Graduate:
Understand the relevant and appropriate sources of professional learning for teachers. |
Proficient:
Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. |
Highly Accomplished:
Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable. |
Lead:
Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. |
We are always learning. This is a belief in which I value and pass on to students. It it important for students to be aware that we are life-long learners and we can develop and improve. I teach my students that it is okay to make mistakes, because this is a part of the learning process. I make my students aware that even as adults we are always learning and developing. Professional development enables teachers to develop and continually learn to improve teaching practice.
Throughout my teaching practice, I have undertaken various professional development training and workshops to improve my teaching practice and learning. The professional learning that I have engaged in is demonstrated below. As I am a new educator, I am continually seeking opportunities to improve my practice and look forward to the opportunity to attend additional professional learning.
Throughout my teaching practice, I have undertaken various professional development training and workshops to improve my teaching practice and learning. The professional learning that I have engaged in is demonstrated below. As I am a new educator, I am continually seeking opportunities to improve my practice and look forward to the opportunity to attend additional professional learning.
My Professional Learning
Learning Journeys: Preschool/Reception Mathematics & Numeracy-
By Lisa-Jane O'Connor |
Click images for a larger view
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Cultural Competency
22-05-2015
I attended a professional development session on an Introduction to Aboriginal Cultural Studies. The session extended my learning and provided me with strategies for being a culturally diverse teacher. The training also gave me insight to integrating the Australian Curriculum Cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures. I was able to extend my knowledge on Aboriginal Cultural Studies and delivering this framework at all years levels of schooling as well as participate in some team planning for creating a unit which integrates Aboriginal Seasons into the learning. I have attached some of the information for the PD below as well as rough our planning notes from the year 1 teaching team.
22-05-2015
I attended a professional development session on an Introduction to Aboriginal Cultural Studies. The session extended my learning and provided me with strategies for being a culturally diverse teacher. The training also gave me insight to integrating the Australian Curriculum Cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures. I was able to extend my knowledge on Aboriginal Cultural Studies and delivering this framework at all years levels of schooling as well as participate in some team planning for creating a unit which integrates Aboriginal Seasons into the learning. I have attached some of the information for the PD below as well as rough our planning notes from the year 1 teaching team.
Click images for a larger view
Autism Spectrum Disorders and General Teacher Strategies- Erica Handley
24-06-2015
24-06-2015
Throughout my professional practice in teaching in both mainstream and special education classrooms as well as SSO employment and ECW work supporting students with disabilities and delayed learning, I have become increasingly aware of the prevalence of autism spectrum disorder (ASD). So, I decided to attend a Professional Development session on 'Autism Spectrum Disorders and General Teaching Strategies to extend my learning and build my repertoire of teaching strategies.
Below I have added a selection of the PowerPoint slides from the PD training, including strategies and information which I have since used or found to be relevant.
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Other relevant points noted from the PD:
Tool Kit-
Sensory Issues to be Aware of-
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Books-
- The Way to A (A & B choices) can use this strategy with other wording such as strong/weak choices, thumbs up/down choices, red/green choices, etc.
- Jed Baker- Social Skills books
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Sexual Health Information Networking & Education (SHine) Training
07-08-2015
The SHine training was completed as a part of my SSO employment. The training enhanced my knowledge in the area of sexuality education for young people with a disability. The training also involved beneficial information for teaching issues of sexuality education in mainstream contexts. The main points reinforced throughout the training included:
(Click on the link for each bullet point to read more)
Teaching Tips and Strategies:
07-08-2015
The SHine training was completed as a part of my SSO employment. The training enhanced my knowledge in the area of sexuality education for young people with a disability. The training also involved beneficial information for teaching issues of sexuality education in mainstream contexts. The main points reinforced throughout the training included:
(Click on the link for each bullet point to read more)
Teaching Tips and Strategies:
- Prior knowledge- make sure you you have the correct information before teaching
- Use pictures and visual aids (body parts chart, videos, line-drawings)
- Use repetition
- Use a variety of approaches (verbal discussions, movement, signs, games, role playing)
- Ask and encourage questions
- Use the correct terminology
- Keep it simple, light and fun
- Use existing resources (SHine SA library, SHine website)
Resources:
(Click on the link to open the document)
(Click on the link to open the document)
Nonviolent Crisis Intervention (NCI) Training
07-09-2015
The Nonviolent Crisis Intervention Training by the Crisis Prevention Institute (CPI) has extended my skills and knowledge in providing care, welfare, safety and security of everyone involved in a crisis situation. The course provided me with an introduction to crisis prevention that emphasised early intervention and non-physical methods for preventing or managing disruptive behaviour. Through completing the course, I was able to learn techniques for protecting myself when a student is exhibiting disruptive or violent behaviours. I completed this training as a part of my SSO employment in a special school, where managing challenging behaviour is frequently required.
Some of the techniques for protecting myself that we learned and practiced at the training are demonstrated in the images below.
07-09-2015
The Nonviolent Crisis Intervention Training by the Crisis Prevention Institute (CPI) has extended my skills and knowledge in providing care, welfare, safety and security of everyone involved in a crisis situation. The course provided me with an introduction to crisis prevention that emphasised early intervention and non-physical methods for preventing or managing disruptive behaviour. Through completing the course, I was able to learn techniques for protecting myself when a student is exhibiting disruptive or violent behaviours. I completed this training as a part of my SSO employment in a special school, where managing challenging behaviour is frequently required.
Some of the techniques for protecting myself that we learned and practiced at the training are demonstrated in the images below.
Click images for a larger view
Supporting Statement from 2015 Final Practicum Report
"Sophie has participated in a variety of professional learning activities during her practicum to update her knowledge and support her professional needs, the needs of the classroom and the school priorities. This has included weekly staff meetings, numeracy using Ann Baker strategies, Disabilities Standards for Education Learning, Professional Learning Community (PLC meetings), Cultural Competency, Autism Awareness and Primary Maths Association Early Years Learning and the Australian Curriculum. Throughout the professional learning, Sophie has engaged professionally, contributed to discussions and applied her knowledge and learning in the classroom when planning and programming."
P.Arbon, mentor teacher