Monday, August 29, 2011
QCT Standards linked to Graduate Attributes
Professional Skills
FAHE 13001
CQUniversity graduate attributes relating to QCT standards
TERM TWO, 2011
Student: Rebecca Jenner
Student Number: s0191079
Campus: Bundaberg, QLD, 4670
Eight Graduate Attributes of CQUniversity
The eight Graduate attributes of CQUniversity are as follows: Communication; problem solving; critical thinking; information literacy; team work; information technology; cross cultural competence; ethical practice. The following looks at how these relate to the 10 Queensland College of Teachers (QCT) standards and how these Graduate Attributes relate to teaching in the school environment.
QCT Standard 1: Design and implement engaging and flexible learning experiences for individuals and groups.
As a teacher, I will endeavour to ensure the learning environment that I provide is one of high standard which allows students to engage in flexible learning experiences. Learning experiences will involve different modes of teaching so students do not become bored with the lesson. My means of communication throughout the lesson will differ in order to ensure students are interested the whole time. By being able to communicate effectively with the class, I am more likely to have the students valuing and being interested in the lesson. This relates to Dimensions of Learning 1 – Attitudes and Perceptions as explained by Marzano & Pickering (2006). Communication is also a key personal attribute to have in order to “contribute to productive and harmonious relations between employees and customers” (Australian Government, 2006). Therefore to build teamwork skills, which is also another important personal attribute to have when being employed, it is essential to be able to communicate effectively to both the students and the staff.
Providing information to the learning experience via different forms of data also helps students learn via other senses. As a teacher, it is importance that I am competent with the use of information technology in order to fulfil the needs of the students. Supplying data through different senses can help students learn “Habits of Mind” that are essential for the workforce once they have finished their school life (Marzano & Pickering, 2006).
In order to provide flexible learning experiences, students will be given the opportunity to work individually and in group situations to share their ideas and knowledge, and also given the chance to challenge themselves intellectually in order for them to improve their critical thinking skills. In my professional experience and internship I have displayed my ability to plan flexible lessons already. My mentor teacher, Craig Hammermeister commented on my referee statement, “Rebecca is able to design learning experiences that cater for many variations of learning needs that are challenging and flexible” (See Appendix 1).
Critical thinking is essential for reflective practice. Through reflective evaluation and creative thinking on my part, I can further improve lessons as I learn the students’ needs and requirements. Student profiling is essential in order to learn the necessities of each class and individual student.
QCT Standard 1 links with Graduate Attributes:
- Communication
- Information Technology competence
QCT Standard 2: Design and implement learning experiences that develop language, literacy and numeracy.
It is essential as a teacher, to learn the needs of each and every student in order to be able to design and implement learning experiences that will develop their knowledge from the level at which they are already at. Language, literacy and numeracy skills are important skills to learn for the workforce after school. Therefore ideally, language, literacy and numeracy should all be developed in each curriculum discipline. The two disciplines of which I have studied are Health and Physical Education, and Biology. As a teacher, I would endeavour to ensure literacy, language and numeracy was incorporated into both disciplines. In HPE for example, students will be taught specific terminology of which they are to learn and use in practical and theory lessons as well as in their written assessments, while numeracy skills will be learnt via the use of graph interpretation, calculation of Body Mass Index and many other aspects. In Biology, it is essential to learn certain terminology and be able to use it in context, as well as make calculations using appropriate formulas. This particular QCT standard relates to the university graduate attributes: problem solving, critical thinking, and information literacy.
Problem solving is a life skill important for everyday life, thus it is essential for students to learn how to solve problems and reach an outcome. Students should be given the opportunity to solve real-life based problems that relate to the course content. This is known as “problem-based learning (PBL)” and has been proven to be beneficial in allowing students to build on their problem solving skills (Reynolds, & Hancock, 2010). Also as a teacher, I should be able to model this skill and give examples to the class. For me to be able to model problem solving, I need to be able to contribute to productive outcomes through the use of problem solving as this is another important personal attribute to have according to the Employability Skills Framework (2006).
Information literacy refers to being able to interpret and analyse information from various sources to address a task. These are skills that I have most certainly learnt whilst at University, and ones that should be learnt by the students via research tasks and assessments. These skills are more likely to be learnt by the students if the teacher shows them in practice. Teaching students about information literacy by explaining how databases work, whilst improving higher-level thinking skills such as problem solving and critical evaluation during their research can build upon student’s current knowledge and help them understand how to use information to their advantage (Stubbings & Franklin, 2006). Having “technology skills that contribute to effective execution of tasks” is an important skill to have for overall employability (Australian Government, 2006).
QCT Standard 2 links with Graduate Attributes:
- Problem Solving
- Critical Thinking
- Information Literacy
QCT Standard 3: Design and implement intellectually challenging learning experiences
As a teacher, once again it is important to profile your students to ensure you do not make learning experiences too challenging, too easy or too demanding. When teaching a unit, I feel it is important to have lessons flow on from one another. Therefore, what was taught in the previous lesson should be revised in the following lesson in order to cover the content for those who were not in class the previous lesson. In doing so, lessons are said to be ‘sequential’, allowing students to progressively increase their knowledge of one topic in and order that will allow them to remember the content. For lessons to be intellectually challenging, students need to be engaged thus it is important to use a range of teaching strategies that keep the students from becoming uninterested. This could include individual work, modelling, demonstration, group work including practicals, and discussions.
