Académique Documents
Professionnel Documents
Culture Documents
Professional
Development Plan.
EDU401
Ellen Gavin
Ellen Gavin
1056361
EDU401 Task 2
Table of Contents
Introduction...................................................................... 3
Previous practical experiences...........................................4
Prac 3: Chancellor State College 2014.................................................5
Prac 4: Mooloolah State School 2015...................................................6
Reflection.........................................................................7
Linguistic............................................................8
Cultural.....................................................10
Religious.............................................12
Socio-economical..........................14
Professional and personal development plan....................17
Reference List.................................................................27
Ellen Gavin
1056361
Ellen Gavin
1056361
EDU401 Task 2
Introduction.
When aspiring to become a successful teacher within todays
society there is a range of differentiating skills that are required.
With research showing a wide range of linguistic, cultural, religious
and socio-economic statuses within Australian classrooms it is a
necessity that teachers cater for these needs.
The following report will commence with a reflection of my previous
practical experiences and continue with a professional and personal
development plan. The reflection component of this report will
explore the linguistic, cultural, religious and socio-economic aspects
I have personally encountered within my school experiences and
align theses with relevant Professional Teaching Standards. From
there I will clearly identify strengths and weaknesses and create an
appropriate professional and personal development plan.
Ellen Gavin
1056361
Ellen Gavin
1056361
EDU401 Task 2
Previous practical
experiences.
Over the past three and half years I have been on four different
practical experiences. While all were situated across the Sunshine
Coast they have all been different experiences; the next section of
this report will briefly describe two of these experiences: Chancellor
State College and Mooloolah State School.
Ellen Gavin
1056361
Ellen Gavin
1056361
EDU401 Task 2
Prac 3: Chancellor
State College 2014
In
2014
Chancellor
State College was a P12 government school
with 2505 enrolments.
The school was given
an ICSEA rating slightly
above
the
national
average, with 15% of
students
being
categorised within the
bottom
quarter.
Chancellor had minimal Figure 1 Chancellor State College MySchool data
Indigenous
students
(3%) however over 125 students were EASL/D; refer to figure 1
(ACARA, 2014).
Chancellor State School is situated
within the Sunshine Coast suburb:
Sippy Downs. Visible in figure 2
there
is
a
slightly
higher
percentage of unemployed when
compared to the Sunshine Coast as
a whole (Sunshine Coast Council,
2014).
However the data displays diversity
within residents birthplace and
language spoken at home. With
both figure 3 and 4 showing a higher percentage of overseas
birthplace and language other than
Figure 2 Sippy Downs Employment
English spoken at home when
compared to the Sunshine Coast as
a whole (Sunshine Coast Council, 2014).
Overall this data displays Chancellor
State College to have an average socioeconomic status, with subtly yet
significant
cultural
and
linguistic
diversity (Sunshine Coast Council,
2014).
Ellen Gavin
1056361
Ellen Gavin
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EDU401 Task 2
Prac 4: Mooloolah
School 2015
State
This data shows Mooloolah State School to have an average socioeconomic status, with a rural small town cultural atmosphere.
Ellen Gavin
1056361
Figure 8
7 Mooloolah Valley Occupations
Ellen Gavin
1056361
EDU401 Task 2
Figure 8 Mooloolah Valley Household types
Reflection
The following part of this report will identify any significant
linguistic, cultural, religious and socio-economical issues that I have
encountered across my placements. Within these reflections I will
explore how my pedagogical practice has been diversified to cater
for students needs and how these methods align with the Australian
Teaching Professional Standards.
Ellen Gavin
1056361
Ellen Gavin
1056361
EDU401 Task 2
Linguistic.
Standards:
The following Australian Professional standards support catering for
linguistic diversity:
Standard
Standard 1
1 -- Know
Know students
students and
and how
how they
they learn.
learn.
1.3 Students
Students with
with diverse
diverse linguistic,
linguistic, cultural,
cultural, religious
religious and
socio-economic backgrounds.
backgrounds.
