Meghann Bailey 22231934 Southern Cross University

My Teaching Philosophy
As a teacher, I will serve an essential role in the intellectual, emotional and
social development of my students. Throughout my university study and professional
experience to date, I have learnt and developed skills, knowledge and behaviours that
ensure that I can deliver students with learning experiences and support of a high
quality. I believe that as a teacher I will support students to achieve positive learning
outcomes through the consideration of student needs and development of appropriate
learning opportunities (APST 1.1, 1.5).
The Quality Teaching Framework [QTF] (NSW Department of Education, 2003)
outlines the approaches and strategies a quality teacher uses to promote student
learning and achievements (Hudson, 2015a; NSW Department of Education, 2003).
The Australian Professional Standards for Teachers [APST] (Australian Institute for
Teaching and School Leadership [AITSL], 2014) detail the expectations for teachers at
all career levels and explicitly outlines the focus areas for a quality teacher. I will
ensure that I use these to guide my planning, programming, implementation and
assessment. The QTF and APST are also tools that allow me to recognise what a
quality teacher does in the classroom and assess myself and develop a plan for
professional development (Hinde-McLeod and Reynolds, 2007) (APST 6.1). I will
engage in reflective practice to ensure that the needs of my students are being met
and that my teaching strategies and behaviours address the QTF (NSW Department of
Education, 2003) and the APST (AITSL, 2014) (APST 3.6).
I believe that I can build supportive and nurturing relationships with my
students, built on trust and mutual respect. The QTF helps to assist these supportive
relationships through a 'Quality learning environment' (NSW Department of Education,
2003). Students learning is positively impacted by these relationships through creating
an atmosphere where expectations are high, students are self-regulated and learning
criteria is explicit (NSW Department of Education, 2003; Hinde-McLeod and Reynolds,
2007) (APST 3.1, 4.1). In my classroom, students will also feel valued as their
knowledge, skills and cultural backgrounds are acknowledged and connected to their
learning (APST 1.3, 1.4).
Students learning is positively impacted by explicit behavioural expectations
that are negotiated. In my classroom, students will understand the behavioural
expectations and strive to meet these expectations (APST 4.3). I will ensure that
expectations are reinforced in each lesson and that students who display this
behaviour are praised. I will use strategies to encourage positive behaviour and
negotiate with my students expected behaviours for quality learning. Research
suggest that pre-service teachers should be proactive in the development of
Meghann Bailey 22231934 Southern Cross University

behavioural expectations and taking on the role as teacher, with the explicit quality
criteria being a reference point when expectations are not met (Groundswater-Smith,
Brennan, McFadden, Mitchell & Munns, 2009; NSW Department of Education, 2003;
Hinde-McLeod and Reynolds, 2007).
To ensure Intellectual Quality it is important that I as a teacher provide learning
opportunities that develop deep understanding of a topic (NSW Department of
Education, 2003). There has been significant research into what makes a quality
teacher and it has found that effective teachers have attributes and perform practices
that ensure their effectiveness (Hattie, 2003; Killen, 2013). These attributes and
practices include being confident in the content and an ability to activity engage
students as participants in making connections with prior learning and new content,
which I consider to be a strength of mine (APST 1.1, 1.2,3.2) (Hudson, 2015b; Killen,
2013; TEDx, 2013). I believe that deep understanding is important for students as it
helps them develop skills and knowledge around concepts. Students will be
encouraged to use higher order thinking and metalanguage. In my classroom,
students will engage in active construction of knowledge and work with other students
to talk about their ideas. I will provide students with problem solving opportunities to
consider and apply content and apply (APST 3.3).
I also believe the learning needs of each student can be addressed using
differentiation and inclusive teaching practices (APST 1.5). It is essential that the
priority of teachers be attending to the diverse needs of all students, celebrating the
diversity of these students and believing all students can learn and participate
(Groundwater-Smith, Ewing & Le Cornu, 2010) (APST 1.5, 4.1). In my classroom, I will
ensure that I understand the individual learning needs of students through discussion
with my mentor teacher and the students themselves. I will gather information about
their interests and ensure that I connect their learning in a meaningful way (APST 1.1,
1.2). Students will have the opportunities to engage in a variety or creative,
interesting and fun learning experiences that are differentiated to suit their needs and
learning styles.
Throughout my planning, engagement with students and professional
development I believe I will continue to address the Australian Professional Standards
for Teachers. I have identified the importance of these in my philosophical statements.
I hope to be a teacher that acknowledges and connects students needs and
interests to their learning through creative and constructivist learning opportunities.
Students will feel valued and supported and know the behaviour expectations for
learning.
Meghann Bailey 22231934 Southern Cross University

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
Groundswater-Smith, S., Brennan,M., McFadden, M., Mitchell, J., & Munns, G. (2009).
Communication and relationships. In Secondary schooling in a changing world
(pp.95 107). Victoria, Australia: Cengage
Groundswater-Smith, S., Ewing., R., & Le Cornu, R. (2010). Understanding learner
diversity. Teaching challenges and dilemmas (Chap 3). Victoria, Australia:
Cengage Learning
Hattie, J. (2003). Teachers make the difference: What is the research evidence? Paper
presented at the Australian Council for Educational Research Annual
Conference: Building Teacher Quality.
Hinde-McLeod, J. & Reynolds, R. (2007). Quality teaching. In Quality Teaching for
Quality Learning: Planning through reflection (pp.44-68). South Melbourne:
Thomson/Social Science Press
Hudson, S. (2015a). The Development of the Quality Teaching Framework [video].
Retrieved from Southern Cross University TCH20001 Blackboard site.
Hudson, S. (2015b). Effective teaching [video]. Retrieved from Southern Cross
University TCH20001 Blackboard site.
Killen, R. (2013). Foundations for effective teaching. In Effective teaching strategies:
Lessons from research and practice (pp 22-59). Victoria, Australia: Cengage
Learning
Meghann Bailey 22231934 Southern Cross University

NSW Department of Education, (2003). Quality teaching in NSW schools: A discussion

paper. Sydney, NSW: Training Professional Support and Curriculum Directorate.
TEDx. (2013, November 22). Why are so many of our teachers and schools so
successful? John Hattie at TEDxNorrkoping [video file]. Retrieved from
https://www.youtube.com/watch?v=rzwJX UieD0U&feature=youtu.be