STANDARD 6
6.1.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.3.1 Seek and apply constructive feedback from supervisors and teachers to improve teaching practice.
Considering I have a mentor during this internship experience, I have received regular and ongoing feedback for my lessons. This particular lesson was early in the year and was based on Science, a subject that I now teach every Friday. The artefact demonstrates how I can effectively incorporate feedback from supervisors to further develop and reflect on my teaching practice. The lesson observation template was designed in a way that allows me to identify the AITSL graduate descriptors I want to focus on, and how I might achieve them through agreed aspects of practice (6.1.1). The AITSL standards “inform the development of professional learning goals, provide a framework by which teachers can judge the success of their learning and assist self-reflection and self assessment” (AITSL, 2011). Receiving ‘constructive feedback’ is pivotal, especially being a pre-service teacher, as it enables me to build and develop my teaching identity. As indicated in the artefact, positive aspects of my practice include student motivation, technology integration and gaining respect, but I still need further improvement with time management, responding to behaviour and using classroom management strategies (6.3.1). According to Ratminingsih et al (2017), reflection for teachers becomes “not only very crucial for them in order to continuously and regularly make improvement in their teaching, but also for their students, since the teachers’ improvement can affect the students’ learning” (p. 166-7). In order to ‘improve practice’, I have stated in my artefact that I want to be succinct with future activities, allude to the star reward system more frequently and find effective ways to cater for the visually-impaired student in my class (6.3.1). While it has been difficult to practice these skills with the remote learning period this year, more opportunities will arise now that students are slowly transitioning back to face-to-face teaching.
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