Demonstrating Standard 1.3

1.3) Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

"Knowing who your students are, as a group and as individuals, is an important part of good teaching" (Centre for Excellence in Teaching)

This statement highlights the necessity of understanding diversity in the classroom. It is the responsibility of the teacher to provide students with an environment that is conducive to learning. This is where factors such as a respectful, safe and proactive learning environment impacts the ability to reach each student as an individual, which is the crux of diversity.

I have approached this standard in a number of ways:

• Taking time to learn about each individual student under your care is absolutely vital if you are going to recognise their diversity and be able to target their learning needs. Furthermore, this stage is essential to create a professional relationship with the students that allows them to feel valued within the school community, which in turn gives them the confidence to approach learning situations with positivity and openness. Some strategies to accomplish this knowledge of the students is to talk to them, value their feedback, understand their NEPs and ILPs. Getting parents involved has given me a great understanding of external factors that may be impacting the student's learning.
• This leads into another strategy that involves bringing in different people into the class as resources that the students may associate as connection points, and whom they can appoint as role models in their lives and look up to. I value this process, as I believe that each individual (even those on staff) can bring something new, unique and different and therefore may reach someone in an unexpected and valuable way. 
• Finally, it is important to set clear boundaries and guidelines surrounding respect, compassion and anti-bullying attributes. I implement a 'zero-tolerance' for anything that is offensive, disrespectful, thoughtless, or inappropriate within the classroom setting, or externally if it ends up affecting another individual under my duty of care. 

Demonstrating Standard 1.5

1.5) Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Differentiation has been a heightened topic of discussion over recent years and is becoming increasingly vital as there is greater recognition of the diversity of needs and requirements within the individual classrooms today. There are several methods through which differentiation can be applied. There are different grouping strategies or tactics such as interest-based grouping or readiness-based grouping. I have found that the collaborative approach can be extremely effective in terms of differentiation. Several Stage 1 English students underwent a 'Jigsaw Activity' (as seen below) that combines inquiry-based approach to learning; as well as good communication and listening between peers, in order to share that knowledge and information with others. This was a combination of basing the groups by interest and study methods, as well as according to readiness based on pre-assessment data. This proved to be an excellent method for the students to push the boundaries in a safe learning environment.

With Middle school year levels, I strive to apply theories such as Edward DeBono's 'Six Thinking Hats'. This caters for diversity, as it considers different learning preferences of the students within the class. If the lesson plans and unit plans can be appropriately targeted towards an optional based approach (as seen in the Advertisement Assignment for a Year 9 English class). Each student was assigned or designated a specific role within the group, that satisfied their strengths, as seen below. This drew out the students individual personal strengths and allowed them to contribute these strengths into a group situation or scenario. 

In conclusion, there are several differentiation methods that may be appropriately used in order to meet the students at their required level of understanding. However, the most vital aspect of this entire process is to ensure that you really 'know' your students, become aware with their NEPs or ILPs, and strategise, plan and implement accordingly. 

Demonstrating Standard 6.3

6.3) Engage with colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching practice

Mentor teacher's feedback
When considering collegial feedback, I am an apt learner that respects and responds to critical feedback. As seen in the image below, my mentor teachers commented on my manner in regards to professional relationships that "she consults, interacts, and contributes to/in discussions with colleagues from a professional position of knowledge, respect, and confidence."

University feedback on unit/lesson plans
Over the past four years I have received constant feedback from tutors and supervisors that has not only encouraged me in my own learning, but has moulded and shaped my own method of marking and assessment. I have learned that good feedback can encourage reflective practice and this is a goal that I seek to see achieved in my own students. It has been vitally important for me to be able to reproduce as well as initiate several of my own feedback strategies, that would demonstrate how I have learned from others' assessment. Below is a demonstration of a marked item of work for a Year 11 English student. The feedback given demonstrates how I have encouraged them to consider their work, and try to improve it, rather than just telling them 'what' to change. 

Performance reviews
Since working as an APAS tutor and ESO, I have come to greatly appreciate the critical feedback produced from performance reviews. These often provide one with feedback on strategies and pedagogy that is working well, as well as areas that can be developed, honed or shifted. In order to meet the expected requirements of the job title, it has also taught me to appreciate standards, such as the AITSL Standards, and a structured set of principles that guide my overall teaching practice. 

Demonstrating Standard 6.2

6.2) Engage in professional learning and improve practice

Understand the relevant and appropriate sources of professional learning for teachers

Attendance of Conferences:
Attending state or subject-specific conferences has not only been an excellent method to develop my networking structure as an emerging teacher, but also provides current and practical advice related to situations experienced by other professionals in the field. Furthermore, most of the content covered at the conference will be based on theory that will act as a strong foundation for my teaching practices. The conferences I have attended include the South Australian English Teacher's Association (SAETA) Conference and the Christian School's Australia (CSA) Conference. At the CSA Conference I had the opportunity to attend several workshops, one of which included a Stage 1 English workshop. This was held by an experience professional in the educational field and gave me great insight into the challenges, standards, and requirements asked of me as a graduate teacher.

Professional Development Workshops:
I have found that there are several Professional Development workshops available for graduate teachers. These may range from special needs support, to subject specific support, as well as personal and professional health and wellbeing support. Some valuable sources for these workshops have been MultiLit workshops, who provide a calendar of upcoming events (as seen by Figure 1 below); AISSA, who have provided several significant workshops that have aided in my understanding and practical ability to differentiate tasks in the classroom (Figure 2 below);

Online Networking Databases:
Finally, there are several online networking databases such as Pinterest Boards, Blogs and Wikispaces that may provide invaluable support and information to a graduate teacher. These sources often provide relevant and modern resources, that are helpful when trying to balance a busy workload with several other newly developing responsibilities and tasks.