Modelling of problem solving skills as well as critical thinking skills is ideal also as students who wish to be intellectually challenged need to be able to think critically and analyse, as well as problem solve. Information literacy is also another Graduate Attribute that relates to QCT Standard 3. Interpreting and analysing information can allow students to be intellectually stimulated and challenged especially if articles and reading material require further thinking.
QCT Standard 3 links with Graduate Attributes:
- Problem Solving
- Critical Thinking
- Information Literacy
QCT Standard 4: Design and implement learning experiences that value diversity
In every class, it is extremely important to know the backgrounds of each student in order to cater for all of their differences and not offend anybody culturally or ethically. This is definitely a skill I have learnt through Central Queensland University as it is a Graduate Attribute to be able to “operate effectively within a discipline context in a socially diverse global environment”. This skill can be shown by planning learning experiences that cater for all students and celebrates difference rather than excluding it. One other Graduate Attribute that relates to this QCT Standard is “Ethical practice”. This entire course has shown me that it is important to be socially acceptable of all persons and involve everyone in decision making and classroom activities to maintain equality within the learning environment.
According to Le Roux (2002), education is not just about teaching and learning curriculum content. It is about understanding the values, feelings, assumptions, and relationships of all students in your class so you can model and teach ‘cross-cultural competence’. “Communication may be a useful source of intercultural knowledge and mutual enrichment between culturally diverse students if managed proactively by the teacher” (Le Roux, 2002). Therefore, it is the teacher’s responsibility to ensure students are cross-culturally competent in terms of the other cultures that are present in the classroom. It is important for students to know that Australia is very multi-cultural and being able to communicate with all cultures allows a more productive community for businesses and industries.
QCT Standard 4 links with Graduate Attributes:
- Cross-cultural Competence
- Ethical Practice
QCT Standard 5: Assess and report constructively on student learning
One important skill of being a teacher is being able to be organised. Planning student assessment of learning is essential in order to know where students are heading and what they have learnt. Assessments should give students the opportunity to show their full range of knowledge and understanding of their required discipline curriculum. Formative assessment is extremely important in the journey towards the summative assessment. It allows me as a teacher, to collect and use multiple sources of evidence to make judgements of each students’ progress. By having progress reports, I can then speak with students, parents, caregivers and other relevant authorities on the level at which that student is at. I am only able to fulfil these requirements due to the Graduate Attributes I have achieved through CQUniversity. Throughout my time as a student teacher and teaching during my contract I had in term 2, I was given the opportunity to assess and report on many classes. My mentor teacher commented on my referee statement that “Rebecca is able to assess and report on students and has demonstrated this throughout her last practical teaching experience and internship where she is virtually displaying the qualities of a permanent staff member. She is able to use computer reporting systems and has been a part of internal department reviews” (See Appendix 1).
Communication skills are essential to address the progress of each student with their parents or guardians. This includes not only oral communication, but also via information technology. In order to speak with authorities, I will need to be able to work in a team environment. Literature on education stresses the need for graduates to be able to work in a multicultural environment, work in interdisciplinary teams, as well as be able to problem solve and communicate life-long learning skills (Brodie, 2009). Teamwork and networking are also other attributes I have gained whilst at University via the completion of many group assessments. Being able to work as a team means I can work as a productive team member and also take responsibility towards achieving group goals. This may be the goals of the class or an individual student as well, thus it is important for me to provide feedback to the class so they can continue learning.
In assessments, students will be required to show their problem solving and critical thinking skills also.
QCT Standard 5 links with Graduate Attributes:
- Communication
- Team Work
- Problem Solving
- Critical Thinking
QCT Standard 6: Support personal development and participation in society
As a teacher, it is my endeavour to ensure each student is developing personally throughout the semesters and participating in the community. I will connect classroom activities to the real world so students can see the ‘connectedness’ between the different environments and situations. This was studied by theorist, Vygotsky, who believes it is important to relate content to the real world in order to fully understand new knowledge (McInerney & McInerney, 2006). By relating content to the real world, future oriented study is simple to implement and students can relate the content to real life experiences. In my disciplines, it is simple to teach students how to develop personally in terms of health and well being. Biology and Health and Physical Education allow me to help students develop their knowledge in healthy lifestyles and positive self image. Units on sociology allow students to analyse how society thinks and how they can prevent how others think from affecting how they feel.
Supporting personal development relates to the CQU Graduate Attribute “Team work”. It refers to evaluating your own strengths and weaknesses as a leader or in a team context. It can help students learn positive ways in which to participate in society as modelled by the teacher.
QCT Standard 6 links with Graduate Attributes:
- Team Work
QCT Standard 7: Create and maintain safe and supportive learning environments
Above all else, as a teacher I have a duty of care to ensure my learning environment is safe and supportive for all students. In order for a learning environment to be supportive, students and teachers need to be respectful and trustful of each other. It is my aim to make learning experiences positive so that student’s attitudes and perceptions are of a positive nature also. This relates to Dimensions of Learning 1, a framework studied by Marzano and Pickering (2006). Throughout my professional experience and internship I have been able to display these skills in all of my lessons. My mentor teacher, Craig Hammermeister commented, “Rebecca can create safe working environments and with experience will develop a wider vision of the working area” (See Appendix 1). I feel confident that my working environment is safe and supportive, but with experience, I will no doubt improve my skills even further.
