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Ms Xavia Nou

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Xavia Nou

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Transcript of Ms Xavia Nou

Ms Xavia Nou
4.4 Maintain student safety.
Professional Portfolio
AITLS Professional Standards for teachers
Professional Knowledge
Professional Practice
Professional Engagement
1. Know students and how they learn
2. Know the content and how to teach it
3. Plan and implement effective teaching and learning
4. Create and maintain safe and supportive learning environments
5. Assess, provide feedback and report on student learning
6. Engage in professional learning
7. Engage with colleagues, parents/carers and the community
Selected focus areas
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
2.1 Content and teaching strategies of teaching area
6.2 Engage in professional learning and improve practice
5.1 Assess students learning
4.4 Maintain student safety
3.4 Select and use resources
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Visual Arts, Geography/SAE
3.4 Select and use resources
This collaboratively developed presentation shows research into a range of resources and approaches for teaching Indigenous Perspectives across the curriculum. Further rich and valuable materials have also been sourced through the Aboriginal, Multicultural, Languages & Learning Resource Centre http://www.lmrc.sa.edu.au/
Current member/ user of:
2.6 Information and Communication Technologies
2.1 Content and teaching strategies of the teaching area
Welcome. In this portfolio presentation are threads from my tertiary education, professional experience and from ongoing research, reflection and development, These are structured around the National Professional Standards for Teachers set out by the Australian Institute for Teaching and School Leadership (AITSL). Further details gladly provided- emailxavia@gmail.com
2.6 Information and Communication Technology (ICT)
5.1 Assess student learning.
6.2 Engage in professional learning and improve practice.
"A fantastic effort. You demonstrated a critical and well-informed understanding of whiteness and [...] did well to identify the major manifestations." Tutor feedback, Flinders University 2011
Full comments see Appendix A (next slide).
Appendix A
Academic Feedback
Teaching Indigenous Australian Students, Major Essay Feedback
Appendix B
Certificate I V in TESOL, awarded 2009
View complete version on slide share- http://www.slideshare.net/msxavia/education-resources-for-indigenous-perspectives
Happy birthday in four languages. Teaching English to students from Iran, China and the Northern Islamic Chinese region, UAE, Vietnam, Kazakhstan, Iraq, Korea, Indonesia and Egypt in Malaysia, 2010.
Feedback from university assignments reinforces my theoretical knowledge in meeting this standard, Comments highlight an understanding of complex issues surrounding concepts such as race, Whiteness, teaching for resistance model and bilingual education (see Appendix A).
Teaching English to foreign students in Malaysia has given me a deeper understandings of different cultures and learning styles as recommended by Groundwater-Smith, Ewing et al. (2011). I have done this by welcoming and valuing students’ contributions, initiating class discussion surrounding similarities and difference, and sharing my own experiences. Using class cohesion and students views to explicitly develop skills that expose assumptions and norms in a class context, can empower students to break down these, and other forms of discrimination in society (Aveling 2002; Dweck 2010).
In Australia, it is crucial now more than ever for teachers, schools and the broader community to better understand and manage difference; to meet students’ needs but also to prepare all students to function in a just, globalised society (Wadham, Pursey et al. 2007).
Disadvantage, perpetuated by school disengagement, can be contributed to by a lack of curriculum rigor, limited ICT use and poor pedagogy (Barton, 2004 in Marsh 2010). In an outcomes focused environment certain virtual schoolbags of knowledge and experience are valued over others (Thomson 2002).
It is within teachers grasp to teach for resilience, understanding and educational equity. Maintaining high expectations of all students, and promoting a growth mindset (Dweck 2010) are ways I have promoted rigour and equity.

