PROFESSIONAL EDUCATION PORTFOLIO
Chelsea Adams
Standard 6
Engage in Professional Learning
Focus Area
6.1
Identify and plan professional learning needs.
Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Artefact 1
Professional Learning Goals - Wellbeing Assignment Folio
These goals pertain to my professional learning journey and what I hope to achieve throughout the start of my career.
Artefact 1
Graduate Standards Exceeded - Final Placement
Within my final placement report, I exceeded the following graduate standards which points me toward self-reflection on which areas I need to build up and other areas that I can move towards proficient teacher standards.
Focus Area
6.2
Engage in professional learning and improve practice.
Understand the relevant and appropriate sources of professional learning for teachers.
Artefact 1
Mentor Report Comments
During this placement Chelsea attended a curriculum day focussed on the science of learning, she also did professional readings provided by the member of staff leading these sessions. She attended weekly professional development sessions about School Wide Positive Behaviour, cognitive load theory and school policy. These were all beneficial in supporting Chelsea to implement effective teaching strategies and behaviour management strategies and helped her to create a safe environment for all students to learn in. Chelsea has interacted with a number of professionals such as Occupational Therapists, Speech Therapists and School Nurses; she understands the role these professionals have in supporting student achievement and wellbeing.
Focus Area
6.3
Engage with colleagues and improve practice.
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Artefact 1
Mentor Report Comments
Chelsea was present at our Term 2 planning day and at our weekly planning meetings, she used her knowledge of the Victorian curriculum combined with her knowledge of the needs and abilities of our prep students to take part in planning sequences of lessons spanning across the primary curriculum. She is aware of the different strategies used in class to teach these lessons such as using a range of manipulatives to teach numeracy and following the Sounds Write programme to teach phonics.
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Chelsea was part of creating Google slides with visuals to teach Maths daily reviews taught at the beginning of our numeracy sessions as well as using videos and touch screen elements of the classroom whiteboard to engage students in learning.
Artefact 2
Student Feedback Type Form Survey
Year 8 Dance
Focus Area
6.4
Apply professional learning and improve student learning.
Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Artefact 1
Professional Development: Differentiaton In The Secondary Years
Within my final placement, I had the opportunity to attend a professional development session about differentiation in the secondary years, with information regarding techniques and strategies to generate differentiation for all learners not just those with extra learning needs.
This has impacted my approach to chunking and leveling class material in my planning generating a tiered activity system allowing confident learners to extend their dance making in class.
