Joanna Bracegirdle (S0013179)

EDFD260 Assignment 1
Reflection-The Australian Professional Standards for Teachers

Assignment 1

Reflection - The Australian Professional Standards for Teachers

My most recent practicum experience was valuable in many ways; I undertook

this fifteen-day professional program in a Foundation class at a local Catholic primary
school. In my striving to achieve the Graduate Standards as outlined by the Australian
Professional Standards for Teachers [APST], I was successful in many areas though still
had much to improve upon ("Australian Professional Standards for Teachers"
[APST], 2014).

From this past placement, it become evident that I have met certain aspects of
Standard 1; Know Students and How They Learn from the APST ("APST, 2014). The
lead up of undertaking previous assessment/observations of students in my class had
been vital to this achieving this. It allowed me to recognise that many of the students
within my Foundation level class were only beginning to grasp the concept of writing.
Juxtaposed to this, others within the same class were confidant and regularly enjoying
the challenging process of sounding out and using effective strategies to spell
interesting words that they would like to include in their prose. Teaching such a diverse
class with a range of abilities required a bit of creativity within my teaching. I worked
on ways to incorporate differentiated instruction as well as making sure that my
teaching was engaging and challenging for every student. I feel as though I
demonstrated both Standard 1.2 and 1.5 (APST, 2014) during one of my writing
lessons. Keeping in mind my class profile and individual students, I reflected back on
Adonious research (2012) indicates how drawing supports the development of early
writing skills. Students who have many opportunities to draw will be more successful
with their writing (Adoniou, 2012). My associate teacher shared this reading with me as
she explained how these concepts of drawing before writing were used within
classrooms in a recent professional development experience she had attended. My
lesson was simple but effective, the children sat on the floor facing the whiteboard and I
enthusiastically told them that we were going to do some writing. But first we had to
think about what we wanted to write about. Tapping into their prior knowledge we were
to write about an animal. Subsequent class discussion led to us choosing an animal
(hippo), drawing him in detail on the whiteboard, naming him (Bob) and choosing a

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 Joanna Bracegirdle (S0013179)
EDFD260 Assignment 1
Reflection-The Australian Professional Standards for Teachers

word most fitting to describe him (pretty). Struggling students could enjoy drawing the
detailed character and labelling different aspects whereas advanced students had the
opportunity to write much more about their animal and experiment with new adjectives.
It was evident through this that I knew my students. I knew that they would engage with
this because it allowed them to have so much input into the activity. It was fun and
tickled their sense of humour as we made Bob the hippo pretty. Studies have shown that
fun, hands on activities such as these that allow the children to take control lead to
effective teaching, learning and increased classroom management (Cope, 2005).
Writing a sentence after our picture flowed naturally as I continued to include and
encourage students chosen specifically for assist me. Knowing the learning strengths
and needs of my class, as well as practicing developmentally appropriate teaching,
allowed me to cater for differences and to be inclusive of every child.

Within the professional practice realm I feel as though I have area to improve
within Standard 3: Plan for and Implement Effective Teaching and Learning ("APST,
2014). Standard 3.7 outlines engaging parents in the educative process (APST, 2014).
Parents building positive relationships with their childs classroom teacher can create
dialogue that fosters a better home-school balance and promote more effective learning
and teaching (Hornby, 2011). I recognise the immense value of this inclusiveness of the
parents in classroom matters but I do find it incredibly daunting to interact with parents.
To best know and support my students, I should also make an effort to know their
parents. This will help to assist we with better planning to suit their needs. Engaging
parents in the educative process is one of my personal challenges and something that I
am working at improving on in my future placements. Effective teaching is that balance
between combining content knowledge with constantly learning and finding new,
engaging ways of presenting information (Killen, 2012). Hornby (2011), suggests that
dealing with parents is a delicate matter, professional distance is necessary at times and
that we should be wary of making assumptions about parents capabilities. By working
to improve my practice through strengthening relationships with my students parents, I
hope to improve learning, as this will ensure that the home- school gap will not be
insurmountable.

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 Joanna Bracegirdle (S0013179)
EDFD260 Assignment 1
Reflection-The Australian Professional Standards for Teachers

Identifying strengths and weakness is important for my profession growth. In the

words of Good and Brophy, remember, the perfect teacher does not exist, but we all
can become better teacher. Continual improvement of our teaching skills is the essence
of professionalism in our field. (Good & Brophy, 1991, p.522, as cited by Barry &
King, 2006).

Word count: 825

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 Joanna Bracegirdle (S0013179)
EDFD260 Assignment 1
Reflection-The Australian Professional Standards for Teachers

References:

Adoniou, M. (2013). Drawing to support writing development in English language learners.

Language and Education, 27(3), 261-277. doi:10.1080/09500782.2012.704047
Australian Professional Standards for Teachers. (2014). Australian Institute for Teaching and
School Leadership. Retrieved 14 August 2016, from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list
Barry, K., & King, L. (2006). Beginning teaching and beyond (4th. ed.). Wentworth
Falls, NSW: Social Science Press.
Cope, B. (2005). How to make a classroom management plan. NSW. Pearson.
Hornby, G. (2011). Parental Involvement in Childhood Education Building Effective
School-family Partnerships. Dordrecht: Springer.

Killen, R. (2012). Effective teaching strategies; lessons from research and practice (6th ed.).
Melbourne: Cengage Learning Australia.

Robinson, S. (2016). EDFD260 Lecture 1, 2016: Teacher as a professional [PowerPoint slides

18-68]. Retrieved from https://leo.acu.edu.au/mod/resource/view.php?id=1439406

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 Joanna Bracegirdle (S0013179)
EDFD260 Assignment 1
Reflection-The Australian Professional Standards for Teachers

Assessment HIGH DISTINCTION CREDIT PASS FAIL

Criteria DISTINCTION

The written The written The written The written The written The written
reflection reflection reflection reflection reflection reflection
evaluates and provides an in provides a provides an provides a demonstrates
analyses the depth and detailed adequate basic poor
knowledge critical analysis evaluation and evaluation and evaluation and evaluation and
gained from analysis analysis analysis analysis
lectures and
further reading

The written The written The written The written The written The written
reflection reflection reflection reflection reflection reflection
discusses and provides provides a provides an provides a provides
reflects on critical detailed adequate basic limited
what is reflective reflective reflective discussion and discussion and
observed and discussion discussion discussion reflection reflection
experienced

The written The written The written The written The written The written
reflection reflection reflection reflection reflection reflection
critically presents an in presents a presents an presents a presents
demonstrates depth and detailed adequate basic analysis limited
connections critical analysis analysis analysis analysis
between theory
and practice

Demonstration The written The written The written The written The written
of accurate use reflection reflection reflection reflection reflection
of grammar, demonstrates demonstrates demonstrates demonstrates demonstrates
punctuation exemplary use accurate use of appropriate appropriate poor use of
and spelling of grammar, grammar, use of use of grammar,
punctuation punctuation grammar, grammar, punctuation
and spelling and spelling punctuation punctuation and spelling
and spelling and spelling
most of the with some
time errors

Use of APA Excellent use Accurate use Mostly Inconsistent Incorrect use
referencing of APA of APA consistent use use of APA of APA
style referencing referencing of APA referencing referencing
style style referencing style style
style