"Xavia exhibited a friendly, caring attitude towards the students, quickly learning their names and respecting individual differences."
Mentor teacher feedback, 2013
"In Visual Art, Xavia displayed an advanced knowledge of the practices and principles of art and was able to convey these to the students."
Mentor teacher feedback, 2013
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
My TESOL qualification (see Appendix B) has also equipped me to meet this standard; to effectively support the development of reading, writing, speaking and listening skills through authentic, student-centred learning tasks.
Digital drawing 2007
Acrylic on canvas, 2008
Clay bust, 2001
Appendix C
Examples of artwork in various mediums
Album artwork, 2011
Digital Illustration, 2006
Receiving the John Lewis II prize in Geography demonstrates my passion, and commitment, in the area of geography, and shows a high level of ability and conceptual understanding. This prize, issued by the Royal Geographical Society of SA (RGSSA) is awarded to the second year geography student with the highest aggregate mark.
Being invited to mentor first year ‘Water Resources and Society’ classes at Flinders University in 2013 is further evidence of meeting this standard. The university tutorials took a humanist, group-based learning focus for students to collaboratively construct learning. This excellently transferred to a secondary setting on my placement, in both formative and summative group work (see Appendix F, next slide), making learning social and authentic.
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Mosaic, Glenelg 2002
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Using a variety of resources can help to maintain student engagement. Motivation is central in this sense and is shaped by students having a sense of autonomy, relatedness and competence (Ratelle, Guay et al. 2007), therefore resources used in class should be relevant, interesting, accessible and challenging to students (Krause, Bochner et al. 2010).
Digital resources, as discussed in the previous standard, can be interactive and responsive to a wide range of learning abilities and styles (Krause, Bochner et al. 2010), while resources that connect new ideas and skills to students’ own experiences helps them to personalise and transfer new knowledge into long-term understandings (Commission on Behavioural and Social Sciences Education National Research Council 2000).
This year 8 Society and the Environment poster is further evidence of expanding learning with ICT resources. Students were encouraged, supported and highly motivated in using Glogster to develop their work digitally. In presenting their work, students utilised the Interactive white board and engaged their peers with the ease of navigation and interactive elements. This evidence shows knowledge of web 2.0 tools and success in implementing their use.
Appendix F
Assessment task sheet and rubric
Feedback from the teacher, from peers and also self-assessment, helps students to reflect, set goals and control their own learning.
The assessment rubric shown left, demonstrates my ability to set a structured task, provide clear, expected outcomes and return specific feedback to students on their work, It also shows the integration of peer assessment (shown right) as students reflected on their own and their peers work which was considered towards their final mark.
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Appendix E
Navigating the Bureau Of Meteorology, climate graphs in excel
Appendix D
Year 8 Art, unit plan
Issues in Education- Bilingual Education presentation feedback

Additional strategies specific to geography include helping students contextualise geographical concepts, building on the fact that every student is a geographer of sorts, just for living in the world, I look forward to sharing my enthusiasm, and boosting my professional satisfaction, by continually learning and practicing in both my teaching areas.

See Appendix F for complete assessment task sheet and rubric
Pre- assessment has been used to gauge students' level of skill, interest and knowledge and to guide planning and teaching.
The year eight Art unit plan analysis (below) was developed to ensure a variety of approaches, formats and curriculum outcomes were covered. As evidence for this standard, it shows an understanding of middle years art objectives and of the concepts and substance necessary for such high order analysis. Additionally, Appendix C contains a small collection of my own art practice in a variety of art forms, which is further evidence of meeting this standard in art.
Right, is a short list of some online resources that have helped me expand my teaching tool kit for secondary art and geography and teaching in general,
To facilitate the use of ICT, teachers need to find ‘creative solutions to the dynamics of content, pedagogy, and technology’ (p. 44, Tillander 2011). Mishra and Koehler (2008) introduce the Technological, Pedagogical Content Knowledge (TPCK) framework as a way of approaching this necessity (http://www.tpack.org).
Developing relationships with students and families has been necessary in building trust and shared goals. Scaffolding and comprehension check questions have ensured the knowledge and tools needed to meet learning outcomes are not lost or miscommunicated.
Teachers use enthusiasm and competence in their learning area to guide and engage students. Expertise and content knowledge helps to gain student respect and direct students to deeper, more critical thinking (McDonald 2010). Planning for placement has involved selecting and organising content addressing SACSA framework documents (Art and SOSE) and ACARA curriculum guidelines (Geography). However my background knowledge and experience has allowed for greater confidence and flexibility that meant I could focus on pedagogy and respond to learning opportunities as they arose.
See Appendix D for complete year 8 unit plan
In addition to a whole class demonstration, these written instructions provided students with added support in exploring the use of Excel.
ICT offers endless possibilities for transforming learning and practice in art and geography. Cleaver (2013) suggests that to effectively implement ICT in class, student expertise should not be assumed and that time is needed for students and teachers to experiment with new technologies. For instance, when using Google Earth for the first time with year eight students, a whole class demonstration was used to guide all students with basic skills. Students were then invited to search any location they wanted to practice these skills prior to embarking on a location treasure hunt independently.
Using Information Communication Technology (ICT) in teaching and learning has been suggested to improve motivation, add flexibility and can develop important skills in problem solving and creative and critical thinking (Krause, Bochner et al. 2010).
Source: Google images, except Splash ABC-
The web search activity shown left, was used to develop students' familiarity with key geographical resources while expanding curriculum understandings and skills needed for assessment. Students used the educational resources provided on the website, and were taught search tips and shortcuts as the need arose. Students were also encouraged to share tips and good resources with the whole class.
For full task sheet, see Appendix E
For full task sheet, see Appendix E.
ICT is characteristically protean (Sweeney, 2013), therefore, joining learning networks or blogs such as Free Technology for Teachers (http://www.freetech4teachers.com/) can help teachers keep updated on what ICT is available and how to use it effectively in their learning area.

