Standard 7: Engage Professionally with Colleagues, Parents/Carers and the Community.
One of the key challenges facing
graduate teachers as they begin the process of entering the profession as an
emergency or full time teacher is the manner in which they will have to conduct
themselves when engaging with the parents and carers of their students (Rodriguez & Elbaum, 2014). For example, teachers
have to work extremely sensitively with parents and carers of students when constructing
Individualised Learning Plans (ILP’s), as this is a means of involving them in
assisting with their child’s learning and also keeps the parent or carer
updated on their child’s ongoing progress and development (Rodriguez & Elbaum, 2014). Informing
parents and carers about their child’s progress can be quite a controversial issue
as some parents may be unaware of certain issues pertaining to their children’s
education (Rodriguez & Elbaum, 2014).
In terms of the dialogue between the broader community and teaching networks, a
strong relationship is needed between the community and students, as well parents and teachers
and this can be seen to be an integral partnership for each school's journey in
ongoing school improvement (Catholic Education
Office Melbourne, 2012). Ultimately, in
order for a school environment to function effectively, it is paramount that
all staff working within the school comprehend and apply the schools key
principles contained within their code of conduct, therefore assisting to build
and foster an overall positive school environment (Gurr, Drysdale, &
Walkley, 2012).
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Artefact 1: Code of Conduct
Annotation: In order to successfully
complete my final professional experience placement, it was crucial that I
complied with the code of conduct of Mother of God Primary School. In doing
this, I have demonstrated my ability to understand and apply key
principles in the code of ethics and conduct within a school environment. Focus
7.1 ensures that be it pre-service teachers, emergency teachers or graduate
teachers, abide by the appropriate codes in which the school is governed
by.
Artefact 2: Associate Teacher Comments
Annotation: Artefact 2 demonstrates my
ability to fulfil focus area 7.3 of the Australian Professional Standards for
Graduate Teachers as it presents comments made by my associate teacher in
regards to my attendance at school functions during out of school hours.
This was a key strategy that I implemented to attend
these functions, as in engaging with the parents and carers of my
students, at both a sensitive and confidential level, helps prosper a
positive and excellent relationship between teacher and parent/carer that
hopefully would directly aid the learning and teaching of the student.
Artefact 3: Certificate of Community Engagement
Annotation: In my successful
participation in and completion of the Atherton Gardens
Homework Support Program, I have interacted with and learned from external
professionals and community representatives in order to broaden my professional
knowledge and practice specifically in regards to students of lower socio
economic background, students whose first language is not English and students
whose situation doesn't provide them with the support which they
require in order to meet specified learning outcomes. In engaging with
professionals and community representatives, I have been able to develop knowledge
in relation to dealing with students, families and carers from various
backgrounds. This adheres to focus area 7.4 of the Australian Professional
Standards for Graduate Teachers.