EDFD452 – PROFESSIONAL LEARNING PLAN 1

Ongoing Professional Development as a Pre-Service and Practicing Teacher

Assessment 2: Professional Learning Plan

EDFD452 – Transition into the Profession

Semester 1 – 2018: Rhys Crooke – S00195286

LIC: Anthony Shearer

Rhys Crooke – S00195286

 EDFD452 – PROFESSIONAL LEARNING PLAN 2

Abstract

During my final year of study completing a bachelor of primary education, it has become necessary to self-critique my abilities as a

teacher and identify facets of my learning and repertoire of teaching strategies that need development. During my practicing years as a primary

teacher, I will participate in ongoing professional development spanning my entire career. This professional learning plan focusses on the

identification of attributes and professional strategies in need of immediate development. More specifically, it will outline a number of aspects

that I need to enhance in order to become a fully registered teacher. By identifying skills, attributes and professional strategies in accordance

with the Australian Professional Standards for Teachers, plans to develop each of these, and a series of support networks to assist in

development, this plan will guide my professional learning to help me become an effective primary teacher.

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EDFD452 – PROFESSIONAL LEARNING PLAN
Skills, Attributes and
Professional strategies in
need of development
The inclusion of Indigenous
perspectives in the classroom
is very important but in order
to create an engaging
environment for Indigenous
students, the simple
recognition of these
perspectives is not sufficient.
It is necessary to learn about
Indigenous teaching
techniques and utilise them in
the classroom. During
professional experience
placements I have had the
opportunity to touch on
Indigenous histories in a
Related AITSL Standard
and sub-standard
(Australian Institute for
Teaching and School
Leadership [AITSL], 2017a).
Standard 1: Know students
and how they learn
Sub-standard 1.4:
Strategies for teaching
Aboriginal and Torres
Strait Islander students
Plan for Ongoing Professional
Learning
In order to develop my
professional learning in this area I
will need to investigate and
implement a number of
behavioural and classroom
strategies to engage Indigenous
learners. Once in my teaching role This document contains research into the
I believe one of my best and most
accessible resources are the more
experienced colleagues around
me. I will utilise the knowledge,
culture and experiences from
Indigenous students and parents in both the theoretical and practical activities
my class as they will bring an
authentic cultural perspective to
the classroom more effectively
3
Networks to Support Learning Strategies
The following resources will act to support
my professional learning in this area:
• A unit outline and content for
professional learning units to support
teachers in meeting Focus Areas 1.4 and
2.4 (AITSL, 2013).
best practice for engaging Indigenous
students in education. It contains a number
of modules that include practical activities
to implement within a classroom setting. I
would use samples and anecdotal records of
for my professional portfolio.
• Pedagogies to Enhance Learning for
Indigenous Students: Evidence-Based
Rhys Crooke – S00195286
EDFD452 – PROFESSIONAL LEARNING PLAN 4

normal classroom setting. than I ever could. I will research Practice (Jorgensen, Sullivan &
However, in my future best practices, current legislative Grootenboer, 2014).
classroom I hope to have the policies and relative cultural This resource was developed by researchers
opportunity to fill the current affairs and matters in that visited a wide range of Indigenous
classroom with Indigenous documentation like the two listed communities. Using evidence based
culture and engage all to the right. My research practice, it places a focus on teaching
students in Indigenous combined with an enthusiastic literacy and numeracy through traditional
learning styles including interest will help enhance my Indigenous perspectives.
utilising knowledge that development and create an
Indigenous families will engaging classroom for all
bring to the class. Indigenous students.
Workshops and professional
development days will also be a
large part of my learning and
combined these resources will
help inform a culturally relevant
pedagogy.

While this sub-standard is Standard 2: Know the In order for this strategy to work The following resources outline effective
one that I have been content and how to teach it effectively I need to initially find teaching strategies that will inform my
developing effectively during a small number of teaching and pedagogy.