Assessment is an integral element for planning, implementing and reflecting on teaching and learning. It should be transparent, consistent, meaningful and authentic with feedback clearly communicated (Krause, Bochner et al. 2010). Each stage of the teaching-learning cycle is informed by assessment to guide teaching decisions and ensure learning needs are met. Pre- and ongoing assessment helps maintain Vygotsky’s Zone of Proximal Development, building on students strengths in appropriate increments of challenge (Krause, Bochner et al. 2010). Check questions, class discussion, writing tasks, recorded observations and home-work are examples of ongoing informal assessment that I have used to create the ZPD and meaningful learning tasks for students.
Diagnostic assessment aims to hone in on how and why students make certain mistakes, and helps teachers know when to seek specialist support. DECD offers some support materials for meeting the standard in this way -

Assessment of learning has been used on placement, in the form of summative inquiry based projects and self-portraits, to gather evidence of students’ achievement against learning objectives with written, electronic and verbal feedback given.
Authentic assessment such as mapping activities and cross curriculum opportunities aims to engage students in higher order thinking and problem solving skills, applying learning to situations as close to real world contexts as possible.
Professional learning is an ongoing process of reflection, input and growth and is essential for improving teaching knowledge and practice. Many have highlighted the importance of critical reflection in improving practice; to address teaching challenges; to discern profeand to interrogate and adapt ideas and pedagogy to a rapidly changing world (Dana and Yendol-Silva 2003; Killen 2007). By identifying areas of challenge or inquiry, relevant and appropriate sources of learning can be identified and addressed. Seeking feedback from students and teachers has been a useful catalyst for my own reflection towards meeting this standard, as well as affirming strengths (see right).
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Effective relationships are central in supporting students' well being. Nurturing trust and respect enables teachers to better ascertain and manage risks to student welfare while giving them a greater capacity to address issues that do arise.
'Xavia provided the students with a safe, welcoming environment according to the school priorities by monitoring student behaviour and setting boundaries"
Mentor teacher comment, 2013
Teachers have an important responsibility to act in a legal and protective manner, ensuring the safety of all students, school staff, school visitors and themselves (Churchill, Ferguson et al. 2011). Having competed training in responding to abuse and neglect I know this involves being aware of professional boundaries, mandatory reporting and duty of care requirements as stipulated by the Department of Education and Child Development (DECD).
Safe work practices will be particularly important to my work in an art room, and in students’ use of the Internet as both pose significant hazards if not managed responsibly. Protective practices will include establishing a hazard free classroom, enforcing clear guidelines to safe and responsible behaviour; vigilantly monitoring, modeling and promoting safe practices across the school. DECD provides extensive support for teachers and school leaders that teachers should be familiar with-
Another important resource I've gained from is the educational setting itself which includes the school's resource centre, the wealth of knowledge available from other teachers and school staff, and from the students themselves who bring rich and diverse knowledge to the class.
Using online networks and associations is another way I've found valuable teaching and learning resources.

ACARA (2010). "General Capabilities- ICT." Retrieved 10/10, 2013, from http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/Introduction.

Arthur-Kelly, M., G. Lyons, et al. (2007). Being a Reflective Practitioner. Classroom Management : Creating Positive Learning Environments. South Melbourne, VIC, Thomson.

Aveling, N. (2002). "Student teachers' Resistance to exploring Racism: reflections on 'doing' border pedagogy." Asia-Pacific Journal of Teacher Education 30(2): 119 - 130.

Churchill, R., P. Ferguson, et al. (2011). Professional, ethical and legal issus for teachers. Teaching: Making the difference. Milton, QLD, Wiley: 502 - 534.

Cleaver, S. (2013). "10 Rules for a Successful One-to-One Classroom (and 5 Mistakes to Avoid)." Hot Topics: Special Reports. Retrieved 13/10, 2013, from http://www.weareteachers.com/hot-topics/special-reports/10-rules-for-a-successful-one-to-one-classroom-and-5-mistakes-to-avoid.

Commission on Behavioural and Social Sciences Education National Research Council (2000). Learning and Transfer. Commission on Behavioural and Social Sciences Education National Research Council. Washington, DC, National Academy Press: 51-78.

Dana, N. F. and D. Yendol-Silva (2003). The reflective educator's guide to classroom research. Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA, Corwin Press.

Dweck, C. (2010). "Mind-sets and equitable education." Principal leadership: 26 - 29.

