Natasha Solomons, S00143722

EDFD260- Assignment Task 1

Reflection on professionalism from my first placement:

Heading into my first primary placement, I felt like I had been thrown in
the deep end, entering an open learning environment with over one
hundred grade three and four students, proved to be confronting at first.
Team teaching and constant communication between colleagues allowed
this environment to run smoothly and maintain a supportive, safe learning
atmosphere. The professional standards explored in the first lecture
allowed me to make links to the professionalism I witnessed from the
teaching and learning on a daily basis.

In this environment, the biggest stand out to me was the teachers ability
to work collaboratively with each other, which proved to be essential. I
often sat in on group planning sessions, this is where I observed teachers
working professionally, to ensure they continued to create an inclusive
environment that catered for all students needs and abilities. These
planning sessions were great examples of professionalism, as the sessions
reflected aitsl (2011) professional standard 6.3,engage with colleagues
and improve practice, teachers contribute to collegial discussions and
apply constructive feedback from colleagues to improve professional
knowledge and practice.

The teachers are never alone and their engagement in constant

discussions with colleagues is extremely beneficial to best support their
students. I believe collaboration is a vital part of professionalism, as Sachs
(2010) explains professionalism is an emphasis on collaborative and
cooperative actions between teachers (p.153).

To ensure I had the opportunity to conduct all my assessments and lesson

plans in this environment, I had to work closely with the whole teaching
team and not just my associate teacher, as workshops were run in ability
groups and not class groups. As a result, I became a valued member of
the team and during planning sessions I would negotiate different lessons
I could conduct. These planning sessions were evidence of
professionalism, as Stoll and Louis (2007) suggest regular meetings
promote rich conversations, professional relationships and improve the
learning, lives and achievements of students(p.182). This links to aitsl
(2011) professional practice in planning for and implementing effective
teaching and learning.

My associate teacher demonstrated professionalism by sitting me down

and making a timetable of what classes I would be teaching that week.
She informed the other teachers of when I was taking their groups, while
Natasha Solomons, S00143722

providing them with my personalised timetable to ensure the environment

kept running smoothly. The teachers were very approachable and made
sure I was comfortable with my teaching. During planning, the teachers
would give me ideas of lessons I could run and how to meet the needs of
the groups abilities, this type of collaboration showed professionalism.
Burbank and Kauchak (2003) explain collaborative methods provide
teachers with opportunities to interact professionally on topics that are
relevant and applicable in their classrooms (p.501). Through
collaboration in planning sessions, I displayed my professionalism as I was
contributing to the discussion and quality of the practice.

My involvement in this experience has allowed me to see that through

careful planning, the teachers were able to develop lessons that best
supported the students abilities and needs. This was done through
assessment and discussions about particular children to make sure they
were grouped appropriately. This guaranteed that students of all ability
levels were engaged in more appropriate learning as it was aimed at their
ability. Teachers were allowed to teach topics they were interested in
which made for a more interactive, exciting atmosphere. With
constant planning and communicating ways to best support students
learning, it became clear that the teachers demonstrated professionalism
in both teaching and learning.

I believe collaboration and team teaching is now more important than

ever, as Nunan (2003) explains team teaching takes advantage of
individual teachers strengths, sparks creativity and develops closer
relationships between teachers, as they must teach for their colleagues as
well as for their learners. To me professionalism is teachers supporting
students learning, facilitating open communication, respecting
students/staff while identifying strengths and weaknesses, and
collaborating to achieve common goals. After reviewing the professional
standards, it was evident that the teachers showed clear evidence in
achieving and meeting the expectations.

Gaining insight into how effective professional planning and collaboration

is done, has allowed me to see that everything being discussed and
planned creates an amazing open learning environment. The number one
focus in this environment is the students unique abilities.

In my future teaching I hope to work in a supportive professional learning

environment as inspiring as my placement, as this is what I believe
professionalism in teaching and learning is all about.

(Word count: 760)

Natasha Solomons, S00143722

References

Australian Institute for Teaching and School Leadership (aitsl).

(2011). Australian professional standards for teachers. Retrieved
from http://www.aitsl.edu.au/australian-professional- standards-for- teache
rs/standards/list.

Burbank, D. M., & Kauchak, D. (2003). An alternative model for

professional development: investigation into effective collaboration.
Teaching and Teacher Education, 19(5), 499-514. dio:10.1016/S0742-
051X(03)00048-9.

Nunan, D. (2003).Collaborative language, learning and teaching.

Cambridge, UK: Cambridge University Press.

Sachs, J. (2010). Teacher professional identity: competing discourses,

competing outcomes. Journal of Education Policy, 16(2), 149-161.
dio:10.1080/02680930116819.

Stoll, L., & Louis, S. K. (2007). Professional learning communities:

Divergence, depth and dilemmas. Bershire, England: Open University
Press.
Natasha Solomons, S00143722