Obayed_Ullah_EDSC5028_Assess 2

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Curtin University *

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EDSC5028

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Chemistry

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Dec 6, 2023

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docx

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Unit Code: EDSC5028 Unit Name: Secondary Professional Experience 1: Planning Uni Term 1, 2023, Bentley Campus FO [2] Assessment 2 Part A: Digital Professional Portfolio Part B: Learning and Teaching Plan Student Name: Mohammad Obayed Ullah Unit Coordinator Name: Dr Bich Nguyen

Part A: Digital Professional Portfolio Secret URL: https://teachingportfolio.curtin.edu.au/view/view.php? t=8b4cc8ed74befbc745b4 Teacher Responsibilities: The sense of responsibility is crucial to teacher identity as it will later transform into my learner. I believe a teacher is responsible for several aspects, encompassing teaching, educating and learning students to shape them and prepare them to be responsible, sensible and logical citizens. Taking the responsibility of teaching is one of the key requirements of a teacher. And it is only possible efficiently if a teacher knows the subject content very well, as well as a range of teaching skills and the ability to apply them appropriately (Jensen & Kiley, 2000), which require continuous updating of the subject knowledge and contemporary issues and societies. Moreover, a teacher must provide continuous feedback on their learning through assessment and evaluation of their learning progress. I believe it is a teacher's responsibility to create a safe learning environment where everybody is welcome and appreciates the diversity of culture and differences to ensure a sense of belonging, as several bodies of research support that the sense of belonging is associated with several positive academic outcomes of learner and students (Strayhorn, 2018). In addition, it is the responsibility of a teacher to build rapport and trustworthy connections with the students, ultimately establishing a secure learning process. For an effective learning relationship with the student, a teacher needs to know a bit more about the student, which requires cultural understanding, connection with the parents and community engagement. It is established that parent and community involvement contributes to a positive learning environment and higher academic achievement (Carpenter et al., 2016). Last but not least, professional practice and

continuous development through reflection is a vital responsibility that ultimately ensures to excel and perform all the rest of their responsibilities as a teacher. Teacher Identity: As a pre-service teacher, I believe my main role is transmitting information and demonstrating the correct solution for the students. I realise that I can not teach or educate any student by bombarding or throwing lots of information at students or learners. Rather, I believe I should facilitate and support the learning process so that the learner takes responsibility for their own learning and the learning happens naturally. I believe I will establish the process of natural learning by triggering or igniting the inner desire of learners through motivation (Valerio, 2012), which requires knowing the student. Every student is different and unique in their talent, resources, background and way of excelling, which requires various individually customed learning methods (Navaitienė & Stasiūnaitienė, 2021). As a pre-service teacher, my job is to recognise the uniqueness of the student by respecting, engaging and understanding the student's personal, social, cultural and religious needs of a student. In addition, it is necessary to establish a positive learning environment by practising autonomy and fair go in the classroom. To transform the information and facts and to provide correct solutions to students, I should continuously reflect and update my professional practice and subject knowledge and be aware of the complex dynamics of our society and the technological involvement in our everyday life. My responsibility is to develop students' critical thinking and skills for dealing with real-life problems by providing alternative solutions or perspectives for problems or issues. I believe continuous assessment and providing feedback is a tools to keep their motivation for learning. Reflection:

I understand that I need to meet all the set standards in AITSL to become a graduate teacher. Along with many different pieces of evidence and requirement, Digital Professional Portfolio is one of them, and I am gathering and putting all the details of evidence on it. Based on all the standards of AITSL, I will collect all the evidence while I am in the placement, whether in the classroom or outside of the school, like at the excursion site. I believe it is essential that completing my degree will not end my learning journey. In fact, it is a lifestyle and lifelong journey to learn and develop continuously through professional learning in accordance with the AITSL standards. Evidence of Relevant Clearances: Children Check

Part B: Learning and Teaching Plan. Overview This teaching and learning plan aims to provide a background and context of a local school located in Bacchus Marsh, a regional area in Victoria. By analysing the unique features of the school environment, this plan synthesises various theoretical perspectives on teaching and learning that I plan to apply during my two-week placement as part of the requirement for my Master of Teaching degree. By contextualising theoretical concepts within the school's specific needs and realities, I aim to effectively address the challenges and opportunities I may encounter during my practicum. Section 1: My Teaching Context. Bacchus Marsh Grammar (BMG), established in 1988, is located in Bacchus Marsh, an urban centre and suburban locality in the Australian state of Victoria. It is approximately 50 kilometres northwest of Melbourne, the state capital, and about 14 kilometres west of Melton. Due to its strategic location, BMG is equidistant from the major cities of Melbourne, Ballarat, and Geelong, making it an ideal location for the students attending from Bacchus Marsh, Werribee, Point Cook and Aintree. According to the Australian Bureau of Statistics, Bacchus Marsh has a population of 7000, with 20.6 % of them attending secondary education (the national average is 21.2 %). In addition, the household income is comparable to the national average as well. There is a trend of an increase in the number of migrants (for example, 2.6% of the population born overseas) in this area, holding the demand for standard education

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