By creating a supportive learning environment that allows students to continue learning outside of the classroom, students can therefore manage their own active learning and become more responsible for their own progress. With a respectful classroom students are more likely to have positive social and educational behaviour, which can be established firstly through modelling from the teacher. Communication from the teacher should be positive rather than negative. I will acknowledge positive behaviours and acknowledge behaviour that is wanted in the classroom. Behaviour corrective strategies will also be put in place by classes knowing what is expected of them and being aware of the consequences for when they do not follow classroom expectations. It is my duty to ensure I follow through with what I say I will do so students know that I am serious about ensuring my classroom is supportive and positive. Classroom group goals relate to team work, another Graduate Attribute. By developing, achieving and setting group goals, myself as a teacher, and students in the class, take responsibility for their own actions.
QCT Standard 7 links with Graduate Attributes:
- Communication
- Team work
QCT Standard 8: Foster positive and productive relationships with families and the community
It is important as a teacher to communicate with parents, students, families of students, teachers and other authorities. The guardians of all students need to be aware of how their child is coping at school. This QCT Standard relates to “Communication” and “Team work” of the CQUniversity Graduate Attributes. Through appropriate interpersonal communication teaching and learning can become more personal and thus more effective and enhanced. Productive team work can also result in establishing positive relationships with those who can help me as a teacher, learn more about the learning needs of my students. It is essential as a teacher, to have a professional approach when communicating with those within the school community so that I demonstrate a positive attitude towards my work. I have learnt throughout University and practicum, that confidentiality is extremely important so that all stakeholders in any situation feel comfortable and respected.
When speaking with others in the school community about student/s it is important to make reasoned judgements and moral fundamental decisions that do not jeopardise expected ethical practices. This is a skill I have learnt through CQUniversity and one that is very important for the interpersonal relationships between the teacher, students and guardians. “Responsible citizenship requires moral accountability” (Hay & Foley, 1998). We, as teachers, need values in which contribute effectively to education but at the same time, teach students how to be morally and ethnically sound for when they reach the ‘real world’ especially. During my practicum and internship I was given the opportunity to communicate with the wider school community through notices, emails and school record books, as commented by Craig Hammermeister in my referee statement (See Appendix 1).
QCT Standard 8 links with Graduate Attributes:
- Communication
- Team Work
- Ethical Practice
QCT Standard 9: Contribute effectively to professional teams
The amount of organisation required by a teacher is of a high amount but can be made much more productive when positive professional relationships are made. By creating positive personal relationships, teachers can share their knowledge and expertise, opinions and resources to help each other in their busy schedules. I have learnt to listen to my mentor teachers and take on board their advice, because they have more experience than me that I can use to my advantage. Constructive criticism can help improve my learning experiences and broaden my knowledge of behavioural and classroom management strategies. In order to achieve positive professional relationships, I need to be enthusiastic about the job at hand and any opportunities that come my way. So far, I have taken on board all advice I have been given from my mentor teachers and used this advice to reflect on my practice and build on my next lessons using this advice. I enjoy teaching because I have established a positive relationship with my colleagues and the students by creating an enthusiastic environment of which everyone enjoys to be a part of. This QCT Standard also relates to the Graduate Attribute “Team work” where I need to be cooperative, take responsibility for my own actions, and evaluate my own strengths and weaknesses to further improve my leadership skills.
During my time as a student teacher I was involved in many cross-curricular activities where I was able to work as a team with other staff members. My mentor teacher commented, “Rebecca has been an integral part of the interschool sporting competition and has developed pleasing rapport with students and developed productive working relationships with staff” (See Appendix 1).
QCT Standard 9 links with Graduate Attributes: Team Work
QCT Standard 10: Commit to reflective practice and professional renewal
As a learning manager, it is important to engage in ongoing professional development to stay current with any curriculum changes, new policies and other ideas. It is the responsibility of learning managers to commit to professional development in order to understand how the education system is changing or heading. Currently there are many changes occurring with the national curriculum, therefore learning manager’s will need to attend professional development sessions in order to understand these changes and be able to implement them correctly in their classrooms.
Teachers are required to know what changes are occurring that may affect the students so that during parent/teacher interviews and through other forms of communication, teachers can explain the changes to parents and guardians. By attending professional development sessions, teachers will not only be able to explain the changes, but also justify the reasons for change by the Government etc. It is also a requirement by the Queensland College of Teachers to engage in a certain number of hours of professional development each year in order to fulfil all requirements of their teaching registration.
QCT Standard 10 also relates to the CQU Graduate Attribute “Team work”, as learning managers are required to work as part of a team to learn all professional requirements of their position in the school. Team work is also a very important employability skill to have in order to contribute to an effective working environment (Australian Government, 2006). Teachers can also learn from their colleagues when some teachers attend certain professional development sessions whilst others do not. This is known as networking and partnerships where team members work cooperatively to share their knowledge.