Demonstrating Standard 3.4

3.4) Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

In order to accomplish a modern classroom that incorporates several strategies through which students may better engage in the content that they are learning, I have sought out some professional guidance. In addition to a University topic based on ICT in the classroom, I have completed a professional development workshop targeting the modern learner and the effective use of ICT by educators.

Some of the strategies used include:

ICT-Based

SMARTBOARDS

The effective use of smartboard applications can increase the students engagement dramatically. Using interactive programs such as timed group tasks that require great listening, communicating, and performing can encourage collaborative learning as well as provide a safe and secure environment for students to develop their skills in presenting and contributing to the learning of their peers. 

POLLEVERYWHERE.COM

In the Mathematics classroom, this is an extremely effective tool, as it provides instantaneous feedback from anonymous codes (represented by students in the classroom). One benefit of instantaneous feedback is the chance for the teacher to direct the lesson according to the student's 'Zone of Proximal Development' as developed and discussed in detail by Vygotsky.

NON-ICT-Based

COLLABORATIVE/GROUP WORK

Students often learn best when they are placed in a comfortable and secure learning environment. In addition, as an educator, it is important to encourage the students to own their individual learning. Collaborative group work can often encourage problem solving, leadership skills, responsibility and communication. These are all vital skills necessary for students to accomplish a whole and balanced learning experience. Furthermore, instead of just providing group work that remains isolated within each group, the benefits of sharing this information with the rest of the class increase the student's learning even further. Below is a demonstration of a mind-map created from a week's worth of inquiry-based learning completed in groups and then shared with the rest of the class. The Year 10 English class was preparing for essay-writing in their exams and were uncovering the core information that needed to be unpacked from the novel 'Animal Farm' by George Orwell. 

Demonstrating Standard 3.7

3.7) Engage parents/caregivers in the educative process

Describe a broad range of strategies for involving parents/caregivers in the educative process

I have committed my pedagogy as a professional to relationship-based teaching, which includes a collaborative approach with a variety of school-based communities. One extremely effective method that I have developed over the period of development as a practicing teacher is the use of Wikipedia pages. This was particularly effective for several English classes for which I outlined the entire unit including upcoming assessment tasks, a timetable of what was to be expected in each lesson, and daily or weekly updates similar to a news feed. This forum also allowed the students to network with one another as well as post comments or questions on the site. Finally, this is a safe forum for students to utilise, as only those added by the teacher can see and interact on the sight. Finally, this method allowed parents or guardians to be involved in their child's learning, as they could access the site from home and keep an up-to-date record of their child's progress. This also provides a means of accountability for students with incomplete work due to lack of knowing.

The development of Personal Learning Plans within the National Australian Curriculum has also provided a pathway through which parental involvement is vital and appreciated by both students and the school staff. Through my experience as a tutor, I have witnessed the effectiveness of a program called 'Round Table Presentations' through which students are required to produce a presentation regarding their learning and progress. This is presented to a few of their closest educational environment-based connections (teacher and sub-school coordinator) as well as a member or members of their family. It encourages students to develop the reflective practices needed to present a clear and concise summary of their learning experiences.

Furthermore, another strategy is to involve parents/guardians into the Student Support Officer roles available at the school. This gives the students a sense of safety and familiarity, by having role models that do not seem as daunting as a teacher may be.

Demonstrating Standard 1.4

1.4) Strategies for Teaching Aboriginal and Torres Strait Islander students

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. (AITSL, 2010)

I have worked in the Aboriginal Program Assistance Scheme (APAS) or Indigenous Tutorial Assistance Scheme (ITAS) as a tutor for the past three years. This has provided me with the opportunity to work with a variety of between fifteen and twenty Indigenous or Torres Strait Islander students on a weekly basis. The students range between Year 8 and Year 12, and therefore require a vast amount of diversity between instructional approaches. The ability to use practical and 'real-world' exemplars for the younger students has been especially efficient, especially in Mathematics. 

Through Professional Development, I have had the opportunity to listen to Gray Poehnell (2012) who spoke about Guiding Circles, and the impact that career path development can have on Indigenous communities and peoples. Several strategies were listed including: identifying and telling specific life stories, identifying a potential network of support and provide an action plan for their next step.

Through subject areas such as PLP, these concepts may be integrated into the curriculum. Several Indigenous students over the past year have had the opportunity to identify their personal strengths through analysing their own potential and then be directed towards workplace internships and opportunities that can support these strengths and introduce the students to the industry. One such program that is available to the students that I work with is the NAB Internship Program that gives students with a business-focused mindset the chance to experience career developing opportunities, and acquire skills that are going to help them later in life. 

Introduction to Professional Portfolio

This portfolio will provide a journal that uncovers how I have effectively demonstrated the requirements put forward by the Australian Institute for Teaching and School Leadership. These standards ensure that teachers have a benchmark according to their qualifications by which to assess their teaching standards. The following blog posts will be aimed at the 'Graduate Benchmark' until further notification. The standards that will be covered include Standard 1, 3 and 6. These are further developed under the page 'AITSL' found on this blog, as well as the individual pages for each standard. The standards are broken down into specific assessable areas, and each will be shown to be satisfied within my pedagogical practice.