Parent Information Session

Welcome to this parent information session about your child’s education and our role,
as teachers, in supporting your child to achieve the best learning outcomes that they
can achieve. First and foremost, the role of effective teachers, in engaging both the
learning and management of student’s learning, is critical. The first step that teachers
do to achieve this, while backward planning our units of work, is to ascertain about
what exact learning outcomes do we want each of our students to be able to display
by the end of each unit of learning? (Wiggins & McTighe, 2012, p. 1-2). Indeed, before
planning any lessons or assessments, effective teachers will develop learning
outcomes for each student’s learning needs, from first asking questions, such as:
“What is the ultimate [knowledge] transfer we seek as a result of this unit; What
enduring understandings are desired; and finally, what essential questions will be
explored in-depth and provide focus to all [the students’] learning?” (Wiggins &
McTighe, 2012, p. 2).
These targeted learning outcomes of each student are designed by teachers in their
response to each of these questions, to ensure that, in this way, students’ can, “make
sense of and transfer their learning through authentic performance;” in order to, “help
them develop and deepen their understanding of important ideas and processes that
support such [a] transfer” of knowledge into varying settings (Wiggins & McTighe,
2012, p. 1-3). For example, such a transfer of knowledge in a History class, would be
seen when students are applying events of the past into current and future events;
which is, in turn, is learning to apply a higher order thinking skill (Wiggins & McTighe,
2012, p. 3). Having students’ learning outcomes, or learning objectives, all planned
out, before we even start teaching them curricular content, also has the positive effect
of both misusing less time re-teaching concepts and supporting a healthy, positive
attitude towards learning as well in your students (since they can see why they are
doing the work in class), (Readman & Allen, 2013, p. 82).
The next step for a teacher, before even planning any lessons, in helping to support
and manage students learning, would be to determine what diagnostic and formative
assessments would be best suited to be implemented in supporting these said
students’ learning outcomes, throughout a unit (Wiggins & McTighe, 2012, p. 5). After
all, formative assessments are especially effective in this regard, as they are
conducted every day by a teacher, serving often as informal assessment that, “collect’
evidence of learning and, on the basis of that evidence… provide feedback to students
so they know how their learning is progressing [/] what they need to do to improve”
(Brady & Kennedy, 2018, p. 16-17). Assessments for learning especially are effective
in offering, “no concern with recording and reporting marks and grades,” and, “[work]
to support learning— it is not an end in itself but is focused on taking learning forward,”
towards the learning goal/outcomes of your children (Readman & Allen, 2013, p. 81).
In effect, the main benefit of teachers using formative assessments for learning, is that
they provide personalised data, in real time, about your children’s progress that help
us to practice targeted teaching; in which, teachers use “accurate information about
what students know and are ready to learn next” (Goss & Hunter, 2015, p. 1). Which
acknowledges the educational reality that: “if the material is too easy, students can
become bored and disengage…if it is too hard, students will flounder and may choose
to misbehave or give up,” but if the teaching pedagogy, informed by data, is covering
what your students are ready to learn – “powerful progress can be made” towards the
improved learning outcomes your students deserve (Goss & Hunter, 2015, p. 6). Of
course, in terms of managing your students’ learning, assessing your students’
progress, instead of directly their achievement, in this way, fosters a, “growth mindset
in students, which has been shown to support future success in life” (Goss & Hunter,
2015, p. 4).
Of course, as teachers we hold in high regard our responsibility to act ethically and
legally in our professional practice of teaching your children. Especially when the
Australian government, which in turn means this school, is a signatory of the United
Nations Convention on the Rights of the Child, in which, its decrees serve to help
inform us on how we are to proceed in the best ethical way, when it comes to our
conduct as teachers (Unicef, n.d.). All these decrees are helpful to us as teachers,
however, some of the most important decrees in the convention, that help to inform
our ethical conduct, can be considered to include: Article 3, “[teachers and schools]
should work towards what is best for each child;” Article 12, “Children have the right
to say what they think should happen when [teachers] are making decisions that affect
them;” Article 16, “Children have the right to privacy;” Article 19, “[schools] should
ensure that children are properly cared for and [protected] from violence, abuse and
neglect;” Article 28, “Children have the right to an education,” that respects their
human dignity; and Article 29, “Education should develop each child’s personality and
talents to the full” (Unicef, n.d.).
This is why every teacher at the school, in response to these ethical demands on us,
follow/display general ethical behaviors as professionals every day, such as: speaking
to each student in the public’s view at all times; avoid jokes/discussions with double
meanings; dress professionally; avoid telling students personal details about
themselves; and even keep written records of discipline actions taken against
students, among others ethical practices in the classroom (Australian Catholic
University, 2018, Topic 8). Outside the classroom, both teachers and the school also
take their duty of care, to prevent foreseeable harm/injury to students, very seriously,
by ensuring said students: are always supervised; safe environments are maintained;
and students are protected from bullying, among other things (Australian Catholic
University, 2018, Topic 8).
