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Meghan Walton

Assessment Task 1: Individual Teaching Philosophy and Essay Research Essay A Teaching Philosophy is a personal exploration that reveals information about what kind of teacher you wish to be. I believe that an Individual Teaching Philosophy is a very personal document, divulging aspects of importance to potential employers, but also reminding me of my goals. Values and beliefs are the corner-stones of a Teaching Philosophy, however, there are numerous themes that can be developed and explored within it. This essay will explore several areas of importance to me as a future teacher and my own beliefs. Inclusion and equity, assessment, building partnerships, faith, and personalised learning are vital to what I aim to achieve as a teacher, but not all I aim for. My essay will explore these themes in response to feedback from my peers, in order to develop a cohesive Individual Teaching Philosophy. Inclusion is significant to me as a teacher, as it benefits all students. Loreman, Deppeler and Harvey (2011) affirm that teachers who embody and promote inclusion have been shown to improve learning for all students, regardless of significant individual differences (p. 12). Therefore, I aim to be an inclusive teacher with a classroom where the full participation of all students in all aspects of schooling (p. 2) is embraced and accomplished. My classroom will aim to provide all students with high-quality schooling that is free from discrimination ensuring equity for all (Australian Government, 2008, p. 7). However equitable treatment in education may conflict with what constitutes equality (McLaughlin, 2010, p. 266) as equity is where every student receives what they need, not simply equal shares. I believe in equity within the classroom as promoted by The Melbourne Declaration on Educational Goals for Young Australians (2008), as with equity, excellence can be achieved by all in education. By making learning accessible to all, and allowing for equity, all students can achieve to the best of their abilities. Assessment is an important aspect of any classroom and I believe varied and integrated assessment is central to successful planning and pedagogy. I believe that assessment opportunities must be both formative and summative, in order to assess the effectiveness of my lessons alongside the primary reason; overall learning and understandings of my students. Recognition of where students are with their learning is beneficial in planning effective lessons for the future (Dunn, 2011). According to Gipps and Pickering (2010) formative assessment, or assessment for learning, involves the teacher and
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Have a critical understanding of both formative and summative assessment including the uses of both

Meghan Walton

students becoming partners in learning as the students are made aware of; teacher expectations and provided constructive feedback to improve their work. Questioning throughout a lesson is an effective technique to use when assessing as you are able to make judgements about what the students understand (Gipps & Pickering, 2010). Effective ways to assess formatively include; Self and Peer Assessment and providing constructive feedback (Gipps & Pickering, 2010; Black, Harrison, Lee, Marshall & William, 2004). However, feedback is only formative when the student utilises it in order to improve (Black et al., 2004). I believe the key aim of feedback is to assist students in being critical thinkers of their own ideas. Formal and informal assessment will be the cornerstones of my classroom as formal documents are not always best to assess student knowledge. When beginning a session it is important to collect information from students on what they know, or remember. This means that effective questioning is significant to informal assessment (Black et al., 2004). Summative assessment is long-term and medium term assessment according to Dunn (2011), who suggests that this assessment can be useful when reporting to parents and to track student progress. This information can be gathered by Pre- and Post-Testing in order to discover what students knew, and what they learnt. Summative assessment alone can be limiting, however, when used in conjunction with formative assessment can make for effective learning and teaching. Effective partnerships are created with parents and the wider community in order to maximise student engagement and achievement within the classroom (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008, p.11). I believe that there is a need for collaboration within and beyond the classroom, as education is a shared responsibility where parents and teachers [are] shaping minds, transmitting values and passing on cultural mores to successive generations (Ashton & Cairney, 2001, p. 154). However, partnerships between teachers and parents can benefit more than student learning, attendance and behaviour [...] regardless of the social or cultural background of the family (Australian Government, 2008, p. 2). Positive partnerships can aid parents leadership skills and the formation of relationships with others in the community (Epstein, 2009, p. 9). Therefore, with the guidance of the Family-School Partnerships Framework, I believe involvement from parents and communities makes for an effective learning and teaching environment (Australian Government, 2008). It is evident that to maintain strong partnerships I need to be an effective communicator, and be accessible to parents, in order to promote not only my ideas, but the ideas of all within the community (Marsh, 2010). The stronger the
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Meghan Walton

