistently adhering to these legislative, administrative and organizational requirements, I create a safe and compliant learning environment that prioritizes children's well-being and educational experience.

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All photos in the portfolio have got the permissions from parents and kinder director.

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The Australian Children's Education and Care Quality Authority. (2022). Belonging, being & becoming: The early years learning framework for Australia. Australian Government Department of Education, Canberra. https://www.acecqa.gov.au/sites/default/files/2023- 01/EYLF-2022-V2.0.pdf