A more specific, major way, both myself and other teachers, remain ethical in our
professional practice is by refraining to use social media as a tool to interact with
students, whether it be for professional use or otherwise (Russo, Squelch, & Varnham,
2010, p. 1). This is because, while the benefits of using social media (such as
Facebook/twitter) as an educational tool to interact with their students are numerous,
the “privacy and professional risks for teachers are potentially high;” as, “they are
ultimately very public spaces that leave an electronic trail, which can have serious,
albeit unintended, consequences for teachers who breach professional codes of
conduct” online with their students (Russo, Squelch, & Varnham, 2010, p. 2). For
example, teachers, by using social media in this way, run the risk of posting material,
“considered inappropriate and disruptive to students,” and hence, in doing so, fail “to
maintain a professional relationship with the students by being too personal, familiar
and ‘very peer-to-peer like,” (Russo, Squelch, & Varnham, 2010, p. 7). This has had
dire consequences, historically, such as teachers being fired by their school/employer,
having their accreditation revoked by their teaching registration authority, and even
some teachers interacting with their students so inappropriately that they end up in
court (Russo, Squelch, & Varnham, 2010, p. 7-8). So yes, ethically, we teachers tend
to avoid using social media. Commented [JG1]: This paragraph here is a professional
example of my knowledge about how important it is to use
Teachers, like myself, also take seriously our ethical and legal responsibility to partake ICT safely, responsible and ethically, when it comes to
in mandatory reporting of any suspected child abuse or neglect, that may be directed interacting through/using ICT with students as a teacher.

towards any of our students (Australian Government, 2017). In Queensland, where we

are now, all teachers are required to report suspected child abuse or neglect, by law,
when any teacher: “has a reasonable suspicion,” that there are, “detrimental effects
on the child’s body or the child’s psychological or emotional state that are evident to
the person or that the person considers are likely to become evident in the future”
(Australian Government, 2017). In this way, and all the above ways, we as teachers
hope to be ethical professionals, working to educate your children.
The way in which us, as teaching staff, interact with each other, as colleagues, is also
imperative as well, if we want to achieve the best learning outcomes for our students.
An effective teacher, in this way, will seek to work proactively in a team environment
with both their teaching peers and all staff at the school, by, for example: building an
atmosphere of collaboration, trust and respect that is mutual between all;
acknowledging and respecting the potential and talents of other staff, no matter what
their race, gender, religion or age is; creating a staffroom atmosphere of openness
and tolerance; resolving any conflicts constructively and interdependently with others;
handling complaints against other staff members with justice; and also by fostering
unity, harmony, justice and cooperation with all professional others in the school,
among many other practices as well (Brisbane Catholic Education, 2008).
Even beyond the singular school of an effective teacher’s employment, there are many
professional groups across Queensland, and the nation, that seek to provide
professional networking opportunities, to help all teachers to both professionally
develop and converse with each other (Australian Catholic University, 2018, Topic 10).
In Queensland, such professional groups include the Queensland History Teachers’
Association, English Teachers’ Association of Queensland, QLD College of Teachers,
and many others (Australian Catholic University, 2018, Topic 10). In Australia, there
are many nation-wide professional networking groups as well, such as the Australian
College of Educators and the Australian Association of Special Education, among
others (Australian Catholic University, 2018, Topic 10).
Above all else though, the way in which we, as teachers, engage constructively with
yourselves, as parents, is probably one of the most important factors in effecting your
child’s education; as we are demonstrating right now. It is our goal, as educators, to
bring you, as parents, into the decision making process of your child’s education
whenever possible, while hoping to build a positive, professional interrelationship with
you, that, in particular: establishes “a relationship based on courtesy, mutual trust and
open communication;” respects “family privacy and treat[s] information with an
appropriate level of confidentiality,” (unless required by law or a student’s safety is at
risk otherwise); “[respects] parents’ and guardians’ rights of inquiry, consultation and
information with regard to their children;” and finally also, “[respects] the characteristics
and uniqueness of each student’s family background” (Brisbane Catholic Education,
2008).
However, what we, as teachers, call ‘crucial conversations,’ (which is a discussion
between you and us, the teachers, where the stakes are high, emotions run strong,
and opinions are varied about the future of your school children), are always going to
be part and parcel of our professional conversations with you all here; as it should be
(Patterson, Grenny, McMillan, & Switzler, 2002, p. 3). How these conversations are
approached or handled, however, is very important, if we both, as stakeholders, are
going to improve the learning outcomes of the students we both want to succeed.