During my practicum and internship, I put a lot of time into reflecting on each lesson and receiving feedback from other teachers. I went out of my way to gain extra knowledge and ideas from other staff members to try and improve my classroom and behaviour management strategies. Craig Hammermeister, my mentor teacher commented by saying that, “Rebecca has displayed a good understanding for developing practices that allow her to improve her teaching through peer evaluation and self reflection” (See Appendix 1).
QCT Standard 10 links with Graduate Attributes:
- Team Work
FAHE 13001
CQUniversity graduate attributes relating to QCT standards
TERM TWO, 2011
Student: Rebecca Jenner
Student Number: s0191079
Campus: Bundaberg, QLD, 4670
Eight Graduate Attributes of CQUniversity
The eight Graduate attributes of CQUniversity are as follows: Communication; problem solving; critical thinking; information literacy; team work; information technology; cross cultural competence; ethical practice. The following looks at how these relate to the 10 Queensland College of Teachers (QCT) standards and how these Graduate Attributes relate to teaching in the school environment.
QCT Standard 1: Design and implement engaging and flexible learning experiences for individuals and groups.
As a teacher, I will endeavour to ensure the learning environment that I provide is one of high standard which allows students to engage in flexible learning experiences. Learning experiences will involve different modes of teaching so students do not become bored with the lesson. My means of communication throughout the lesson will differ in order to ensure students are interested the whole time. By being able to communicate effectively with the class, I am more likely to have the students valuing and being interested in the lesson. This relates to Dimensions of Learning 1 – Attitudes and Perceptions as explained by Marzano & Pickering (2006). Communication is also a key personal attribute to have in order to “contribute to productive and harmonious relations between employees and customers” (Australian Government, 2006). Therefore to build teamwork skills, which is also another important personal attribute to have when being employed, it is essential to be able to communicate effectively to both the students and the staff.
Providing information to the learning experience via different forms of data also helps students learn via other senses. As a teacher, it is importance that I am competent with the use of information technology in order to fulfil the needs of the students. Supplying data through different senses can help students learn “Habits of Mind” that are essential for the workforce once they have finished their school life (Marzano & Pickering, 2006).
In order to provide flexible learning experiences, students will be given the opportunity to work individually and in group situations to share their ideas and knowledge, and also given the chance to challenge themselves intellectually in order for them to improve their critical thinking skills. In my professional experience and internship I have displayed my ability to plan flexible lessons already. My mentor teacher, Craig Hammermeister commented on my referee statement, “Rebecca is able to design learning experiences that cater for many variations of learning needs that are challenging and flexible” (See Appendix 1).
Critical thinking is essential for reflective practice. Through reflective evaluation and creative thinking on my part, I can further improve lessons as I learn the students’ needs and requirements. Student profiling is essential in order to learn the necessities of each class and individual student.
QCT Standard 1 links with Graduate Attributes:
- Communication
- Information Technology competence
QCT Standard 2: Design and implement learning experiences that develop language, literacy and numeracy.
It is essential as a teacher, to learn the needs of each and every student in order to be able to design and implement learning experiences that will develop their knowledge from the level at which they are already at. Language, literacy and numeracy skills are important skills to learn for the workforce after school. Therefore ideally, language, literacy and numeracy should all be developed in each curriculum discipline. The two disciplines of which I have studied are Health and Physical Education, and Biology. As a teacher, I would endeavour to ensure literacy, language and numeracy was incorporated into both disciplines. In HPE for example, students will be taught specific terminology of which they are to learn and use in practical and theory lessons as well as in their written assessments, while numeracy skills will be learnt via the use of graph interpretation, calculation of Body Mass Index and many other aspects. In Biology, it is essential to learn certain terminology and be able to use it in context, as well as make calculations using appropriate formulas. This particular QCT standard relates to the university graduate attributes: problem solving, critical thinking, and information literacy.
Problem solving is a life skill important for everyday life, thus it is essential for students to learn how to solve problems and reach an outcome. Students should be given the opportunity to solve real-life based problems that relate to the course content. This is known as “problem-based learning (PBL)” and has been proven to be beneficial in allowing students to build on their problem solving skills (Reynolds, & Hancock, 2010). Also as a teacher, I should be able to model this skill and give examples to the class. For me to be able to model problem solving, I need to be able to contribute to productive outcomes through the use of problem solving as this is another important personal attribute to have according to the Employability Skills Framework (2006).
Information literacy refers to being able to interpret and analyse information from various sources to address a task. These are skills that I have most certainly learnt whilst at University, and ones that should be learnt by the students via research tasks and assessments. These skills are more likely to be learnt by the students if the teacher shows them in practice. Teaching students about information literacy by explaining how databases work, whilst improving higher-level thinking skills such as problem solving and critical evaluation during their research can build upon student’s current knowledge and help them understand how to use information to their advantage (Stubbings & Franklin, 2006). Having “technology skills that contribute to effective execution of tasks” is an important skill to have for overall employability (Australian Government, 2006).
