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Professional Development

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Nick Senior

on 19 August 2013

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Transcript of Professional Development


Professional Development
Within University
Professional Development
within the wider community.
Active after-schools Program
Teaching in Remote Ghana, Africa.
PD in the pub, Classroom Dynamics
Our online learning community
AEU PD on Ethics and Code of Conduct
Northern Territory Induction day
• I planned and taught sequenced lessons to ESL students.
• I developed a new whole school timetable for staff and students to increase productivity.
• I trained staff in ICT programs that they could use in their own lesson planning.
• I built, developed and operated a school library and created a new excel spreadsheet to help maintain and keep track of donated books.
• I developed the blueprints for the development of a new school building.
• During my time in Ghana I lived in a boarding home with 14 young African boys in a remote village with no running water and unreliable electricity.
• I immersed myself in the culture of the people of Ejura, developing connections with people within the community.

Professional Development a world away.
Rote Learning
in Africa
This is one of the videos I took while I was in Ghana. I think this video is so sad because Kwama gets in trouble for being distracted by a beautiful colorful book that appears far more interesting than the boring drone of rote learning that is taking place. This also shows the extent of the different learning conditions I was exposed to.
Intensive Student Support Program
What I took away from this experience
Active After-School Program
What I got out of it.
Glen Pearsall, PD on Classroom Dynamics
Our Online Learning Community
Over the course of my studies at Deakin University I have had many experiences that have lead to professional development, covering a wide range of the AITSL National Professional Standards for teachers. This presentation will outline the experiences that have had the greatest impact on myself as a graduate from both within and outside of University.
AITSIL National Professional Standard
How our online learning community helps us to become better professional teachers.
Our online community comes under the standard 6.3 'Engage with colleges and improve practice'. This is because we have created an environment where we are all comfortable sharing ideas and offering assistance to one another. We are all constantly asking each other questions about assignments to gauge what everyone else is doing. This has helped me personally for there have been many times were I have asked questions about assignments and gained instant responses allowing me to continue on with my work. This standard is all about professionals communicating with each other, providing feedback and sharing ideas and experiences for the benefit of everyone. Since we set up our online learning community last year it has consistently achieved all of these things.
Last year all 4th year education students created and joined a Facebook group to have as our online learning community. This really helped to create an open line of communication amongst our peers that was fast and efficient. “One of the most salient features of online learning is that it allows learning to be place and time independent.” (Huang, 2002) Below are just a few of the benefits.

• Quick answers to questions
• Peer feedback
• Peer Support
• Sharing of resources
• Organization platform for group tasks and meetings

PD on Teacher Ethics and Duty of Care
PD on Teacher Ethics and Duty of Care
What it was about
This PD covered a whole range of topics where you could possibly need AEU involvement as well as discussing the services they offer and what their role is in the life of an educator.

Reasonable Care Test
Was supervision adequate?
Was the environment safe?
Was it foreseeable or preventable?
Duty of Care
Reasonable teacher test
Teacher/student relationships
Professional judgment
Topics covered
AITSL Professional standard
This PD covered 7.1 'Meet Professional ethics and responsibilities'. It really helped me in understanding exactly what teachers are and are not liable for. While to a certain extent ethics are common sense it was important to hear our legal responsibilities within the profession.
Wider Research

Bergem, (1993) really sums up the importance of ethics and code of conduct for teachers that was discussed during the PD. ‘Because they are thought of as moral agents, teachers are encouraged to express their own moral view in order to maintain the confidence that both students and parents have developed toward our school system.’ This idea along with the information from the AEU PD consolidated the importance of upholding the morals of the school and wider community at all times.

Northern Territory
Induction Day

Alan Marshall
During this PD Alan Marshall spoke about many of the current issues facing Education in Indigenous communities in the Northern Territory. This talk was a real 'eye opener' as it revealed some quite shocking truths that I would not have expected to hear about coming from within our own country. One of these issues in particular that Alan Identified was attendance and the reasons behind why attendance levels are so low. This is a really important issue because, as outlined by Purdie (2010), ‘engagement or participation in education is a key factor affecting the life chances of all Australians, and it is particularly important for Indigenous Australians who have an overall lower level of participation in education than non-Indigenous Australians.’ Alan Also talked about the types of living conditions that the majority of the indigenous population are living in. This was also really eye opening because up until that point I had no idea how bad the situation up North was.

This PD really helped to begin covering the AITSL standard 2.4, ‘Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’. However, I feel that I have still got so much to learn in this area. It is for this reason that I have decided to undertake my final practicum in the Northern Territory later this year.