1.3
and socio-economic
Strategies for
for teaching
teaching Aboriginal
Aboriginal and
1.4
1.4 Strategies
and Torres
Torres Strait
Strait Islander
Islander students.
students.
Differentiating teaching
teaching to
to meet
meet the
the specific
specific learning
learning needs
students across
1.5
1.5 Differentiating
needs of
of students
across the
the full
full range
range of
of
abilities.
abilities.
Standard
Standard 3
3 -- Plan
Plan for
for and
and implement
implement effective
effective teaching
teaching and
and learning.
learning.
3.4
3.4
3.5
3.5
3.7
3.7
Select and
and use
use resources.
resources.
Select
Use effective
communication.
Use
effective classroom
classroom communication.
Engage parents/carers
in the
the educative
educative process.
Engage
parents/carers in
process.
Support student
student participation.
participation.
4.1
4.1 Support
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Ellen Gavin
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EDU401 Task 2
1.5
3.4
Strategies
Image/ Evidence.
3.5
3.7
Ellen Gavin
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Ellen Gavin
4.1
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EDU401 Task 2
Cultural.
Standards:
The following Australian Professional Teaching standards align with
cultural diversity:
Standard
they learn.
learn.
Standard 1
1 -- Know
Know students
students and
and how
how they
1.3
1.3
1.4
1.4
Students
cultural, religious
and socio-economic
socio-economic backgrounds.
backgrounds.
Students with
with diverse
diverse linguistic,
linguistic, cultural,
religious and
Strategies
students.
Strategies for
for teaching
teaching Aboriginal
Aboriginal and
and Torres
Torres Strait
Strait Islander
Islander students.
3.4 Select
3.4
Select and
and use
use resources.
resources.
Use effective
3.5
3.5 Use
effective classroom
classroom communication.
communication.
the educative
educative process.
3.7
3.7 Engage
Engage parents/carers
parents/carers in
in the
process.
7.3 Engage
with parents/carers.
7.3
Engage with
parents/carers.
Engage with
professional teaching
networks and
and broarder
communities.
7.4
7.4 Engage
with professional
teaching networks
broarder communities.
Ellen Gavin
1056361
Figure 11 Australian cultural
differences
Ellen Gavin
1056361
EDU401 Task 2
Ellen Gavin
Strategies
Image/Evidence.
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Ellen Gavin
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1.3, 1.4
- Background questionnaire?
Holidays? Relatives? Family
celebrations?
- Chancellor Prac: Geography
worksheet that was sent home,
students filled in any connections
around the world.
- Mooloolah Prac: Geography
country assessment students
were encouraged to choose a
country they had connections with.
- Mooloolah Prac: Australian
cultural differences- Jake came
from a farming background and
showed disinterest towards school.
During English assessment the
students were asked to write a
feature article, they were given all
the information required. Part of
this was an opinion from a farmer.
Therefore as we read through the
towns peoples opinions, I
allocated Jake to take on role of the
farmer (evidence refers to my
reflection).
2.4
3.4
7.3
Ellen Gavin
1056361
EDU401 Task 2
Ellen Gavin
1056361
EDU401 Task 2
Religious.
Standards:
The following Australian Professional Teaching standards align with
religious diversity:
Standard 1 - Know students and how they learn.
1.3
1.3 Students
Students with
with diverse
diverse linguistic,
linguistic, cultural,
cultural, religious
religious and
and socio-economic
socio-economic backgrounds.
backgrounds.
for teaching
1.4
1.4 Strategies
Strategies for
teaching Aboriginal
Aboriginal and
and Torres
Torres Strait
Strait Islander
Islander students.
students.
3.7
3.7 Engage
Engage parents/carers
parents/carers in
in the
the educative
educative process.
process.
4.4
4.4 Maintain
Maintain student
student safety.
safety.
7.2
7.2 Comply
Comply with
with legislative
legislative adminstrative
adminstrative and
and organisational
organisational requirements.
requirements.
Ellen Gavin
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Ellen Gavin
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EDU401 Task 2
Standar
ds
1.3, 1.4
3.7
Strategies
Image/ Evidence.