QCT Standard 2 links with Graduate Attributes:
- Problem Solving
- Critical Thinking
- Information Literacy
QCT Standard 3: Design and implement intellectually challenging learning experiences
As a teacher, once again it is important to profile your students to ensure you do not make learning experiences too challenging, too easy or too demanding. When teaching a unit, I feel it is important to have lessons flow on from one another. Therefore, what was taught in the previous lesson should be revised in the following lesson in order to cover the content for those who were not in class the previous lesson. In doing so, lessons are said to be ‘sequential’, allowing students to progressively increase their knowledge of one topic in and order that will allow them to remember the content. For lessons to be intellectually challenging, students need to be engaged thus it is important to use a range of teaching strategies that keep the students from becoming uninterested. This could include individual work, modelling, demonstration, group work including practicals, and discussions.
Modelling of problem solving skills as well as critical thinking skills is ideal also as students who wish to be intellectually challenged need to be able to think critically and analyse, as well as problem solve. Information literacy is also another Graduate Attribute that relates to QCT Standard 3. Interpreting and analysing information can allow students to be intellectually stimulated and challenged especially if articles and reading material require further thinking.
QCT Standard 3 links with Graduate Attributes:
- Problem Solving
- Critical Thinking
- Information Literacy
QCT Standard 4: Design and implement learning experiences that value diversity
In every class, it is extremely important to know the backgrounds of each student in order to cater for all of their differences and not offend anybody culturally or ethically. This is definitely a skill I have learnt through Central Queensland University as it is a Graduate Attribute to be able to “operate effectively within a discipline context in a socially diverse global environment”. This skill can be shown by planning learning experiences that cater for all students and celebrates difference rather than excluding it. One other Graduate Attribute that relates to this QCT Standard is “Ethical practice”. This entire course has shown me that it is important to be socially acceptable of all persons and involve everyone in decision making and classroom activities to maintain equality within the learning environment.
According to Le Roux (2002), education is not just about teaching and learning curriculum content. It is about understanding the values, feelings, assumptions, and relationships of all students in your class so you can model and teach ‘cross-cultural competence’. “Communication may be a useful source of intercultural knowledge and mutual enrichment between culturally diverse students if managed proactively by the teacher” (Le Roux, 2002). Therefore, it is the teacher’s responsibility to ensure students are cross-culturally competent in terms of the other cultures that are present in the classroom. It is important for students to know that Australia is very multi-cultural and being able to communicate with all cultures allows a more productive community for businesses and industries.
QCT Standard 4 links with Graduate Attributes:
- Cross-cultural Competence
- Ethical Practice
QCT Standard 5: Assess and report constructively on student learning
One important skill of being a teacher is being able to be organised. Planning student assessment of learning is essential in order to know where students are heading and what they have learnt. Assessments should give students the opportunity to show their full range of knowledge and understanding of their required discipline curriculum. Formative assessment is extremely important in the journey towards the summative assessment. It allows me as a teacher, to collect and use multiple sources of evidence to make judgements of each students’ progress. By having progress reports, I can then speak with students, parents, caregivers and other relevant authorities on the level at which that student is at. I am only able to fulfil these requirements due to the Graduate Attributes I have achieved through CQUniversity. Throughout my time as a student teacher and teaching during my contract I had in term 2, I was given the opportunity to assess and report on many classes. My mentor teacher commented on my referee statement that “Rebecca is able to assess and report on students and has demonstrated this throughout her last practical teaching experience and internship where she is virtually displaying the qualities of a permanent staff member. She is able to use computer reporting systems and has been a part of internal department reviews” (See Appendix 1).
Communication skills are essential to address the progress of each student with their parents or guardians. This includes not only oral communication, but also via information technology. In order to speak with authorities, I will need to be able to work in a team environment. Literature on education stresses the need for graduates to be able to work in a multicultural environment, work in interdisciplinary teams, as well as be able to problem solve and communicate life-long learning skills (Brodie, 2009). Teamwork and networking are also other attributes I have gained whilst at University via the completion of many group assessments. Being able to work as a team means I can work as a productive team member and also take responsibility towards achieving group goals. This may be the goals of the class or an individual student as well, thus it is important for me to provide feedback to the class so they can continue learning.
In assessments, students will be required to show their problem solving and critical thinking skills also.
QCT Standard 5 links with Graduate Attributes:
- Communication
- Team Work
- Problem Solving
- Critical Thinking
QCT Standard 6: Support personal development and participation in society
As a teacher, it is my endeavour to ensure each student is developing personally throughout the semesters and participating in the community. I will connect classroom activities to the real world so students can see the ‘connectedness’ between the different environments and situations. This was studied by theorist, Vygotsky, who believes it is important to relate content to the real world in order to fully understand new knowledge (McInerney & McInerney, 2006). By relating content to the real world, future oriented study is simple to implement and students can relate the content to real life experiences. In my disciplines, it is simple to teach students how to develop personally in terms of health and well being. Biology and Health and Physical Education allow me to help students develop their knowledge in healthy lifestyles and positive self image. Units on sociology allow students to analyse how society thinks and how they can prevent how others think from affecting how they feel.
Supporting personal development relates to the CQU Graduate Attribute “Team work”. It refers to evaluating your own strengths and weaknesses as a leader or in a team context. It can help students learn positive ways in which to participate in society as modelled by the teacher.
