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.