foundations of our partnerships with parents, the easier communication can be if issues arise with their child (Dunn, 2011). Partnerships with parents can create a calmer environment for all as communication comes more easily, and parents feel they can approach you with concerns. My dream of working in the Catholic sector comes from an upbringing instilled in faith. Families in Catholic schools play an important role in sustaining values such as trust, honesty, respect, openness, valuing all participants in the community, understanding and friendliness while teachers engage with these values and assist in the spiritual development of students (Warren, Young & Hanifin, 2003, p. 70). I wish to engage and promote these values within my classroom; therefore, I feel that a Catholic setting will suit my teaching. To foster my faith I will maintain positive partnerships because I know parents are pivotal in fostering faith communities (Hugonnet, as cited in Warren et al., 2003, p. 66). Levinson and Levinson (2009) suggest that the Catholic sector draw[s] families across many racial and socioeconomic lines (p. 109). It is with certainty that I will promote the acceptance of all within and beyond the community, developing student understandings of the world in which they live. Teaching about religion is important to me, however, I feel that students need to be encouraged to explore their faith, not be instructed based on my beliefs (Traubitz, Hind, Brasseur & Gordon, 1983). I hope to grow with the students as their faith progresses. Personalised learning is a child-centred approach that requires an understanding of the learning required by each student in order to target the learners appropriately (Dunn, 2011). Personalised learning relies on personalised teaching. This involves; creating a positive learning environment, having explicit expectations, including all students, and constantly reviewing student learning (Dunn, 2011). I believe that learning experiences should be appropriate to the individual student encompassing imagination and discovery to promote effective learning (McInerney & McInerney, 2010). Although my style may appear teachercentred, the emphasis is on the students needs and responses as I aim to gradually transfer the responsibility for learning [...] to the students (McInerney & McInerney, 2010, p. 173). I feel this responsibility will give students pride in their work. My hope is that this will also assist students in developing a deeper understanding of the content studied. This is a form of intrinsic motivation for students where they have satisfaction from learning and selffulfilment. I endeavour to have students that are motivated to learn without the need for constant extrinsic motivation to achieve self-reliance and responsibility (McInerney & McInerney, 2010).
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Meghan Walton

This essay has continued to develop five important aspects of my Individual Teaching Philosophy. After exploring; personalised learning, assessment practices, and inclusion and equity, I feel that I have a better understanding of what I want to achieve as a teacher. Exploration of the Catholic sector and positive partnerships has given me insight into how both interlink, strengthening my choice of religious sector. Through my research I have discovered what is truly significant to me as an individual, but also as a life-long learner. I know that having a passion for teaching is not enough; I need to stay aware of the intrinsic, extrinsic and altruistic motivations that have inspired me to enter the teaching profession (Rampa, 2012, p. 1282). Word Count: 1,379

Meghan Walton

Individual Teaching Philosophy Final My classroom will be a safe and inclusive environment. Diversity will be accepted and celebrated, while ideas will be applauded and constructively challenged in a setting where all students can learn effectively. I want to encourage personalised learning; where students are empowered through education appropriate to their needs, as it enables equity. Equity is important in the classroom because students have differing needs and the responsibility of the teacher is to provide all students with the power to succeed in schooling to the best of their ability. I value building relationships beyond the classroom with parents and the community. Creating positive partnerships benefits daily learning and engages students in schooling. I believe that parents are pivotal to education as they provide values and customs enhanced and explored through schooling. I wish to work with parents to create active and informed citizens who hold the values of their family. Community partnerships engage students beyond the classroom and inspire achievement; therefore I will actively seek partnerships within the community in order to give my students an education beyond the classroom walls. My classroom will promote inquiry. Questioning will be encouraged and utilised to form opinions and promote critical thinking. I hope that through inquiry students will feel responsible for their learning, whilst discovering new things each day. I intend to utilise, and encourage the use of, a range of Information and Communications Technologies as I prepare my students for a future that is yet to be imagined. However, I will identify to myself, and others, the educational value of each resource and question when no value is evident. I want to enable my students to use and create knowledge within the classroom while taking these skills and understandings into the wider world. I desire making an impact on the world through assisting children to realise and achieve their goals. I want to provide students with the necessary tools and encouragement they require in order to excel at school and beyond. I also aim to inspire through; compassion, education, discussion and exploration, as teachers inspired me. My love of learning compelled me to teach, but it is my upbringing that has led me to study Religious Education. I believe that Catholic Education provides a strong sense of community and a faithfilled foundation for learning. I consider teaching in a Catholic school a blessing because I
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Meghan Walton