QCT Standard 6 links with Graduate Attributes:
- Team Work
QCT Standard 7: Create and maintain safe and supportive learning environments
Above all else, as a teacher I have a duty of care to ensure my learning environment is safe and supportive for all students. In order for a learning environment to be supportive, students and teachers need to be respectful and trustful of each other. It is my aim to make learning experiences positive so that student’s attitudes and perceptions are of a positive nature also. This relates to Dimensions of Learning 1, a framework studied by Marzano and Pickering (2006). Throughout my professional experience and internship I have been able to display these skills in all of my lessons. My mentor teacher, Craig Hammermeister commented, “Rebecca can create safe working environments and with experience will develop a wider vision of the working area” (See Appendix 1). I feel confident that my working environment is safe and supportive, but with experience, I will no doubt improve my skills even further.
By creating a supportive learning environment that allows students to continue learning outside of the classroom, students can therefore manage their own active learning and become more responsible for their own progress. With a respectful classroom students are more likely to have positive social and educational behaviour, which can be established firstly through modelling from the teacher. Communication from the teacher should be positive rather than negative. I will acknowledge positive behaviours and acknowledge behaviour that is wanted in the classroom. Behaviour corrective strategies will also be put in place by classes knowing what is expected of them and being aware of the consequences for when they do not follow classroom expectations. It is my duty to ensure I follow through with what I say I will do so students know that I am serious about ensuring my classroom is supportive and positive. Classroom group goals relate to team work, another Graduate Attribute. By developing, achieving and setting group goals, myself as a teacher, and students in the class, take responsibility for their own actions.
QCT Standard 7 links with Graduate Attributes:
- Communication
- Team work
QCT Standard 8: Foster positive and productive relationships with families and the community
It is important as a teacher to communicate with parents, students, families of students, teachers and other authorities. The guardians of all students need to be aware of how their child is coping at school. This QCT Standard relates to “Communication” and “Team work” of the CQUniversity Graduate Attributes. Through appropriate interpersonal communication teaching and learning can become more personal and thus more effective and enhanced. Productive team work can also result in establishing positive relationships with those who can help me as a teacher, learn more about the learning needs of my students. It is essential as a teacher, to have a professional approach when communicating with those within the school community so that I demonstrate a positive attitude towards my work. I have learnt throughout University and practicum, that confidentiality is extremely important so that all stakeholders in any situation feel comfortable and respected.
When speaking with others in the school community about student/s it is important to make reasoned judgements and moral fundamental decisions that do not jeopardise expected ethical practices. This is a skill I have learnt through CQUniversity and one that is very important for the interpersonal relationships between the teacher, students and guardians. “Responsible citizenship requires moral accountability” (Hay & Foley, 1998). We, as teachers, need values in which contribute effectively to education but at the same time, teach students how to be morally and ethnically sound for when they reach the ‘real world’ especially. During my practicum and internship I was given the opportunity to communicate with the wider school community through notices, emails and school record books, as commented by Craig Hammermeister in my referee statement (See Appendix 1).
QCT Standard 8 links with Graduate Attributes:
- Communication
- Team Work
- Ethical Practice
QCT Standard 9: Contribute effectively to professional teams
The amount of organisation required by a teacher is of a high amount but can be made much more productive when positive professional relationships are made. By creating positive personal relationships, teachers can share their knowledge and expertise, opinions and resources to help each other in their busy schedules. I have learnt to listen to my mentor teachers and take on board their advice, because they have more experience than me that I can use to my advantage. Constructive criticism can help improve my learning experiences and broaden my knowledge of behavioural and classroom management strategies. In order to achieve positive professional relationships, I need to be enthusiastic about the job at hand and any opportunities that come my way. So far, I have taken on board all advice I have been given from my mentor teachers and used this advice to reflect on my practice and build on my next lessons using this advice. I enjoy teaching because I have established a positive relationship with my colleagues and the students by creating an enthusiastic environment of which everyone enjoys to be a part of. This QCT Standard also relates to the Graduate Attribute “Team work” where I need to be cooperative, take responsibility for my own actions, and evaluate my own strengths and weaknesses to further improve my leadership skills.
During my time as a student teacher I was involved in many cross-curricular activities where I was able to work as a team with other staff members. My mentor teacher commented, “Rebecca has been an integral part of the interschool sporting competition and has developed pleasing rapport with students and developed productive working relationships with staff” (See Appendix 1).
QCT Standard 9 links with Graduate Attributes: Team Work
QCT Standard 10: Commit to reflective practice and professional renewal
As a learning manager, it is important to engage in ongoing professional development to stay current with any curriculum changes, new policies and other ideas. It is the responsibility of learning managers to commit to professional development in order to understand how the education system is changing or heading. Currently there are many changes occurring with the national curriculum, therefore learning manager’s will need to attend professional development sessions in order to understand these changes and be able to implement them correctly in their classrooms.
Teachers are required to know what changes are occurring that may affect the students so that during parent/teacher interviews and through other forms of communication, teachers can explain the changes to parents and guardians. By attending professional development sessions, teachers will not only be able to explain the changes, but also justify the reasons for change by the Government etc. It is also a requirement by the Queensland College of Teachers to engage in a certain number of hours of professional development each year in order to fulfil all requirements of their teaching registration.
QCT Standard 10 also relates to the CQU Graduate Attribute “Team work”, as learning managers are required to work as part of a team to learn all professional requirements of their position in the school. Team work is also a very important employability skill to have in order to contribute to an effective working environment (Australian Government, 2006). Teachers can also learn from their colleagues when some teachers attend certain professional development sessions whilst others do not. This is known as networking and partnerships where team members work cooperatively to share their knowledge.