Firstly, when these conversations happen, it is important that we both create an
environment where we feel safe enough to voice our concerns to each other; as,
“successful dialogue [in these conversations often] results when everyone feels safe
enough to ‘add their meaning to the shared pool’ of meaning” (Patterson, Grenny,
McMillan, & Switzler, 2002, p. 21). The other important necessity, that should be
intertwined within these conversations, is that the purpose of the conversation is made
clear between us, as the teachers, and you, as the parents, before we even start the
said conversation, as, otherwise we run the risk of starting a debate between ourselves
and not a discussion (Patterson, Grenny, McMillan, & Switzler, 2002, p. 69). Afterall,
when the purpose of our crucial conversations between us are made clear, it allows
us to positively work “toward a common outcome in the conversation, [while showing]
that we care about [the other’s] goals, interests, and values” (Patterson, Grenny,
McMillan, & Switzler, 2002, p. 69).
Of course, the ongoing professional development, or learning, of teachers, such as
myself, is also critical. In this way, myself and other teachers are always looking to
improve our pedagogical knowledge all the time, in order to meet many of the
professional standards that are required of us by AITSL’s Australian Professional
Standards for Teachers (APSTs); especially in meeting the standards in the areas of:
knowing how students learn; knowing how to teach the curricular content;
planning/implementing effective teaching; and creating/maintaining safe learning
environments, among other standards, that are all the focus of my own professional
development (Australian Institute for Teaching and School Leadership, 2017). The
strength of teachers constantly assessing themselves against these standards is
strong, as the standards allow, “a set of [professional] duties common to all teachers,
with levels of performance pegged by verbal discriminators, and a set of additional
duties at each career stage;” helping all teachers improve as their career keeps
moving on (Louden, 2000, p. 123).
Personally, both catering for and gaining more professional knowledge about the
differentiated learning needs of students with a disability in my classroom, is key to my
professional development in the future. Which is why I think in the future, when
teaching standardised English classes, for example, it would be wise to collaborate,
interrelatedly, with EAL/D professionals and EAL/D or ESL teachers; as, “each group
of teachers brings different but related [professional] perspectives on the [EAL/D or
ESL] learners, culture, language and pedagogy… pooling these resources can only
be mutually beneficial” (Truckenbrodt & Slaughter, 2016, p. 28).
The role of ICT technology in transforming the learning outcomes of students towards
higher achievement cannot be understated. In that, the inclusion of ICT technology in
the classroom has been shown to install in students key 21 st century skills, such as
problem solving, creative thinking, more easily collaborate with others, and innovative
thinking (Wilson & Boldeman, 2012, p. 661). Not to mention the educational reality that
teachers, like me, using differentiated pedagogy that focuses on incorporating ICT,
“can engage students in ways not previously possible, enhance achievement, create
new learning possibilities and extend interactions with local and global communities”
(Wilson & Boldeman, 2012, p. 663). However, this positive effect on students’ learning
outcomes, when using ICT, is even more pronounced in Indigenous Australian
students and/or students from a multicultural background. Indeed, it seems for
practising teachers, that were teaching English literacy to Indigenous students, ICT
allowed them to, in their own view:
“better meet the needs of their learners while implementing learning activities that
build on both cultural and learner strengths; … with [the] visual literacies, oral
memory and spatial relations [of students being] brought to the forefront and used to
advantage… [in] culturally appropriate and supportive transgenerational groups.”
(Eady, Herrington, & Jones, 2010, p. 278).
This improved learning outcome in these student’s English literacy, from the simple
inclusion of ICT in a teacher’s pedagogy, (or teaching practices), is vastly
astonishing, as it must be remembered that for Indigenous students “there are many
different dialects of their first language to master (including traditional languages,
creoles, mixed languages, and/or non-standard English) before standard English is
even introduced” in the first place (Eady, Herrington, & Jones, 2010, p. 270).
All of this, in our pursuit as teachers, to improve the learning outcomes of your child
at school, is supported by a first class and continually evolving national Australian
curriculum, that guides our pedagogical practices. Said curriculum is very effective in
guiding Australian student’s learning as it offers a three-dimensional approach to
learning, in that, it covers/outlines three central pieces of learning, that teachers must
teach from K-10: the traditional, academic content of eight key learning areas or
subjects (such as Maths, History, Science, etc.); the seven general capabilities of
student’s learning (such as literacy, numeracy, ICT capability, critical/creative
thinking, etc.); and also the three cross-curriculum priorities (which include Aboriginal
and Torres Straight Islander Histories and Cultures, Australia’s engagement with
Asia, and sustainability), (Zilm, 2018). This curricular design has been developed on
purpose, as it makes “the Australian Curriculum…both structured and agile [so that]
teachers,” like me, “can adapt its content to the needs of their communities and
students,” (like for example, an urban school, such as this one, focusing on
urbanisation and sustainability), (Zilm, 2018).
Most importantly though, the Australian Curriculum, in this way, helps us as teachers
to pedagogically cater for the educational reality that, “students need to be creative,
critical thinkers and responsible citizens who can manage rapid technological and
social change” (Zilm, 2018). The Australian Curriculum then, as a ‘three-pronged’
curriculum, seeks to be a contemporary piece of both my and other teacher’s
pedagogy, that has been continually updated, (since 2005), to install in students’ 21st
century learning, that caters for the diversity of all students (Zilm, 2018).
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