Groundwater-Smith, S., R. Ewing, et al. (2011). Chapter 5: The learning Environment. Teaching: Challenges and Dilemmas. South Melbourne, Vic, Cengage Learning Australia: 100 - 125.

Killen, R. (2007). Being a Reflective Teacher. Effective teaching strategies: Lesson from research and practice. South Melbourne, VIC, Thomson: 42.

Krause, K.-L., S. Bochner, et al. (2010). Assessment and Reporting. Educational Psychology for Learning and Teaching. P. Smitz. South Melbourne, Cengage Learning: 458-503.

Krause, K.-L., S. Bochner, et al. (2010). ICT in Learning and Teaching. Educational Psychology for Learning and Teaching. South Melbourne, Cengage Learning Australia: 417-457.

Krause, K.-L., S. Bochner, et al. (2010). Motivation and Engagement. Educational Psychology for learning and teaching. South Melbourne, VIC, Cengage Learning Australia.

Marsh, c. (2010). The Education Revolution: national curriculum and equity, Chapter 2, Becoming a Teacher. EDUC1120 Teaching and Educational Contexts. J. Gillies. Frenchs Forest, NSW, Pearsons: 214 - 240.

McDonald, T. (2010). Chapter 1: Positive Learning Framework. Classroom management: Engaging students in learning. South Melbourne, Vic, Oxford University Press: 1-29.

Mishra, P. and M. J. Koehler (2008). Introducing TPCK. Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. A. C. o. I. a. Technology. New York, Routledge.

Ratelle, C., F. Guay, et al. (2007). "Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis." Journal of Educational Psychology 99(4): 734-746.

Thomson, P. (2002). Vicky and Thanh. Schooling the Rustbelt Kids: Making the Difference in Changing Times. Crows Nest, NSW, Allen & Unwin: 1-19.

Tillander, M. (2011). "Creativity, Technology, Art, and Pedagogical Practices." Art Education 64(1): 40 - 46.

Wadham, B., J. Pursey, et al. (2007). We grew here... you flew here': race nation and education'. Culture and Education. Sydney, Pearson Education Australia: 167-211.
Peer assessment sheet, year 8 SAE
Pre-assessment activity, year 10 Art
Art practice, still life, 2002
Receiving geography prize, 2012
Student poster, year 8 SAE
Membership to the RGSSA
Certification of professional learning, Global Education, 2013
Responding to abuse and neglect training certificate
Understand the relevant and appropriate sources of professional learning for teachers.
Having organised and led a year 10 excursion is evidence of having met this standard. Permitted students were guided via public transport to the South Australian museum, where they were directed and supervised for responsible and respectful behaviour before being safely returned to school. There was a very positive student response and the effort was commended by my mentor teacher.

I have also addressed this standard in a number of formal ways. This has included engaging in a group professional development day on Positive Psychology at Adelaide High School, July 2013, attending full day training on Responding to Abuse and Neglect. and receiving professional development in the area of Global perspectives in Geography as illustrated by the certificate (see left).
"Xavia responded to the suggestions of her mentors regarding her teaching strategies as well as seeking feedback from her own perspective."
"Xavia displayed an outstanding level of professionalism in this Professional Learning Experience."
University Liaison, 2013
School coordinator comments, 2013
Engaging with colleagues can also be an important source of information. As a beginning teacher, building up a support network is an important resource for professional learning in itself. Research I have undertaken into developing effective partnerships with colleagues (see Appendix H) has been useful for being reminded of strategies to further meet this standard and standard 6.3- engage with colleagues and improve practice.
In South Australia, the Council of Education Associations of SA is an excellent resource for meeting this standard. <http://www.ceasa.asn.au/ceasa-calendar> It lists active professional associations, professional learning materials and events and many other resources for beginning and professional teaching staff. As a member of the Royal Geographers Association of South Australia I have particularly enjoyed access to their ongoing talks and lecture series.
Appendix H
Strategies for professional partnerships diagram from 'Relationships for learning'- teacher quick reference guide assignment
Student feedback, further comments see Appendix G
Appendix G
Student feedback examples, 2013
Teaching and ensuring cyber safety is an important part of implementing the use of ICT. This will involve being familiar with state and school policy, The Keeping Safe: Child Protection Curriculum- http://www.decd.sa.gov.au/teachingandlearning/pages/pandp/Childprotection and the various resources available on
When integrated thoughtfully and carefully ICT can transform the way teachers and students collect, organise, analyse, present and share information and learning.
cyber(smart:) - http://www.cybersmart.gov.au/
Appendix F
Assessment task sheet and rubric
Appendix E
Navigating the Bureau Of Meteorology, climate graphs in excel
Thank you.
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