During my practicum and internship, I put a lot of time into reflecting on each lesson and receiving feedback from other teachers. I went out of my way to gain extra knowledge and ideas from other staff members to try and improve my classroom and behaviour management strategies. Craig Hammermeister, my mentor teacher commented by saying that, “Rebecca has displayed a good understanding for developing practices that allow her to improve her teaching through peer evaluation and self reflection” (See Appendix 1).
QCT Standard 10 links with Graduate Attributes:
- Team Work
Employability skills and teaching degree skills
There are many personal attributes that are essential for a person to have in order to contribute to overall employability. According to the Employability Skills Framework (2006), these include but are not limited to:
1. Loyalty
2. Commitment
3. Honesty and integrity
4. Enthusiasm
5. Reliability
6. Personal presentation
7. Commonsense
8. Positive self esteem
9. Sense of Humour
10. Balanced attitude to work and home life
11. Ability to deal with pressure
12. Motivation
13. Adaptability.
These personal attributes are something I have built upon as I have grown through school and University. Today, these attributes are still progressing as I learn more experiences. As I become busier with my life I have realised the importance of have a balanced attitude to work and home life as well as dealing with pressure. These two aspects are possibly the hardest to accomplish, but I have greatly improved in these areas. I have always stuck to anything I have started with as I am committed to putting in 100% and motivate myself to achieve anything I think is possible. I feel this is a personal attribute that I have always had due to my strong determination to succeed. I have been brought up in a household that has only ever been loyal to me, so loyalty is something I admire and give back in return. Our household was always honest as I was brought up with Christian values. I try to find the positive in every situation and put as much enthusiasm in all activities as possible. A little bit of fun and humour in life, can go a long way as long as it is done so with commonsense. All of these personal attributes are important to being someone with overall employability and I feel that already with my experience as a young woman, I can say that I follow all of these personal attributes at most times in my life. Of course, there are times that some of these attributes have not been as prominent as others but this comes with experience.
Employability Skills according to the Employability Skills Framework (2006) link very closely with degree specific skills obtained while completing Bachelor of Learning Management (Secondary and Vet). The employability skills are as follows:
1. Communication skills that contribute to productive and harmonious relations between employees and customers. This relates to the degree specific skills of being able manage and communicate with parents and carers (Purnell, 2011).
2. Team work skills that contribute to productive working relationships and outcomes. This relates to developing networks and partnerships as well as building rapport with students to obtain a positive learning environment (Purnell, 2011).
3. Problem solving skills that contribute to productive working relationships and outcomes. Problem solving skills can relate to behaviour management and determining how to react to each situation in your classroom.
4. Initiative and enterprise skills that contribute to innovative outcomes. This relates to creating learning experiences that are innovative and engaging, which is something I aim for with every lesson.
5. Planning and organising skills that contribute to long term and short term strategic planning. Using pedagogical skills that contribute to teaching subject content that will allow students to continue learning beyond school.
6. Self management skills that contribute to employee satisfaction and growth. Being able to organise yourself so you can be balanced between work and home life.
7. Learning skills that contribute to ongoing improvement and expansion in employee and company operations and outcomes. This can relate to having knowledge of the curriculum in order to have a productive contribution towards assessment and reporting.
8. Technology skills that contribute to effective execution of tasks. Having skills in the use of ICTs to incorporate within the classrooms.
Along with these employability skills, there are other degree specific skills such as building a rapport with students, knowing subject content so you can teach it effectively, working with students with special needs and valuing diversity, as well as being able to set up equipment adequately so the lesson can run as smoothly as possible.
1. Loyalty
2. Commitment
3. Honesty and integrity
4. Enthusiasm
5. Reliability
6. Personal presentation
7. Commonsense
8. Positive self esteem
9. Sense of Humour
10. Balanced attitude to work and home life
11. Ability to deal with pressure
12. Motivation
13. Adaptability.
These personal attributes are something I have built upon as I have grown through school and University. Today, these attributes are still progressing as I learn more experiences. As I become busier with my life I have realised the importance of have a balanced attitude to work and home life as well as dealing with pressure. These two aspects are possibly the hardest to accomplish, but I have greatly improved in these areas. I have always stuck to anything I have started with as I am committed to putting in 100% and motivate myself to achieve anything I think is possible. I feel this is a personal attribute that I have always had due to my strong determination to succeed. I have been brought up in a household that has only ever been loyal to me, so loyalty is something I admire and give back in return. Our household was always honest as I was brought up with Christian values. I try to find the positive in every situation and put as much enthusiasm in all activities as possible. A little bit of fun and humour in life, can go a long way as long as it is done so with commonsense. All of these personal attributes are important to being someone with overall employability and I feel that already with my experience as a young woman, I can say that I follow all of these personal attributes at most times in my life. Of course, there are times that some of these attributes have not been as prominent as others but this comes with experience.
Employability Skills according to the Employability Skills Framework (2006) link very closely with degree specific skills obtained while completing Bachelor of Learning Management (Secondary and Vet). The employability skills are as follows:
1. Communication skills that contribute to productive and harmonious relations between employees and customers. This relates to the degree specific skills of being able manage and communicate with parents and carers (Purnell, 2011).
