The Australian Professional Standards were designed to aid teachers in their understanding of what they should know and should achieve as professionals. The following response inspects how the seven Standards evaluate teaching practices and provides a platform to reflect on the professional duties of all teachers at different career stages (AITSL, 2015).
In Australian schools there are a range of learning challenges presented by students and their diverse cultural, linguistic, religious and socioeconomic backgrounds. Stated in Standard 1.1 to 1.6, teachers must gain knowledge of their students, understand their circumstances and deliver an engaging teaching environment by addressing all areas of inclusion (AITSL, 2015). I believe it to be
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Engaging parents, carers and stakeholders in the learning practice is imperative and must be followed (AITSL, 2015). As professionals we should share knowledge with colleagues and always aspire to take part in additional developmental programs to better our professional performance and the general quality of education. The Standards (AITSL, 2015) support all of these areas and provide me with critical detail of what is expected to accomplish the levels of proficiency. The expectations the Standards set out are not only to provide teachers access to what proficiencies must be obtained, but also to help teachers learn how to continually incorporate gained knowledge by measuring it against the Standards. Zeichner & Liston, (1996) stated that, the ability of classroom scrutiny include careful personal reflection and well-structured evaluation, a welcoming approach toward an open and enquiring mind and a sense of responsibility and commitment to children’s learning. The Standards are an invaluable tool to measure my ability and progression, setting out principles to be met in becoming a professional
Critical issues facing educators today include; educational inequity, socio-economic status of students, cultural diversity, stereotyping, dominate cultural paradigms, and social disadvantage. Because of these issues, educators will be best prepared for classroom life if they find ways to adapt and modify the learning environment in order, to provide for inclusive regardless of the learners needs. All children in Australia are presented with the opportunity to attend schools which are designed to be inclusive for any and all abilities. Due to the diverse nature of the school age population in Australia classrooms are made up of an assortment of needs in relation to social, cognitive, and physical areas of learning.
As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).
In regards to the AITSL standard 1.4, it is essential to include a curriculum and teaching practices, which respects Indigenous peoples perspectives in order to build positive learning relationships between educators and their students in the classroom. Educators can incorporate various approaches in many ways; however, they must ensure that the curriculum is applicable and respectful towards Aboriginal Torres Strait Islander knowledge, ensure they continuously develop and release engaging and culturally inclusive curriculum in learning environments. As for literacy and numeracy accomplishments, it is essential to advance in teaching practices of valuing and respecting the knowledge of including Aboriginal Torres Strait Islander language.
InTASC Standard #2 (Learning Differences) states, “The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high
Improving academic outcomes for Aboriginal and Torres Strait Islanders is mired in inherited and contemporary difficulties. Because of poor policies and pedagogy, generations fear and lack confidence in the education system (Harrison and Sellwood, 2013). It is, therefore, imperative that teachers have a range of resources and strategies for adapting the curriculum to the needs of Aboriginal and Torres Strait Islanders. This should include fostering pride in identity, making connections to community and land, and respecting language variation and culture. In doing so, teachers meet expectations for Australian professional teaching standards and the community.
The participation and full engagement of all students in education is a ‘key factor affecting the life chances of all Australians’ (Buckley & Armstrong, 2011, p. 62). It is clear from current statistical information, that participation and eventual success in educational studies is particularly vital for Aboriginal and Torres Strait Islanders who among us all have the lowest level of participation in education (Buckley & Armstrong, 2011). Ockenden (2014) notes that whilst more Indigenous students are completing Year 12 than ever before, there still exists a significant gap between educational achievement in literacy, numeracy
The Code of Professional Practice comes in support of all teachers as guidance to how to be a good teacher. In a continually changing society the profession of teaching is becoming more complex and important. In order to keep up with the changes, I need to ensure that I meet the highest possible standards. Following
The education system which has been operating in Australia and in New South Wales since the time of white settlement has failed to meet the minimal needs of Indigenous Australians. There is a long history of inadequacies in educational programs where Aboriginal Australians are concerned. Unfortunately, it has only been extremely recently (in approximately the last decade), that the importance of adapting the teaching styles in the classrooms to meet the needs of the Aboriginal children of New South Wales and Torres Straits Islanders has begun to be realised (Perry, 2006, 1-2). Part of this has been an acknowledgement that there are fundamental differences existing between the values of the Indigenous and the non-Indigenous Australian. To wit, Australian Aboriginal communities tend to make their focus the welfare of the group, while non-Indigenous Australians tend more to concern themselves with their own individual wellbeing (Harrison, 2004,
Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,
However, these comments are something which can only become reality if practitioners are enquiring into their practice. On reflection, it is my opinion that as assessment is such a widely-debated idea that it should be enquired in a teacher practice on a regular basis. I feel that by just concentrating on effective questioning it has implicated my practice and made me feel more confident and knowledgeable. However, there are many other factors a teacher uses daily which can change the form of a child’s learning. Therefore, I feel another important next step in my practice would be to follow other formative assessment tools as a line of enquiry. Specifically, into LI and SC and understanding the most effective way to use this in the classroom, such as discussion or visibility. I feel that this next step would be a natural movement in the action research cycle (see Appendix 9).
I believe that most important indicators of professionalism that I possess are respect, accountability and tenacity. I show respect by listening, being fair, and following through. Instead of seeking to control children’s behavior, rather try to respect and understand it. Being accountable not only means being responsible for something but also ultimately being answerable for your actions. Being engaged as a teacher is important to professionalism because
In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).
Both these professions expect the same high standards when it comes to education and training. Nursing and Social Work both have requirements for continued professional development and lifelong learning. It is essential that Nurses and Social workers keep a record of their training throughout their careers.
Through my theoretical and small practical understanding of inclusive education I will be embracing the concept and practice of inclusion through the use of the term Curriculum Differentiation, which is all about arranging the classroom learning environment to be more suitable for students of all types, abilities and learning capacities to have the chance to reach their own individual maximum potentials (Carpenter, 2010). Through researching and learning about inclusion I have come to believe and agree with the statement of “Diversity not Deficit” when teaching in an inclusive school or classroom (Queensland Government, 2005). This statement reflects my own personal philosophy of inclusive education, as it pushes my strong belief that education is about not seeing any of the students, their families or the
During the ten years that I have worked in primary education inclusivity has played an increasingly important part when considering how the curriculum can be delivered and how a classroom can be managed to ensure that it is accessed by all children. Experience of working within a primary classroom has shown that the accommodation of students with Special Educational Needs (SEN) and the delivery of inclusive lessons have had a vital part to play when determining classroom