As a graduate teacher it is important to understand the standards that underpin the whole of the teaching profession. The Australian Professional Standards for Teachers (the Standards) came about after extensive evidence was put forward by the Melbourne Declaration on Educational Goals for young Australians in 2008 to say that Australia needed to improve its teacher quality in order to be considered as a world-class country in education (Teacherstandards.aitsl.edu.au, 2014). The key elements of what constitutes quality teaching make up seven standards and are broken down into the three domains of professional knowledge, professional practice and professional engagement.
Standard 3 of the Standards is included in the domain of professional practice and its main aim is to ensure that effective teaching and learning occurs through focusing on comprehensive planning and goal-setting, teaching strategies, the use of resources, evaluation and communication with students and parents (Aitsl.edu.au, 2014a). Professional practice is made up of the knowledge, skills and practices required by teachers to meet the needs of their students (Zammit, 2007).
Graduate teachers have completed the necessary qualifications to
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Warren, Hong, Rubin and Uy (2009) encourage teachers to take a slow approach to engaging with parents/carers and do it in a more authentic way through meaningful conversations. Even a short, five-minute conversation can help “1. Make a personal connection 2. Share your hopes and concerns about the student 3. Leave a lasting impression” (Major, 2008, p. 318). Major (2008) offers another way to engage parents/carers, by holding a ‘gala’ night with awards, food and an exhibition of student work and including other classes or even the whole
middle of paper ... ... Australian Journal of Teacher Education, 25 (1), 45-51. Retrieved from http://ro.ecu.edu.au/ajte/vol25/iss1/5. Western Australian Department of Education. a.
This approach drives teachers to really understand and get to know their students, and to build upon a strong teacher-student relationship. In their key improvement strategies, Larburnum (2017) identifies that a learning environment is optimised through quality teaching practices which recognise the importance of the student-teacher relationship. They also place high emphasis on person-centred and family sensitive practice, and partnerships with families and communities. Engaging with families and understanding a child’s attained knowledge outside of school is one of the top priorities, as they recognise the positive effects this approach has on learning and teaching. In a study discussed in Moll’s Funds of Knowledge (2006, p.82-84), a teacher visited one of her students in order to gain greater insight into his life. She discovered that he sold candy in his local neighbourhood, and brainstormed ways she could implement it into her learning module for the upcoming week. The teacher opened up a discussion on candy with her students and worked with them to provide a definition. They were able to practice analytical skills, and grammar knowledge (ACARA,
Marsh, C.J. (2010). Becoming a teacher: Knowledge, skills and issues. Frenchs Forest, Sydney, NSW: Pearson Australia
The Australian Professional Standards for Teachers provide a framework, which clearly identifies the knowledge, practice and professional knowledge necessary to achieve each standard in a teacher’s career. The Standards aim to enhance all students learning outcomes by providing key indicators of teacher quality to assist the preparation, support and progress of teachers (Board of Studies, Teaching and Educational Standards [BOSTES] 2014). This essay will examine the Australian Institute for Teaching and School Leadership (AITSL) Standard One: “Know students and how they learn” (2011, p.3) by comparing and contrasting the expectations of a graduate and lead teacher. There are six focus areas within Standard One and each area clearly defines
In the first experience the author shared, they found that all of their students had knowledge and experiences with horses. From here, he developed a curriculum about horses in order to create meaningful learning experiences. He developed questions he wanted to be learned from the lesson and then created an outline of the unit and organized it according to areas of the curriculum. When using students’ funds of knowledge, teachers do not have to spend time providing facts and knowledge that they already know. Instead, they can focus more on abstract and critical thinking which are necessary to provide students with real-world, meaningful learning experiences! The author also provided an experience to stress the importance of involving parents in the learning experience. After an interview with a family, the teacher discovered a parent (that was viewed as lacking in education and knowledge) had the ability to play the guitar and write songs. Rather than letting this go unnoticed, the teacher invited the father, Jacob to write children’s songs and create a musical for the class to perform. Having a musical also helped get more parents involve with costumes and other projects. Because of the high parent involvement, parents started to feel important and part of their students’
In this lesson, all three dimensions of the Quality Teaching Framework [QTF] are used to ensure pedagogy that promotes intellectual quality, a quality learning environment and ensures the significance of their work is known to students (NSW Department of Education and Training [DET], 2003). To guide my practice in meeting the needs of the students within this class, I have focused on substandards 1.4, 1.5, 1.6, 3.1, 3.5, 4.1, 4.3, and 5.2 from the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership [AITSL], 2011).
Colonies in America have always been different from Britain, the whole reason people started settling there was so they could get away from the mother country. When they started to settle in their colonies, the people had to form their own government and learn from the mistakes of other ones, so when establishing theirs, they kept church and state separate. Doing this helped put an end to the influence that religion had on politics, making it difficult to use religion as an excuse anymore. Generations and
The Southern colonists had a mixture of religions as well, including Baptists and Anglicans. The original laws of the colonies had forced people to attend a specific type of church and to pay taxes that helped fund the churches. Later, colonists decided to become more religiously tolerant and to separate church from state. The idea of the "separation of church and state" first appeared when Baptists in Virginia wanted to have religious tolerance from the Anglicans living in the area. Today, our society seems to be uncomfortable when perspectives of faith are included in the consideration of public policy. For most colonists, however, the idea of faith being separated from community and governmental activities would have been a strange thing. They believed that community life and government were precisely where faith needed to be practiced if church members were going to be faithful to God’s covenant with them as His people. Religion played a huge role in the shaping of the original thirteen colonies. The part that religion and the church plays in today’s society has become quite different from the role it played in the early
Religion ties American’s of different races and cultures together in various ways. It provides unity and hope among a very diverse group of people. In today’s American society religion provides deep connection to American’s through socialization and social control.
The relationship between schools, families, and local community’s has weakened over the past decade due to overwhelming schedules of parents and students alike (Ryan et al, 2013). To nurture these three components, a commitment from each to pull together and focus their attention on the developing student’s emotional and academic needs is essential. (See figure A.). This commitment must stem from school administrators engaging with the current teachers to survey what their needs are for parent involvement. Schools need to reach out to parents to be involved at any level within the school. Retired individuals in communities need to be encouraged to volunteer their time near their local school. Last of all, local colleges and businesses need to kno...
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th Ed). Frenchs Forest: Pearson Australia
Wilson, G. (2011, March 1). Parental Engagement- Oxford School Improvement. Retrieved March 20, 2012, from YouTube: http://www.youtube.com/watch?v=SqxYooapk6k
Parent involvement is one of the most influential aspects of student motivation. The parents are the initial teachers of the child before the child goes to school and encounters education through a teacher. If a parent is completely engaged in the learning process with a child, there can be growth between the child and the parent simultaneously. The parents set an example for the child, so that the child understands that help is in the classroom and at home. Alma Wright, a first and second grade teacher, believes that parents in the classroom are a good way to stimulate children. She says, “Their active participation is a positive influence. The school is open for parents to share their talents and motivate their children” (Drew, Olds, and Olds, 1974, p. 71).
"Religion and the Federal Government: PART 1 (Religion and the Founding of the American Republic, Library of Congress Exhibition)." Library of Congress Home. Web. 29 Jan. 2012. .
In the reading it brings up how most parents are only contacted by the school when it is something bad. This is not how it should be. Teachers should be sending home good news notes to the parents praising the students for their hard work in the class. Schools also need to be welcoming to the families and provide workshops to assist in the parent’s knowledge to allow them to help their children with their schoolwork. Having the parents involved and aware of the things that are going on in the classroom and the school are great ways to build that relationship and to enhance the student’s academic achievement and