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June 2017 – Reflective Focus

Below you’ll find an overarching question for this month. This month we’re focusing on standard six, you’ll find entries for standards 1 through to 5 here. All you need to do is read the overarching question and then pick the career stage you are working toward.  Each career stage will help you focus your evidence.  If you want to maximise this opportunity, you can scroll down even further and check out how to turn this into a super-duper evidence set!

Don’t forget that, where possible, you should include evidence or artefacts that can be annotated and commented on. For example, a lesson plan with your notes on, a picture of your notes or marking, copies of an assignment, photographs etc. that you then explore and elaborate on in your writing.


Standard 6:  Engage in professional learning

F.A: 6.3  Engage with colleagues and improve practice


Overarching Question:

What learning conversations have you been a part of this term?  

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In theory: Describe an assignment you recently completed.

  • What learning theories, subject content/ application were you discussing?
  • What gaps / strengths in your knowledge did the assessment show?
  • What advice have you been given to move forward? Can you hypothesise how you would apply this knowledge in a classroom?

Suggested Artefacts: You could upload the assignment and the comments as part of your evidence base

On Prac: Describe a conversation you had with your mentor in which you sought and then applied feedback.

  • What was the problem/strength you discussed?
  • What advice were you given?
  • How did you apply it?
  • What was the impact on the learners you were working with?
  • Are you able to set yourself a new target? Is there more to learn? Where could you get that advice from?

Suggested Artefacts: notes from your conversation, heat mapped standards/assessment for your prac, examples of pupil work, lesson plans etc (what ever you’re discussing)

Describe a collegial conversation you have been a part of.  What was your contribution to your team’s conversation?

  • What was the problem/strength you discussed?
  • What advice were you given? What contribution did you make?
  • In relation to the advice you recieved, how did you apply it?
  • Having actioned that advice, what was the impact on the learners you were working with?
  • Are you able to set yourself a new target? Is there more to learn? Where/who could you get that advice from?

Suggested Artefacts: notes from your conversation, examples of resources or other documents you have shared, samples of student work/reports/(what ever you’re getting advice on) before and after the conversation happened and advice was actioned 

What learning conversations have you initiated amongst your colleagues? Where have you been having these conversations? Are you a part of a working party or PD team?

  • How does this engagement enable you to help evaluate practice and help other to develop their skillset?
  • What evidence do you have that your advice is making a positive impact?
  • What have been the affect on student outcomes?

Suggested Artefacts: notes from your conversation, links to presentations you’ve shared (NOT commercial ones… your own work), statements and comments from the staff you’ve been working with. – In fact… ask them to comment on this post! 😉 

As part of running a program, designed to impact positively on student outcomes, how have you encouraged and implemented opportunities for professional dialogue between staff members?

  • What feedback have you received?
  • What current research has informed your decision making and strategic choices when selecting the type of networks or groups you’re working with?
  • What evidence do you have that outcomes are improving for students and staff?

Suggested Artefacts: Professional Development plans that you have created and implemented, research articles and papers that have informed your decision making, statements from colleagues outlining the positive impact your work is having (or a comment on this post once you’re done!), data or student samples which show improved outcomes for students.

Get even more out of this Reflection – 23 extra focus areas for you… in one piece!

It’s really rare for one artefact to lead to just one standard or focus area. By that, we mean that as you discuss your artefacts (notes, heat maps, pupil work etc) in relation to this standard and focus area, you should start to touch on other standards too…  Below are some suggestions about what you might be able to include – just expand the box:

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  • Usually, when having a conversation around your practice, the focus will be to develop a deeper understanding of how your students learn (1.2) and some strategies to help them to achieve learning outcomes. Depending on the focus of your collegial conversations, you could find yourself ticking focus area 1.1 (for physical, social and intellectual characteristics), 1.3 (for cultural, religious or language conversations), 1.4 if you’re talking ATSI and 1.5 for differentiation.. Take your pick!
  • If the conversation you’re having is shrouded in the curriculum and content of a subject area then you can welcome standard 2 into the fold.  If you’re discussing units of work, planning together (2.1, 2.2.,2.3), applying specific strategies to meet specific needs – ATSI (2.4), Literacy and numeracy 2.5), or exploring ICT and developing that (2.6) you can tag away!

    If you’re in the NT  and applying for full (or proficient) registration, you must include an analysis of a program of study and include a collaborative planning activity – Perfect for this piece!

  • Whether receiving, reflecting on or giving advice, there’s a high chance that you can talk about the teaching strategies you’re working with (3.3) as well as the resources you’re swapping to/providing/removing (3.4).  If you’re evaluating teaching programs and working to develop them then you’re hitting 3.6 rather nicely too!
  • If you’re getting advice on behaviour management (4.3), how to run your classroom routines (4.2, 4.1, 4.4), how to deliver and use ICT (4.5) to conduct your work and help students then you’ve got a smorgasbord from standard 4 to choose from
  • To show that there’s been a positive impact from your efforts you’re going to need some data. This usually comes from some assessments that you’ve run with your students.  Welcome standard 5 – 5.1 particularly!
  • Whilst exploring gaps and strengths in your practice, there’s a very high chance that you will identify some professional learning needs (6.1) and that you will then engage in some professional learning (6.2). To show that the outcomes of these conversations have been great, and useful, you’ll definitely need to hit 6.4 and apply that learning.
  • Of course, as you go through these learning experiences, you will do so whilst engaging professionally colleagues. If your learning involves wider networks, make sure you tick 7.4 too!

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