Rhys Crooke – S00195286

EDFD452 – PROFESSIONAL LEARNING PLAN
my professional experience
placements, it is still one that
requires solidification. I have
included a range of teaching
and learning strategies
throughout different lessons
on my placements however as
I come closer to the end of
my undergraduate degree I
am attempting to find
strategies that work well for
me and engage students
effectively. I believe that
using a smaller range of
effective strategies, often,
allows to students to
understand how the learning
will take place in the
classroom and eventually, as
a result be able to better
direct their own learning.
Sub-standard 2.2: Content learning strategies that are
selection and organisation engaging and that deliver content
efficiently and successfully. After
graduating I will attend
professional development
workshops, broadening my
knowledge and perhaps extending
my portfolio of teaching
frameworks in order to find what
works best for me and for the
students in my class. Professional
conversations with experienced
colleagues will aid in the
development of my teaching
strategy toolkit once I have
graduated. Professional
experience placements have
allowed me to test different
frameworks to find which are the
most effective and the upcoming
final placement will allow to
5
• Better learning through structured
teaching: A framework for the gradual
release of responsibility (Fisher &
Frey, 2013).
This resource outlines a teaching method
that can be utilised in any learning area in
the classroom. It is one that I have tested
and practiced a number of times and I have
found it to be invaluable in my planning.
This framework is excellent as it allows for
effective differentiation and culminates in
an equitable classroom with each student
working independently.
• Engaging and supporting all our
students to read and learn from
reading. (Rose, 2016).
This resource is an article that briefly
introduces ‘reading to learn,’ a literacy
teaching framework that essentially makes
streaming redundant. It is an extremely
Rhys Crooke – S00195286
EDFD452 – PROFESSIONAL LEARNING PLAN
This sub-standard is directly
linked to sub-standard 7.3:
Understand strategies for
working effectively,
sensitively and confidentially
with parents/carers (AITSL,
2017a). While I need to
ensure that I work sensitively
develop my knowledge and
abilities with the strategies and
frameworks that I currently
employ.
Resources like the ones on the
right are an excellent starting
point.
Standard 3: Plan for and I believe that engaging parents /
implement effective carers in their child’s education
teaching and learning begins with regular
communication. I must endeavour
Sub-standard 3.7: Engage to build positive relationships
parents/carers in the with each and every parent in the
educative process class and meet with them often to
ensure they understand exactly
6
effective framework that allows whole class
participation in literacy.
• Mathematics as a language: A
theoretical framework for scaffolding
students’ mathematical understanding
(Jamieson-Proctor & Larkin, 2014).
This powerful numeracy teaching
framework is effective as a result of its
differentiation strategies. Breaking down
mathematics into a language and teaching it
the same way you would teach English
allows students at any level of learning a
full understanding of mathematics.
These resources will help me with the
inclusion of parents / carers in the
education of their children.
• SeeSaw: Student driven digital
portfolios (SeeSaw, 2016).
This resource works in the style of a class
Instagram account. It is completely private
and uses a class QR code for accessibility.
Rhys Crooke – S00195286
EDFD452 – PROFESSIONAL LEARNING PLAN
and confidentially with
parents / carers, I believe it is
important to get parents
involved with their child’s
education. As a result, I am
looking to understand useful
strategies for getting parents
into the classroom and
involved in the learning
ensuring the students are
learning not only at school
but at home as well.
Behaviour and classroom
management is definitely a
skill that I must develop. I
have noticed on each
placement that different
strategies work for different
classrooms. As a result, I
where we are with our learning
and how they can assist in the
process. The app in the next
column is an excellent example of
a resource that helps build
positive relationships with parents
and includes them in their child’s
education.
Standard 4: Create and Developing this aspect of my
maintain supportive and professional learning will require
safe learning environments a great deal of research into a
wide range of behaviour
Sub-standard 4.3: Manage management strategies. I must
challenging behaviour have a number of strategies as
different students respond to
7
Students can use this app to upload photos,
videos, voice recordings and saved
documents from other sources. They can
layer each upload with drawings and voice
recordings as annotations. Each upload
must be approved by the teacher and the
teacher gives feedback in the comments
section at the bottom of each student post.
Once every student’s work has been
approved and commented on, parents can
access and comment on their own child’s
work by scanning the QR code sent to them
by the school. They can only access their
own child’s work.
The following resources focus on both
managing difficult behaviour and creating
and maintaining supportive and safe
learning environments.
• Managing Challenging Behaviour in the
Classroom: A Framework for Teachers
and SENCOs (Lavan, 2017);
Rhys Crooke – S00195286
EDFD452 – PROFESSIONAL LEARNING PLAN
must build a broad repertoire
of behaviour and classroom
management strategies to
ensure the maximum amount
of learning is taking place. I
believe in positive student –
teacher relationships and
inclusive and safe classroom
environments.
This is a skill that has been
mentioned in the interim
report from my last
professional experience
placement. During the
placement I found myself a
different management styles. In
order to develop this, I must also
seek advice from leading teachers
at my school as well as strategies
employed by each of the students’
parents. Professional development
days will be a useful tool once I
know the diverse learning styles
and needs of the students in my
class.
Standard 5: Assess, To develop my ability to provide
provide feedback and feedback to students I must
report on student learning engage in professional
conversations with experienced
colleagues. There are also a
number of resources I can read
8
• Cracking the hard class (Rogers, 1997).
• Positive Discipline in the Inclusive,
Learning-Friendly Classroom
(UNESCO, 2015).
All of these resources include a number of
strategies for dealing with challenging
behaviour from one child to an entire class.
They also outline common reasons for
misbehaviour in the classroom and ways to
intervene before these behaviours ever
occur. These resources focus on a positive
student-teacher relationship and provide
strategies for creating a safe engaging
environment in which all students have the
ability to learn effectively.
The following article will help me in my
development of providing feedback and
reporting on student learning.
• Spotlight: Reframing feedback to
improve teaching and learning
(AITSL, 2017c).
Rhys Crooke – S00195286
EDFD452 – PROFESSIONAL LEARNING PLAN
little lost when asked to give
immediate verbal feedback. I
also need to work on the
depth of my written feedback
ensuring that it is constructive
and meaningful.
As I become a registered
teacher I must seek out
professional development that
will improve my own practice Sub-standard 6.2: Engage
as an effective teacher.
Sub-standard 5.2: Provide that outline useful feedback and
feedback to students on feedback that, while appearing
their learning positive, actually hinders
progress.
Standard 6: Engage in Being a teacher means continually The following resource will enhance my
professional learning learning new strategies throughout development in professional standard 6.
the entirety of my career. While
schools source professional
in professional learning development days for teachers I
and improve practice must also seek out professional
development that I know would
personally benefit me. The
professional learning plan on the
right comes directly from the
9
This resource highlights the importance of
timely and meaningful feedback for
improving learning. It gives a number of
useful tips and strategies as well as things
to avoid in the feedback itself.
• Mindset: How can you fulfil your
potential (Dweck, 2012).
This resource focuses on a positive growth
mindset and the power of telling students
‘you are not there yet, but how can we get
you there?’
• Developing a professional mindset
(AITSL, 2017b).
This resource assists teachers in developing
a strong reflective mindset. With this tool I
will be able to continually reflect on my
own practice, identifying areas in need of
development.
Rhys Crooke – S00195286
EDFD452 – PROFESSIONAL LEARNING PLAN
As a teacher I will need to be
up to date with all legislative,
administrative and
organisational requirements. I
must know where to source
the information for all of
these in order to stay up to
date with current legislation.
AITSL website. It will help me
identify and source professional
learning to develop my abilities as
an effective teacher.
Standard 7: Engage To develop this aspect of my
professionally with teaching I must research relevant
colleagues, parents/carers documentation about
and the community requirements relating to current
legislation and directly relating to
Sub-standard 7.2: Comply the policies of the school I work
with legislative, within. Professional conversations
administrative and with colleagues will be useful in
organisational this regard as they will be able to
requirements assist me in sourcing the correct
relevant documentation.
10
The following resource will help me
develop this aspect of my teaching:
• K-12 policies and resources
(Queensland Curriculum and
Assessment Authority, 2018).
QCAA is constantly updated meaning the
policies and resources will always be
current and relevant. This resource includes
policies in relation to assessment, syllabus
development, Aboriginal and Torres Strait
Islander perspectives and equity in
education.
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EDFD452 – PROFESSIONAL LEARNING PLAN 11

