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Reflection 2 - Know the content and how to teach it

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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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Mentor comments reflecting my consistent participation in professional development opportunities during my practicum, demonstrating the professional learning needs of the Australian Professional Standards for Teachers.

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3.1 - Establish challenging learning goals

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3.1 - Establish challenging learning goals

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Literacy learning goals for prep students were established at the beginning of the term to encourage teaching and learning towards the Term 3 English assessment. The classroom teacher often conducted informal formative assessments reflective of the literacy goals to recognise students' ongoing progress and/or areas needing further teaching prior to the assessment.

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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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Mentor comments adhering to the Queensland Code of Ethics for Teacher (Queensland College of Teachers, n.d.), reflecting the respectful, caring and professional relationships with parents and families I established during my practicum.

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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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Written observations of mentor teacher's responsibility to comply with the Queensland Code of Ethics  for teachers (Queensland College of Teachers, n.d.) and Child Protection Act, 1999 (Queensland Government, 2018a).

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Written observations and screenshot of mentor teachers communication and engagement with parents and careers.

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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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Coomera Rivers State School invited teaching professionals for Professional Development (PD) opportunities, as well as open classrooms to showcase their apple distinguished school. I attended a PD for 'Critical and Creative thinking in a digital environment' and 'Animated Literacy' aimed at lower primary.

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6.2 - Engage in professional learning and improve practice

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6.2 - Engage in professional learning and improve practice

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Running notes of PLT discussion of reinforcing zones of regulation, classroom behaviour and understanding the reason and nature behind challenging behaviour.

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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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Reflection on the benefits of reflecting after teaching and collaborating with mentor/colleagues to seek advice and feedback.

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6.4 - Apply professional learning and improve student learning

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6.4 - Apply professional learning and improve student learning

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Reflection of applying constructive feedback to subsequent lessons and the implications to students' learning.

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Work samples of student writing for a diagnostic assessment of learning/writing ability.
Example 1 of an Exploring student. Example 2 of a Making Connections student.

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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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Students were given an independent writing task of what they did on the weekend. During their writing, I assessed and marked students' writing as they used one-to-one correspondence to read back their writing (Fellowes & Oakley, 2014). On the spot marking enabled students to recognise what they need to remember for their writing assessment, for example, finger spaces, capital letters, full stops and oral blending strategies to support phonetic awareness. Informal assessing of students' work samples informed me of what extra teaching was required (Churchill et al, 2013).

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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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The Guide to Making Judgement (GTMJ) was utilised to mark each students' English assessment, consisting of three separate tasks - Understanding text, speaking and creating written text. Moderating of English assessments was undertaken during the PLT of week 9 to share and provide feedback of any uncertainties during the marking process. Examples from Becoming Aware through to Applying were moderated from each Prep class in the cohort.

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Data collected from a summative assessment of students' phonetic awareness for the Read Write Inc (RWI) phonics program. Differentiation of students' abilities was established across ten prep classrooms and teachers to better support each student and provide phonetic intervention.

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Example document of student achievement and progress for Parent Teacher Interview reporting. Example outlines basic information to share with parents of how their child is performing at school and in the literacy and phonetic programs. Digital records of student achievement and/or behaviour can be documented informally on Seesaw or iDoceo application for individual teacher knowledge and record keeping, or formally documented on OneSchool - a database that is shared between Education Queensland.

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Mentor feedback responding to my dedication to provide a safe, supportive and inclusive learning environment for all students. I considered what I knew about students and their learning styles to establish meaningful relationships and provide engaging teaching.

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Written reflection of classroom management and transition in Year 4.

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The micro skills for managing classroom behaviour was shared by my mentor to develop my awareness and knowledge of essential skills for classroom management. The booklet provides effective and concise step by step behaviour management guides to manage challenging behaviours and how to provide effective and  proactive encouragement to students.
Understanding and utilising the essential skills empowered me to construct on own behaviour expectations and manage the classroom more effectively, rather than feeling frustrated and unsure of what do to.

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The Coomera Rivers State School (CRSS) Positive Behaviour for Learning (PBL) policy (Queensland Government, 2018b), establishes a safe and respectful learning environment and culture for the extended community of CRSS.

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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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CRSS and Australian Government (n.d.) provide accessible resources for teachers, students and families concerning cyber safety and our communities responsibility to ensure the young students are aware of their digital citizenship.

