Meghann Bailey
Annotations
A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant feature of evidence.
Each piece of supporting evidence must be annotated by the teacher to demonstrate achievement of one or more standard descriptors of the
Australian Professional Standards for Teachers at the level of Graduate Teacher (BOSTES, 2015, p. 7).
Note the focus area and standard
descriptor/s the artefact /
document reflects
7.2 Comply with
legislative, administrative
and organisational
requirements
Understand the relevant
legislative, administrative
and organisational polices
and processes required for
teachers according to school
stage.
7.3 Engage with the
parents/carers
Understand strategies for
working effectively,
sensitively and confidentially
with parents/carers.
Additional APST focus areas
that would be applicable to
22231934
Note the type of Describe the artefact / document and indicate
artefact / document the possible impact or result on teaching and/
or student learning
Critical reflection This artefact is an example of a critical
and parent/carers reflection that considers the importance
yearly interaction of building relationships with
plan written and parents/carers and how it supports
developed an students learning. In addition, a yearly
assignment at interaction plan for parents and carers
Southern Cross was developed to consolidate some
University unit strategies for engaging parents.
TCH30002-
Professional This artefact supports my development
Experience III. as a teacher through reflection on
Revisions have current research and development of
been made to the an interaction plan. By reflecting on
original working with parents/carers I have
assignment further strengthened my ideas about
submission. the importance that they play in the
school life of students. The yearly plan
allowed me to consolidate some
strategies that I felt would be effective
for my personality and approach to
working with parents/carers. The
Southern Cross University
Describe how the artefact /
document
meet the standard descriptors
you have identified.
By engaging in reflection and
developing my knowledge of
the importance of
parents/carers, effective
strategies for engaging with
parents and increasing
involvement I have ensured
that I will meet the
professional responsibilities
as mandated by the
Department of Education
NSW in regards to behaviour
and reporting (APST 7.2).
By developing an interaction
plan and engaging in
reflection on working with
parents/carers I have
expanded on my knowledge
on the approaches that
should be taken when
Meghann Bailey
this artefact:
3.7 Engage parents/carers
in the educative process
5.5 Report on student
achievement
22231934 Southern Cross University
Department of Education mandates the working with parents/carers
high levels of professional behaviour and ensuring that
that is expected of teachers in NSW parents/carers feel that I am
(Department of Education NSW, 2017). using effective strategies
In addition, teachers are required under that are sensitive and
departmental policy to report to respect the confidentiality of
parents and this will require skills and the information that we
knowledge on how to work with parents share (APST 7.3).
in an effective, sensitive and
confidential manner (Department of
Education NSW, 2016). Research
suggests that families are an important
resource that should be utilised to
develop a full picture of a students
needs and provide support to the
student at school, to do this a teacher
must employ strategies that ensure
engagement with parents/carers is
professional (Groundswater-Smith,
Ewing & Le Cornu ,2015). The approach
I take to working with parents must
involve strategies that are effective,
sensitive and confidential and this
artefact demonstrates my
understanding of these. It is important
they I use my interpersonal skills in an
effective way to ensure that parents
believe I have the best interests of their
child at the forefront of our
engagement (Groundswater-Smith et
Meghann Bailey 22231934 Southern Cross University

al., 2015). In order to engage

parents/carers in the educative and
report process it will be essential I
utilise this knowledge of engaging
parents/carers in an effective, sensitive
and confidential manner.

Reflection on working with

parents/carers in regards to its impact
on student learning is important. The
involvement of parents/carers in the
education and school community has a
significant impact on the motivation,
wellbeing and academic achievement
(Groundswater-Smith et al, 2015). The
reflection allows me to ensure that
maximum involvement is achieved thus
resulting in increased outcomes for
students.

References

Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards for Teachers. Retrieved
from http://www.aitsl.edu.au/australian-professional-standards-for- teachers/standards/list

Department of Education NSW (2016). Policy Standards for Curriculum planning and Programming, Assessment and
Reporting to Parents K-12. Retrieved from https://education.nsw.gov.au/policy-library/associated-
documents/policystandards161006.pdf
Meghann Bailey 22231934 Southern Cross University

Department of Education NSW (2017). Professional responsibilities. Retrieved from http://www.dec.nsw.gov.au/about-

us/careers-centre/school- careers/teaching/your- teaching-career/approved-teachers/casual-teacher-induction/professional-
responsibilities

Groundswater-Smith, S., Ewing, R. & Le Cornu, R. (2015). Building family-school-community partnerships. In Teaching:
Challenges and Dilemmas (pp.325- 349). Cengage learning.