References
Australian Institute for Teaching and School Leadership. (2013). A unit outline and content for professional learning units to support teachers in

meeting focus areas 1.4 and 2.4. Retrieved from https://www.aitsl.edu.au/docs/default-source/default-document-

library/a_unit_outline_and_content_for_professional_learning_units_to_support_teachers_in_meeting_focus_areas_1-4_and-_2-

4_monash_et_al_feb_2013.pdf?sfvrsn=d3faec3c_0

Australian Institute for Teaching and School Leadership. (2017a). Australian professional standards for teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

Australian Institute for Teaching and School Leadership. (2017b). Developing a professional mindset. Retrieved from

https://www.aitsl.edu.au/docs/default-source/default-document-library/developing-a-professional-mindset.pdf?sfvrsn=ac78ec3c_0

Australian Institute for Teaching and School Leadership. (2017c). Spotlight: Reframing feedback to improve teaching and learning. Retrieved

from https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight-feedback.pdf?sfvrsn=cb2eec3c_12

Dweck, C. (2012). Mindset: How can you fulfil your potential? Retrieved from https://ebookcentral-proquest-

com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=897458

Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.).

Retrieved from http://lib.myilibrary.com.ezproxy1.acu.edu.au/Open.aspx?id=553667

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Jamieson-Proctor, R., & Larkin, K. (2014). “Mathematics as a language”: A theoretical framework for scaffolding students’ mathematical

understanding. Retrieved from

https://leo.acu.edu.au/pluginfile.php/2005887/mod_book/chapter/75500/Maths%20Language%20Model.pdf

Jorgensen, R., Sullivan, P., & Grootenboer, P. (2014). Pedagogies to enhance learning for indigenous students: Evidence-based practice.

Retrieved from https://ebookcentral-proquest-com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=1083719

Lavan, G. (2017). Managing challenging behaviour in the classroom: A framework for teachers and SENCOs. Retrieved from

https://ebookcentral-proquest-com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=4930794

Queensland Curriculum and Assessment Authority. (2018). K-12 policies and resources. Retrieved from https://www.qcaa.qld.edu.au/about/k-

12-policies

Rogers, B. (1997). Cracking the hard class: Strategies for managing the harder than average class. Gosford, Australia: Scholastic Australia Pty

Ltd

Rose, D. (2016). PETAA paper 202: Engaging and supporting all our students to read and learn from reading. Retrieved from

http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PETAA_Papers

SeeSaw. (2016). Seesaw: Student driven digital portfolios. Retrieved from

https://web.seesaw.me/homepageb?utm_expid=.y8_0GSHqQwihpKR1iDurgQ.1&utm_referrer=https%3A%2F%2Fwww.google.com.au

%2F

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United Nations Educational, Scientific and Cultural Organisation. (2015). Positive discipline in the inclusive, learning-friendly classroom: A

guide for teachers and teacher educators. Retrieved from http://unesdoc.unesco.org/images/0014/001492/149284e.pdf

Rhys Crooke – S00195286