Degree specific skills

Assessment/Standard 5 Assess and report constructively on student learning.

Assessment in the classroom should be varied and continual so Learning Managers can monitor student progress and provide feedback to students. Teachers also use assessment to inform and improve their pedagogical practices. The student-centred approach in today’s curriculum is outcomes-based and emphasis is made towards the needs of the student with careful consideration made to classroom planning and teaching methods (Lynch, Smith & Doe, 2007, p.77).

Students are given the opportunity to show not just declarative but procedural knowledge also when demonstrating new skills. Assessment is not restricted to summative; rather students are given multiple opportunities to display knowledge and understanding throughout learning experiences using various mediums (Lynch, Doe & Smith, 2007, p.103). Assessment tasks can be individualised to cater for a diverse range of learners in the classroom. Content of information is not the basis for learning in student-centred education rather; the process the learner undertakes during the learning experiences is the focus (Norman & Spohrer,1994, p.25).

In my classroom I use alternative assessment practices depending on the student’s learning need, enabling them to demonstrate new knowledge and skills learnt. I make some assessment items open- ended so that students have opportunities to use higher level thinking skills. By offering different assessment tools students can choose which type to use such as an oral presentation, PowerPoint, essay or artwork to list a few when demonstrating new knowledge and understanding.

‘Kym has displayed excellent ideas for assessment items over the term’(Thurecht, personal communication, August, 2011).

‘Kym is considerate of all learners in the classroom when it comes to assessment pieces’ (Thurecht, personal communication, August, 2011).

Curriculum/ Standard 1 Design and implement engaging and flexible learning experiences for individuals and groups/ Standard 2 Design and implement learning experiences that develop language, literacy and numeracy/Standard 3 Design and implements intellectually challenging learning experiences/ Standard 4 Design and implement learning experiences that value diversity/ Standard 5 Assess and report constructively on student learning/Standard 6 Support personal development and participation in society.

I believe that I utilise the current Queensland Studies Authority (QSA) Essential Learnings (QSA, 2006) to instruct my planning, implementing and evaluating of learning experiences in the classroom. The Essential Learning’s are outcomes based opposed to the new Australian curriculum which is achievement standards. The Australian Curriculum, assessment and reporting authority (ACARA, 2011, p. 7) states “The Australian Curriculum has been developed to ensure that curriculum content and achievement standards establish high expectations for all students.”

I use and adhere to the relevant curriculum documents, policies and procedures to instruct my classroom teaching. I have also attended professional development sessions such as QCAT moderation, Pat Edgar (running records), James Ferguson (reading), Interactive whiteboards, Code of Conduct/ Student Protection/ Curriculum Risk Management and University ICT certificate to better myself as a professional teacher.

‘Kym is developing and documenting learning plans in accordance with the school policy documents. Kym is confident and articulate when delivering the curriculum to the class’ (Thurecht, personal communication, September, 2011).

‘Kym played an active role in planning the current unit of work. Throughout the unit, Kym developed ideas and learning experiences that developed a Language, Literacy, Numeracy, SOSE and Science focus’ (Cox, personal communication, September, 2011).

Behaviour management/ Standard 6 Support personal development and participation in society/ Standard 7 Create and maintain safe and supportive learning environments.

Behaviour management is an ongoing aspect of a professional teachers’ daily routine. What works one day for a student may not work the next day on the same student. I follow the Department of Education and Training (DET) (2007) Essential Skills for Classroom Management guidelines as stated below:
1. Establishing expectations
2. Giving instructions
3. Waiting and scanning
4. Cueing with parallel acknowledgement
5. Body language encouraging
6. Descriptive encouraging
7. Selective attending
8. Redirecting to the learning
9. Giving a choice
10. Following through

I believe these are 10 common sense skills that improve student behaviour. Whilst on my 5 Embedded Professional Learning (EPL) placements over the last 3 years I have incorporated the 10 skills into my teaching and have found them to work well along with each school’s behaviour management policies.

‘Kym’s behaviour management was modified in various ways today with different strategies used to keep students on task’ (Thurecht, personal communication, September, 2011).

‘Kym practiced several behaviour management techniques. She is aware of being consistent with her monitoring of behaviour’ (Thurecht, personal communication, September, 2011).