PROFESSIONAL EDUCATION PORTFOLIO
Chelsea Adams
Standard 7
Engage professionally with colleagues, parents/carers and the community
Focus Area
7.1
Meet professional ethics and responsibilities.
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Artefact 1
OHS Induction & Compliance
Upon commencement of my final placement, an OHS compliance induction was completed after working with childrens checks were recorded. This provided an opportunity to familiarise myself with the school's policies and processes.
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I also took the time to locate the first aid room and the Anaphylaxis information wall at the entry to the staff room to check wether any of the learners I am teaching fall into this category.
Focus Area
7.2
Comply with legislative, administrative, and organisational requirements.
Understand the relevant legislative, administrative, and organisational policies and processes required for teachers according to school stage.
Artefact 1
Mentor Report - Quote
"During this placement, Chelsea has shown a commitment to student progress and wellbeing. She has engaged in all areas of school life and is aware of the roles and responsibilities of a primary school teacher. Chelsea has been part of defusing a number of incidents both in class and in the yard, in which students were acting in an unsafe way. She was able to safely guide students to making the right choice and de-escalating possibly dangerous situations – she has also been able to observe experienced members of staff and our Wellbeing Assistant Principal dealing with students who were very emotionally heightened."
This placement allowed me to draw upon my training in education support from 2021 to assist learners in the prep area with behavioral concerns and learning needs, whilst ensuring safety within the open-plan learning environment. Engaging with the well-being assistant principal and fellow teachers and mentors has greatly improved my ability to advocate for learners and assist them as they learn to feel comfortable in a new school environment.
Artefact 2
Reporting Policy Document - Laminated in Performing Arts Office
This laminated mandatory reporting poster in the performing arts staff room provides regular reminders and exposure to the warning signs of abuse. Having it located within the performing arts area also signifies to me that teaching in these environments is not at traditional tables and chairs so there be more opportunities to spot things that may need attention.
Artefact 3
Schools Victoria - Policy Page
This resource provides valuable information on legal and ethical requirements within the teaching profession.
Focus Area
7.3
Engage with the parents/carers.
Understand strategies for working effectively, sensitively, and confidentially with parents/carers.
Artefact 1 & 2
Mentor Report - Quote
“Chelsea proved to be such an asset during the school production, entering the space as if she had been present for a while, knew exactly what needed to be done, and worked extremely hard and with a positive, supportive, and friendly demeanor. She immediately established relationships with staff, students, and parents”.
Hall Foyer, with pictures of the talented students during their dress rehearsals. I assisted in decorating this area with the parents and friends association.
Within my second placement, my confidence was tested as I entered the secondary school right in the middle of a tech rehearsal for the year 7-9 musical Seussical. I pulled upon my experience of events like these in my time at school and what my teachers instilled within me when performing after so much collaborative effort. I engaged with students and discovered their personalities quickly through and shared love of theatre and connected with the wider community when setting up the foyer of the hall with the parents and friends society conversing with parents about their children's confidence and how much this extracurricular activity had changed them for the better. It was so wonderful to be able to support students through this journey and I witnessed extensive problem-solving and teamwork from all involved.
Focus Area
7.4
Engage with professional teaching networks and broader communities.
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Artefact 1
Mentor Report - Quote
During her time at Toorak Primary school, Chelsea has had the opportunity to engage in professional learning that has broadened her understanding of how students learn. This has included learning about cognitive load theory which she has applied to her own practice in class. This has meant that our students (including those with additional needs) have made the appropriate progress when being taught by her.
Professional Development is a never-ending journey and mine is just beginning. One major resource that again shifted and amended my teaching was a PD run on my third placement by Oliver Lovell on the Science of Learning and Cognitive Load Theory. It discusses learners working memory, long-term memory and focus and how removing distractions and or extraneous load allows for students to better categories their learning for transition to their long-term memory. Because of this, the information can then be retrieved back down to complete learning tasks. It was extremely profound how much extraneous load exists even within a PowerPoint presentation between the speaking and the visuals the focus of learners must therefore jump between the two which is impractical. This will enhance my teaching within dance and drama, particularly after realizing that auditory instructions are temporary and must be retained by learners which is a skill that needs to be scaffolded. Other areas of PD that I wish to engage with are mental health first aid and Australian Sign Language learning.
Artefact 2
Learning Resource: Oliver Lovell - Sweller's Cognitive Load Theory in Action, 2020