2. Team work skills that contribute to productive working relationships and outcomes. This relates to developing networks and partnerships as well as building rapport with students to obtain a positive learning environment (Purnell, 2011).
3. Problem solving skills that contribute to productive working relationships and outcomes. Problem solving skills can relate to behaviour management and determining how to react to each situation in your classroom.
4. Initiative and enterprise skills that contribute to innovative outcomes. This relates to creating learning experiences that are innovative and engaging, which is something I aim for with every lesson.
5. Planning and organising skills that contribute to long term and short term strategic planning. Using pedagogical skills that contribute to teaching subject content that will allow students to continue learning beyond school.
6. Self management skills that contribute to employee satisfaction and growth. Being able to organise yourself so you can be balanced between work and home life.
7. Learning skills that contribute to ongoing improvement and expansion in employee and company operations and outcomes. This can relate to having knowledge of the curriculum in order to have a productive contribution towards assessment and reporting.
8. Technology skills that contribute to effective execution of tasks. Having skills in the use of ICTs to incorporate within the classrooms.
Along with these employability skills, there are other degree specific skills such as building a rapport with students, knowing subject content so you can teach it effectively, working with students with special needs and valuing diversity, as well as being able to set up equipment adequately so the lesson can run as smoothly as possible.
Friday, August 19, 2011
Personal Statement towards Physical Education and Biology Teaching
My name is Rebecca Jenner. I am an enthusiastic, determined and committed woman, such qualities I can thank my parents and teachers for possessing as they were influential figures in my upbringing. As a student, I thoroughly enjoyed Health and Physical Education as well as Biology, so it only seemed fit to study to become a teacher in both of these subject areas. It was a fulfilling journey, but one that I did not do easily. During my time at University, I started getting severe headaches and through further investigation it was found that I had a cyst on my visual cortex. This explained my loss of eyesight and memory. From here, I was flown to Brisbane during my third practicum placement, where I had brain sugery to remove the cyst which was larger than an egg. Now a year on, I am back to my normal self. This experience however, has given me the strength to overcome almost anything. I am a strong, determined and committed woman in anything I do in life. I did not fall behind at all during my two weeks in hospital and achieved high results in all of my subjects. This is something I pride myself in as I feel it could have been very easy to give up on that semester.
I have many hobbies and interests in life that have made me such a determined person. I have many hobbies and interests in life that have made me such a determined person. I am a very physical person and have a real passion for nutrition. I feel this is a positive for being a Physical Education and Biology teacher as I can relate to the students using my own personal experiences in hope that I can support personal development and participation in the community. I have always succeeded academically and in the sporting arena. I feel that my GPA is of a high quality especially considering my experiences in the four year timeframe. I was lucky enough to represent Queensland for athletics as well as Australia at the Oceania Championships. From here, I changed my sporting direction and started triathlons. I find this sport requires a lot of mental toughness and commitment to training. My sporting life made me a stronger person in every day situations as well.
As a graduate teacher entering schools in 2012, I believe the future is going to be one full of change and excitement. With Queensland adopting the new Australian curriculum in 2012, I have been involved in discussing changes within the Physical Education department of my internship school regarding assessment items and unit rationales. Beyond 2012, secondary schools will be introducing Year 7 students to their schools as well. This is something I am going to be a big part of as a secondary teacher in helping students feel supported in their move to secondary school at a young age.
During teaching in my professional experiences as well as my internship, I have found that reflecting on my lessons has allowed me to further my skills as a teacher. I enjoy planning lessons and ensuring they are flexible and engaging so all students are interested throughout the entire lesson and all learning styles are catered for. I believe students work well when they are able to collaborate with myself and each other, therefore I like to incorporate both individual and group work to keep students engaged.
I have many hobbies and interests in life that have made me such a determined person. I have many hobbies and interests in life that have made me such a determined person. I am a very physical person and have a real passion for nutrition. I feel this is a positive for being a Physical Education and Biology teacher as I can relate to the students using my own personal experiences in hope that I can support personal development and participation in the community. I have always succeeded academically and in the sporting arena. I feel that my GPA is of a high quality especially considering my experiences in the four year timeframe. I was lucky enough to represent Queensland for athletics as well as Australia at the Oceania Championships. From here, I changed my sporting direction and started triathlons. I find this sport requires a lot of mental toughness and commitment to training. My sporting life made me a stronger person in every day situations as well.
As a graduate teacher entering schools in 2012, I believe the future is going to be one full of change and excitement. With Queensland adopting the new Australian curriculum in 2012, I have been involved in discussing changes within the Physical Education department of my internship school regarding assessment items and unit rationales. Beyond 2012, secondary schools will be introducing Year 7 students to their schools as well. This is something I am going to be a big part of as a secondary teacher in helping students feel supported in their move to secondary school at a young age.
During teaching in my professional experiences as well as my internship, I have found that reflecting on my lessons has allowed me to further my skills as a teacher. I enjoy planning lessons and ensuring they are flexible and engaging so all students are interested throughout the entire lesson and all learning styles are catered for. I believe students work well when they are able to collaborate with myself and each other, therefore I like to incorporate both individual and group work to keep students engaged.
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