4.4
7.2
Ellen Gavin
1056361
Ellen Gavin
1056361
EDU401 Task 2
Socio-economical.
Standards:
The following Australian Professional Teaching standards align with
socio-economical diversity:
Standard 1 Know students and how they learn.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.5
1.5 Differentiate
Differentiate teaching
teaching to
to meet
meet the
the specific
specific learning
learning needs
needs of
of students
students across
across the
the
full
full range
range of
of abilities.
abilities.
3.4
3.4
Establish
Establish challenging
challenging learning
learning goals.
goals.
Select
and
use
resources.
Select and use resources.
Ellen Gavin
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Ellen Gavin
1056361
EDU401 Task 2
Ellen Gavin
1056361
Ellen Gavin
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EDU401 Task 2
Standar
ds
1.3
Strategies
1.5
Mooloolah staff
meeting comment:
If a poor reader is
only exposed to poor
reading they may
never know any
different.
2.5
3.1
3.4
4.3
Ellen Gavin
Image/Evidence.
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Ellen Gavin
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- Report to OneSchool, add principal into
form.
Ellen Gavin
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EDU401 Task 2
Ellen Gavin
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EDU401 Task 2
Ellen Gavin
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Page
Ellen Gavin
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3 - 6 months (final
prac, completion of
university).
EDU401 Task 2
1yr - 3yr
(Commence work
with Education
Queensland, have my
own classroom).
Linguistic:
Create
a
learning
environment
where
EASL/D
students feel
Continue supported.
Specific
resources
are created
Ellen
and Gavin
learning
is diversified
for
these
1056361
Page
3+ years (advance
from graduate
teacher to proficient).
Ellen Gavin
Goal
1056361
3 - 6 months
(Final prac, completion of
university).
Australian Curriculum:
- EAL/D learning progression.
- EAL/D annotated content
descriptors (depending on
year level).
Ellen Gavin
1056361
EDU401 Task 2
1 3 years
(EdQLD employment, own
classroom).
Purchase and read:
Continue
3yrs+
(Proficient teacher).
Continue to read
relevant literature, ask
colleagues and
professionals for
recommendations.
Continue
Page
Standar
ds
1.3
6.2
2.1
3.1
5.1
5.5
Ellen Gavin
1056361
EDU401 Task 2
1.3
3.4
Continue to build on
resource bank.
Continue
http://www.tesol.org/connect/tesolresource-center
TEAL how to enhance assessment
for EASL/D students.
http://teal.global2.vic.edu.au/keyterminology/
7.4
Attend Professional development
conferences/seminars.
http://www.tesol.org/attend-andlearn/calendar-of-events
Ellen Gavin
1056361
Page
Ellen Gavin
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EDU401 Task 2
Become accustomed to
appropriate terminology for
Indigenous Australians.
http://www.ipswich.qld.gov.au
/__data/assets/pdf_file/0008 /
10043/appropriate_
indigenous_terminoloy.pdf
Incorporate local
Indigenous language into
classroom pedagogy.
http://www.creativespirits
.info/
aboriginalculture/languag
e/ teaching-aboriginallanguages-atschool#toc1
https://www.flinders.edu.au/st
aff-development-files/CDIP
%20documents/ CDIP
%20Toolkit%202015/ 2_
%20Appropriate%20
Terminology,%20Indigenous
%20Australians.pdf
Apply for EAL/D grants from
Education Queensland. Grant to be
used for specialised teacher and
additional teacher aides.
http://education.qld.gov.au/
schools/grants/state/targeted/esl.ht
ml
PERSONAL
June/July 2015 Volunteer in
small fishing village in Bali
(teach English).
Ellen Gavin
1056361
PERSONAL
Become part of the community
attend cultural events.
Page
Continue
Continue to promote
applicant when relevant.
PERSONAL
Continue to travel, step
outside my comfort zone,
and experience variety of
1.4
2.4
7.4
Cultural
Ellen Gavin
Ellen Gavin
Create a
1056361
classroom that
is culturally
inclusive. Be
mindful to be
culturally
Assist Terri Waller. Local lady
sensitive, as
who started SevGen
some students
requires lesson plans written
may not want
for Boomerang Bus
to share their
program.
differences.
http://www.sevgen.com.au/?
