Assignment cover sheet

Assignment cover sheet
Note: (1) The attention of students is drawn to:
the Academic Regulations,
the Academic Honesty Policy and
the Assessment Policy, all of which are accessible via http://www.acu.edu.au/policy/136703
(2) A de-identified copy of your assignment may be retained for University quality (audit) processes,
benchmarking or moderation.
Student ID Number/s:
Student Surname/s:
S00022230
Mackie
Given names:
Fraser Vincent
Course: Bachelor Education Primary
School: ACU Brisbane Banyo
Unit code: EDFD452
Unit title: TRANSITION TO THE PROFESSION
Due date: 03/05/2013
Date submitted: 03/05/2013
Lecturer-in-Charge: Anthony Shearer
Tutorial Group/Tutor: NA
Assignment Title and/or number: Digital Portfolio and Professional Plan
DECLARATION OF ORIGINALITY
1.
2.
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This assignment is submitted in accordance with the Academic Regulations and the Academic Honesty Policy.
No part of this assignment has been copied from any other source without acknowledgement of the source.
No part of this assignment has been written by any other person, except to the extent of collaboration and/or group work as defined in
the unit outline.
This assignment has not been recycled, using work substantially the same as work I have completed previously and which has been
counted towards satisfactory completion of another unit of study credited towards another qualification, unless the Lecturer-in-Charge
has granted prior written consent to do so.
I have made and retained a copy of this original assignment.
Signature of student(s): ___________________________________________
Fraser Mackie
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Date:_03_/_5_/_13
Please find e-portfolio at: http://frasermackieportfolio.weebly.com/
AITSL Standards
The AITSL standards are important to the teaching profession both holistically
and individually. While teaching is not a constructivist activity, improvement comes
through looking at all areas that constitute good teaching and looking for ways through
professional learning and practice to improve these areas. The standards also give a
strong sense of the progression through the profession from graduate to expert. The
profession and the industrial relations framework is harmonising around an
understanding that not all teachers are experts but with focussed effort all can become
thus.
All school systems are focussed on improved learning outcomes. This drive for
improvement has both individual benefit and collective benefit. The individual has far
greater chance of gaining opportunities in higher paid vocations that rely on a better
education. The whole country benefits from a more highly qualified workforce that is
more responsive and able to take advantage of growth opportunities. Better
educational standards will allow the community to adapt and reform as new
opportunities present.
There is a real opportunity with vigorous adoption of the standards for a
success leading success outcome. A failing of the profession in the past was the
absence of a clear and succinct elaboration of the elemental parts of what constitutes
good teaching. The themes across the standards highlight the elemental parts as well
as show a clear iteration of improved performance so that as the professional grows
this growth can be mapped with a clear trail of evidence that is repeatable and most
importantly transferrable.
The standards have also allowed schools to develop rich resources of
exemplars that allow the necessary professional dialogue and critique to accelerate
professional growth. The standards have been accompanied by an across the board
de-privatization of the profession in a non judgemental way. This has allowed for much
greater levels of professional growth.
The ease of use with technology has aided in this acceleration, we regularly
see lessons captured on the new generation devices like I-pads with groups of
teachers gathered around examining elements of the pedagogy that are either in need
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of professional support or highlighted for their excellence. This all can learn, all can
grow approach is a hallmark of a highly advanced profession. This is highlighted in the
latter standards that highlight the underpinning professional growth.
Of the 7 AITSL standards I believe that standard 3 is my most developed,
however I have additional strengths in a number of other standards including content,
safe supportive learning environments, providing feedback to students, high level
reflective practices, and successful working relationships with colleagues parents
carers and community.
Standard One: Know students and how they learn
I have come to the teaching profession after undertaking a number of community
roles that have given me a firsthand understanding of the diverse student population in
our schools. Relevant roles include:

Disability care – I worked for several years as a respite carer for Westcare
supporting the personal and developmental needs of severely disabled clients.
I have a Certificate 3 in Disability services and a comprehensive understanding
of issues like, behaviour management, adaptive appliances, manual handling,
event management, first aid (currently qualified) and life skills.

Aboriginal students – I worked as a youth and community development officer
for the Department of Communities in Aurukun which is situated on Cape York.
This gave me firsthand experience of the rich mix of Aboriginal community
issues ranging from child protection to supported employment programs.

