I have recently completed the AITSL Self Assessment Tool online and am starting to consider what I have learned about my strengths and areas for development. For this post, I will focus on the area of Professional Knowledge.
I have noted two areas of strength from the tool:
1.2L Expand understanding of how students learn using research and workplace knowledge
Having just completed my Masters, there have been a myriad of opportunities presented to me for accessing current research about best practice for contemporary learning. One of the things I enjoyed most about my study was the many interesting places it took me, often quite unexpectedly. I may have been reading a particular article or similar online but it was often the links that were really interesting. For me, studying was the beginning of my relationship with Diigo, and I have continued to curate many resources since. Over the past few months, I have also been doing some professional reading in areas of interest to me including Visible Learning, Comprehension and Collaboration, Making Thinking Visible and The Cafe Book. My PLN on twitter has been instrumental in my own learning also. Over the past 12 months, I have connected with many inspiring educators and learnt about things such as PBL and CBL – in fact it is quite likely I would not have even known about the great work AITSL is doing as it does not seem to be on the agenda in the Catholic system in Melbourne as yet.
2.2L Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs
I have worked hard since my return to teaching 4 years ago, after a 10 year break, to try new ways of working within my classroom. My perspective has changed enormously during this period and I now truly see myself as a learner (I have blogged about this transformation previously). I love the shift this has made in my thinking and in my openness to the learning of my students. I feel much less like the expert imparting knowledge and more like a co-learner, sharing the journey, asking some enabling questions, being challenged myself by the questions, and being open to units of work taking surprising directions. I love the addition of extra computers and a couple of iPads to my classroom as they enable the students to express their learning in far more personalised ways and I have tried to provide them with a more flexible learning space, within the confines of a traditional classroom. I think I still have much to learn in terms of innovation but it is great to feel like I am heading in the right direction.
My areas of development are:
1.4G Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives.
This is somewhat of a tricky area for me as the school community I work in does not include Aboriginal or Torres Strait Islander students. I have however made some attempts to forge some connections with community groups in an effort to include the perspectives of Aboriginal or Torres Strait Islander communities throughout our curriculum. Through our PE teacher, I was able to connect with an organisation called Desert2Surf which engaged my class in some very student driven fundraising and and eventual meeting with some of the aboriginal students. This year, we have forged an association with LLEN and although progress is slow, we are hoping this may lead to some contact with our local aboriginal community as well as local businesses who can support us in our learning.
2.3L Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
This goal is an ongoing one. In my work as Leader of Religious Education, I have some opportunities to work directly with the whole staff in PLT meetings and staff meetings. We are fortunate in Victorian Catholic Schools to have a Contemporary Learning Schema that is useful in terms of planning and evaluating units of work across all areas of the curriculum. I feel our staff is doing very well in planning Inquiry units in Religious Education that are rich, diverse and authentic for our students, but it is the assessment and reporting aspect of the units that needs attention. I began to address this last year, working with our Teaching and Learning Leader, and using some professional reading to tune us back into what assessment is as, of and for learning and what might it look like in the contemporary classroom. We will continue to work on this aspect of our planning and the natural extension of that is to look at our reports and how we can truly reflect student learning, successes and challenges in them.
Maybe this Self Assessment Tool could be called the self reflection tool, as that is certainly what it has prompted in me! I think this is a positive thing as it has given my thinking around my practice as a teacher a framework and structure. Stay tuned for the next post on Professional Practice!