Important to
page_id=1018
acknowledge
that different
Find out
students cultural
people
may
background
have different(Next prac).
beliefs You
dont have to
agree but we
do accept
1056361
EDU401 Task 2
cultures.
- Form friendships with
people from other
cultures.
Continue
Continue
Page
1.3
1.4
6.1
Ellen Gavin
1056361
EDU401 Task 2
Continue to research
PDs, ask colleagues and
professionals for
recommendations.
Continue
1.3
1.4
7.4
http://shop.ascd.org/ProductDetail.
aspx?ProductId=123561585
Personal
Extend my knowledge of
Aboriginal history.
- Read historical fictions.
Ellen Gavin
1056361
Continue
Continue
Continue to extend on
other cultures.
Continue
Page
1.3
1.4
3.4
Ellen Gavin
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EDU401 Task 2
nts/2014/CDW_2015/8715%2
0vmc%20cdw%20teachers
%20resource%20kit.pdf
https://www.qcaa.qld.edu.au/
downloads/approach/indigen
ous_res015_0712.pdf
Personal refer to
linguistic.
Religious
Continue
Continue
Ellen Gavin
1056361
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1.3
1.3
3.7
Ellen Gavin
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With religious
diversity being
a sensitive
subject for
many, I aim to
improve my
knowledge and
awareness of
religious
traditions.
What is
appropriate
Expand my
knowledge on
and
Australian Indigenous Faith
http://www.edu.gov.mb.ca/k1
2/docs/policy/abpersp/ab_per
sp.pdf
With the data
showing an
increase of low
socio-economic
students within
government
Socioschools,
I hope
toeconomical
improve my
practice to
cater for their
needs. How to
make them
interested in
Ellen
Gavin
school,
and
cater for their
basic needs
Dreamtime
stories (local
library)
Documentarie
s.
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EDU401 Task 2
Continue
7.4
Continue
4.3
4.4
Continue
1.4
2.4
1.3
Religious calendar
http://mycalendar.org/Religious/
Continue to do when commencing
employment.
- Make references relevant to the
Page
Continue
1.3
1.5
Ellen Gavin
1056361
ICSEA value
Profile.ID
Existing school
policies.
EDU401 Task 2
students.
- Dont act like you are above
them.
http://www.ascd.org/publications/bo
oks/109074/chapters/How-PovertyAffects-Behavior-and-AcademicPerformance.aspx
http://www.monash.edu.au/access/
assets/pdf/transition-marciadevlin.pdf
Ellen Gavin
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Page
Continue
1.3
4.4
Continue
1.3
2.1
3.4
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www.Mathsframes.uk
EDU401 Task 2
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Continue
7.4
1.3
3.1
4.1
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EDU401 Task 2
Reference List.
ABCNews. (2015). Move to allow schools to discriminate on religious
grounds faces opposition. Retrieved from
http://www.abc.net.au/news/2015-05-27/move-to-allow-schools-todiscriminate-on-religious-grounds/6500006
Advameg. (2015). Countries and their cultures- Australia. Retrieved
from http://www.everyculture.com/A-Bo/Australia.html
Australian Bureau of Statistics. (2002). Australian School Trends,
2002. Retrieved from
http://www.abs.gov.au/AUSSTATS/abs@.nsf/2f762f95845417aeca257
06c00834efa/885b1bfbad03b2ecca2570ec000af327!OpenDocument
Australian Bureau of Statistics. (2015). Overseas born Aussies hit a
120-year peak. Retrieved from
http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3412.0Med
ia%20Release12013-14?
opendocument&tabname=Summary&prodno=3412.0&issue=201314&num=&view
Australian Council for Educational Research. (2008). Diversity in
Australian Education. Retrieved from
http://research.acer.edu.au/cgi/viewcontent.cgi?
article=1009&context=tll_misc
Ellen Gavin
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Ellen Gavin
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EDU401 Task 2
Ellen Gavin
1056361