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Use the filters below to find educational online safety videos suited to your students. You can view the full resource suite for the videos that have supporting teaching materials such as slide decks, lesson plans and student worksheets.

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Use the filters below to find educational online safety videos suited to your students. You can view the full resource suite for the videos that have supporting teaching materials such as slide decks, lesson plans and student worksheets.

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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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Evidence of daily planner example to demonstrate time structure and management of each lesson experience. I kept and referred my daily planner with me all day to ensure I was on track and sticking to my time guidelines. Previously planned lessons were written as "45 minutes" rather than "12:00-12:45" resulting in me having poor time management and daily structure.

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Teaching strategies for effective teaching and learning implemented throughout the duration of my practicum included:

One-one-one teacher guided

whole-class explicit instruction using Information and Communication Technology (ICT)

Independent think-pair-share collaboration

Small group teacher modelled and supported

Independent construction for own learning (Churchill et al, 2013).

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Rationale and images of using a variety of resources in my planning and teaching across all learning areas.

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3.5 - Use effective classroom communication

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3.5 - Use effective classroom communication

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Evidence of mentor teacher feedback on writing focus lesson. Demonstrating reference to prior learning, modelled examples of writing task, clear communication of instruction and positive acknowledgement with voice and body projection, monitoring the classroom for participation, behaviour and informal assessing

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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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Evidence of reflection of student behaviour during a Mathematics lesson. I recognised student behaviour was potentially linked to disinterest in the content, delivery and teaching approaches.

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3.7 - Engage parents/careers in the educative process

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3.7 - Engage parents/careers in the educative process

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Written observation of mentor's contribution to engage parents/careers during the educative process of students' learning and development and how they can also support their child's learning.

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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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Lesson plan demonstrating the English concept and content in preparation for English writing assessment including lesson structure and teaching strategies.

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2.2 - Content selection and organisation

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2.2 - Content selection and organisation

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Unit plan for Term 3 Geography unit. Students describe and represent familiar places and their features using pictorial maps, prepositional language and ICT.

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2.3 - Curriculum, assessment and reporting

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2.3 - Curriculum, assessment and reporting

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Evidence of collection of work for Geography. Linking to the Achievement standards, activity outline and Guide to Making judgement (GTMJ) for assessment purposes.

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Evidence Checklist from Collection of work

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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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Evidence of running notes of Indigenous champions team meeting. Discussions to support Indigenous students motivation and education.

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2.4 - Indigenous Champions running record

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2.5 - Literacy and Numeracy teacher strategies

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2.5 - Literacy and Numeracy teacher strategies

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Unplanned teaching activities as exit tickets or brain breaks. I modelled blending of CVC and special friends (fred talk) for students to gain phonetic awareness.  Alternatively, I would point to one of the CVC words on the weekly chart (image provided) and students would blend the word to read.

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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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Follow on activity after a practise emergency drill at school. Students use Quiver Vision application to create 3D Virtual Reality of their coloured in firetruck image. Students are aware of digital safety, however, explicit teaching is necessary to remind students not to film their friends without permission and to not click on unknown advertisements or messages without asking a teacher or parent.

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Using ICT in the classroom. Quiver vision

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1.1 - Physical, social and Intellectual development and characteristics of students

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1.1 - Physical, social and Intellectual development and characteristics of students

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Written observations from first day of placement to analyse student behaviour, learning styles and overall getting to know students.

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Image of students in year Prep participating in diverse learning activities that accommodate for student-centred tactile, spatial, interpersonal and intrapersonal  learning styles (Pritchard, 2009). These activities were planned to include differentiated abilities without modifying the activities.

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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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This resource provides teaching strategies directly linked to the Australian curriculum and English content descriptors to support EAL/D and new arrival students in the Foundation year to year 10.

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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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Example of 8 ways of learning pedagogical framework to enable teachers to include Aboriginal perspectives and processes into all students learning.

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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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Written reflection and observation of differentiated teaching by applying Bloom's taxonomy of higher order thinking to support students' learning (Conklin, 2005).

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1.6 - Strategies to support participation of students with disability 

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1.6 - Strategies to support participation of students with disability 

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Individual Curriculum Plan (ICP) for year 4 student with a moderate Intellectual Disability (ID). Adaptations were planned and provided for Child Z to match similar content of other students.