My Certificate
The Active After-Schools Program was set up to help fight obesity in Australian adolescences while also providing parents with affordable childcare giving them the option of more flexible work hours.
‘Obesity interventions in the after-school hours care setting offer potentially greater returns than interventions in other child care settings given the large amount of discretionary time available to increase physical activity and potential to reduce snack food consumption during this period.’ (Moodie, 2010)
Benefits of the Active After-School
Community Program
A great resource CD obtained from completing the training
AITSL Standard
Undertaking this program has helped me to develop AITSL Standard 6.4 ‘Apply professional learning and improve student learning’, because this program was designed to address obesity as issue and supply educators with the tools and resources to tackle it.
Planned sequences of physical education lessons
Practiced communication skills and organisation of groups
Lead sessions
Practised behavioural management skills
Preparation and provision of fruit
Utilised and modelled proper care and use of equipment

Last year I volunteered to help on a camp as part of the Brauer Collage Intensive Student Support Program. I did this to gain experience that would cover AITSL Standard 6.4 ‘Apply professional learning and improve student learning’. I really wanted to learn some of the strategies and techniques the staff used when dealing with students with demanding behavioral management issues but also see how the students behaved in a new and exciting environment.
Australian Institute for Teaching and School Leadership 2012, ‘Australian Professional Standards for Teachers’, Canberra, Australia.

Bergam, T 1993, ‘Examining aspects of professional morality’ Journal of Moral Education, vol. 22, pp. 297–312, retrieved 15 August 2013. http://www.tandfonline.com/doi/pdf/10.1080/0305724930220308.

Borko, H 2004, ‘Professional Development and Teacher Learning: Mapping the Terrain’, Educational Researcher, retrieved 18 August 2013, http://edr.sagepub.com/content/33/8/3.full.pdf+html.

Pearsall, G 2012, ‘Classroom Dynamics A Teachers Handbook’, Teacher learning network incorporated, Abbotsford, Victoria.

Pearsall, G 2010, ‘And Gladly Teach A Classroom Handbook’, Teacher learning network incorporated, Abbotsford, Victoria.

Purdie, N & Buckley, S 2010, School attendance and retention of Indigenous Australian students’, Australian Institute of Health and Welfare (AIHW); Australian Institute of Family Studies (AIFS), Canberra, retrieved 15 August 2013, http://works.bepress.com/nola_purdie/75/.

Huang, H 2002, ‘Toward Constructivism for Adult Learners in Online Learning environments’, British journal of Education Technology, vol. 33, issue. 1 pp. 27-37 retrieved 17 August 2013.

I thought it was important to see how the students behaved in this new setting and learned a lot while also having a great time. Seeing students in a new setting allows teachers to bring what they have observed back into the classroom, ‘enhance their knowledge and develop new instructional practices’. (Borko, 2004)
Mentored students to get involved and achieve their best
Obtained new behavioral management strategies
Gained insight into the organization and procedures involved in the running of a camp
I gained experience at handling groups of students in the public

What I Achieved

My experience in Africa was different from any other I have had thus far. The greatest reason for this was that while I was in Africa, to everyone else I was considered the leading accomplished teacher. Even to all the staff at the school I was volunteering at I was considered to have the greatest pedagogical knowledge. This meant that I took up the leadership role and ran Professional Development sessions for the staff including ICT skills and teaching literacy. This gave me a wealth of experience in acting as leader covering AITSL standards 6.1 ‘Identify and plan professional learning needs’, 6.2 ‘Engage in professional learning and improve practice’ and 6.3 'Engage with colleagues and improve practice'.

Running Professional Development
in Africa
These were two of his books I bought at the end of the PD semina
This PD helped me work towards achieving AITSL standard 6.3 ‘Engage with colleagues and improve practice’ because it was held in a discussion format and attending teachers were encouraged to seek and apply constructive feedback to work towards improving teaching practice. This PD also helped towards achieving AITSL Standard 6.4 ‘Apply professional learning and improve student learning’ because after attending the PD I applied some of the tips and techniques covered resulting in improved behavioral management practice.
Glen Pearsall gave a Professional Development session on classroom dynamics that had a strong focus on strategies to help deal with behavioral management issues. Some of the techniques he covered were as follows.
Waiting time
Strategic questioning
Effective feedback
Pivot words

One of the main strategies I took away from this PD was the use of pivot words. Pearsall, (2012) describes these as ‘key phrases that experienced teachers use to side-step irrelevant or distracting arguments from students’. Some of the examples he used where, ‘Nevertheless’, ‘that is not the issue right now’ and ‘that may be so’ which all quickly acknowledge the students argument and then turn it back onto the original issue. I personal tried some of these words during my rounds and found them very useful in not getting caught up in student’s side tracking the issue.
Pivot Words
Thank you for viewing my presentation
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By Nick Senior
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