am entrusted to assist students in developing their faith. A faith-filled environment is one of happiness and compassion where students can journey closer to God, but also to those around them through empathy and compassion. Achievement will be accessible to all through various forms of assessment. I intend to use formative assessment in order to assess student understanding alongside my teaching practice. Self and peer assessment will be encouraged, while constructive feedback will be provided when appropriate. Summative assessment will be used in order to assess students overall understanding of concepts through unit testing. By utilising both formative and summative assessment I believe I can develop a comprehensive report of student learning. My aim as a teacher is, effectively, to teach, however, I want my students to learn in a supportive environment where learning is accessible and achievable. Word Count: 533

Meghan Walton

References Ashton, J., & Cairney, T. (2001). Understanding the discourses of partnership: An examination of one schools attempts at parent involvement. The Australian Journal of Language and Literacy, 24(2), 145 156. Retrieved from http://search.informit.com.au.ezproxy2.acu.edu.au/documentSummary;dn=110275;res =AEIPT Australian Government. (2008) Family-School Partnerships Framework. [Brochure]. Retrieved from http://www.familyschool.org.au/pdf/framework.pdf Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2004). Working inside the black box: Assessment for learning in the classroom. The Phi Delta Kappan, 86(1), 8 21. Retrieved from http://www.jstor.org/stable/20441694 Dunn, D. (2011). How to be an outstanding primary school teacher. London: Bloomsbury Publishing. Epstein, J. L. (2009). School, family and community partnerships: Your handbook for action (3rd ed.). USA: Corwin Press. Gipps, C., & Pickering, A. (2010). Assessment. In J. Arthur & T. Cremin (Eds.), Learning to teach in the primary school (2nd ed., pp. 233 - 244). USA: Taylor & Francis. Traubitz, N., Hind, S., Brasseur, L. E., & Gordon, H. H. (1983). Facets: Religion in the classroom. The English Journal, 72(5), 18 21. Retrieved from http://www.jstor.org/stable/817325 Levinson, M., & Levinson, S. (2009). Getting Religion: Religion, diversity, and community in public and private schools. In A Wolfe (Ed.), School Choice: The moral debate. (pp. 104 125). Princeton, USA: Princeton University Press. Loreman, T., Deppeler, J. & Harvey, D. (2011). Inclusive education: Supporting diversity in the classroom (2nd ed.). Crows Nest, NSW: Allen & Unwin. Marsh, C. (2010). Becoming a Teacher: Knowledge, skills and issues (5th ed.). Frenchs Forest, NSW: Pearson Education Australia.

Meghan Walton

McInerney, D., & McInerney, V. (2010). Educational Psychology: Constructing learning (5th ed.). Frenchs Forest, NSW: Pearson. McLaughlin, M. (2010). Evolving interpretations of educational equity and students with disabilities. Exceptional Children, 76(3), 265 278. Retrieved from http://search.proquest.com.ezproxy2.acu.edu.au/docview/201197171/13CF12336EA1 33EAA93/4?accountid=8194 Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA]. (2008). Melbourne Declaration on Educational Goals for Young Australians. [PDF]. Retrieved from http://www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html Rampa, S. H. (2012). Passion for teaching: A qualitative study. Procedia: Social and Behavioural Sciences, 47, 1281 1285. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042812025487 Warren, E., Young, J., & Hanifin, P. (2003). Parent partnerships within Catholic school communities: Values underpinning success. International Journal of Education and Religion, 4(1), 63 80. Retrieved from http://web.ebscohost.com.ezproxy1.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=7d1cc c78-3dc2-48f9-b3ec-8344e534a160%40sessionmgr104&vid=2&hid=106

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