Homeless adults – I currently work at Pindari lodge as a support worker often
supporting homeless men reassemble their lives. I undertake a wide range of
duties across most areas of the service. This experience gives me high level
skill in dealing with and de-escalating complex personal issues.
In my practicum placements I have experienced a wide range of community
circumstances including urban middle class school (Burpengary Meadows SS); Poor
urban community Sacred Heart Booval; Poor rural school Proston Primary and my last
practicum is scheduled for the Cherbourg Aboriginal community.
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In my studies for teaching preparation I have demonstrated through essays and
assignments my capacity to understand the wide range of learning styles and
disposition to learning evident in our schools.
More over I have attempted successfully to cater for these individual
differences through concrete efforts to know and relate to my students providing
immediate and relevant feedback coaching and support as required. I have structured
lesson sets to differentiate instruction. I have been guided by the most recent work of
John Hattie (2009) “Visible Learning” in my search for the most effective practice.
Evidences
XO Certificate: Facilitates multiple learning opportunities for various learning styles.
Classroom Profiling Lesson Flow Sheet.
EDFX Professional Experience 3 Final Report.
Aurukun Men’s Group - Men Make Great Dads
Philosophy, principles and practice for inclusive education
Australian Parliament Unit Plan
Standard Two: Know the content and how to teach it
In my studies to teach primary students I am particularly guided by the work of
Cognitive Psychologist Willingham (2009), who explains the need for a wide ranging
long-term memory of facts and procedures that are an aide to the working memory in
thinking and making new meaning. I am guided by this principle and seek to instil this
desire in my students. I have studied in-depth the National Curriculum, used
Curriculum to the Classroom and other KLA curriculum documents, i.e. Daniel
Morcombe Child Safety, Primary Connections Science. I have undertaken the
following actions to widen my content knowledge above that of a good general
educator:

Undergraduate studies in ICT’s
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
Additional Maths subjects that will allow me to teach Maths to Year 10

I have qualified through the One Laptop Per Child program as XO Certified and
am currently preparing for the XO expert assessment

I undertook my Community Engagement work by volunteering in Doomadgee
doing ICT based youth work.
I have prepared quality unit plans and lesson preparation in my course work and in
my practicum.
I have worked closely with Aboriginal people in Cape York and with the
Department of Communities undertaken cultural diversity training.
Evidences
XO Certificate: OX has inbuilt curriculum aligned with ACARA Maths, English and
Science.
Classroom Profiling Lesson Flow Sheet.
EDFX Professional Experience 3 Final Report.
Philosophy, principles and practice for inclusive education
Australian Parliament Unit Plan
Standard Three: Plan for and implement effective teaching and learning
Early on I realised that teaching was a learned “art” and that considerable effort
should go into skilling for the “art”. I am also aware of the literature which cites the
early years of transition from “novice” or graduate to expert and beyond as so critical
for long term effectiveness (Australian Institute for Teaching and School Leadership,
2012). To improve my skills I have focussed upon:

High quality planning and sequencing

Lesson pacing and question techniques

Micro skills for teaching
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
Being profiled and re-profiled, and after feedback reflected and implemented
behaviour management techniques

Video of lessons and had the tapes reviewed by peers and experts

Observed a wide range of teachers in a rich mix of contexts

Especially in Indigenous contexts, made efforts to relate to and involve parents

Studied the Essential Skills for Classroom Management
Evidences
XO Certificate: XO is an integrated ICT approach which effectively engages learners
in curriculum.
Classroom Profiling Lesson Flow Sheet.
EDFX Professional Experience 3 Final Report.
Philosophy, principles and practice for inclusive education
Australian Parliament Unit Plan – Entire Document
Standard Four: Create and maintain supportive and safe learning environments
In the safe orderly effective and inclusive classroom I have undertaken the following:

Course work in these elements of classroom practice.

Reviewed and enhanced my classroom practice using “Classroom Profiling”
referee and ESCMs (Queensland Government Education Queensland, 2007)

Sought feedback from expert teachers including observation of my lessons and
observations of others.

Through my studies in the One Laptop Per Child program, I have been exposed
to considerable learnings related to the ethical use of ICTs

In my practicum placements I have adapted lessons to allow students with
Special Needs to access the curriculum

I have also firsthand experience in my work as a carer in disability services to a
wide range of disabilities and the associated practice to allow for maximised
participation
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Evidences
XO Certificate: Use of XO supports student capacity to maintain levels of
engagement which ensure safe and supportive learning environments.
First Aid Certificate: Safe learning environment.
Classroom Profiling Lesson Flow Sheet: Support
EDFX Professional Experience 3 Final Report.
Aurukun Men’s Group - Men Make Great Dads
Philosophy, principles and practice for inclusive education
Australian Parliament Unit Plan – Planning for effective teaching will lead to safe
and supportive learning environments.
Standard Five: Assess, provide feedback and report on student learning
I am aware of the very high “effect size” Hattie (2009) identifies in his work, “Visible
Learning” applies to timely and personalised feedback.
In my practicum placements I have been involved in the following undertakings:

Design and administration of pre and post testing of work units.

Use of skill builder programs using ICTs

Collaborative year level meetings to discuss expectations and standards

Examination of Naplan test results and class reports

Sitting in on supervision meetings by school administration looking at class data

Conversations and strategies to improve school attendance

Parent meetings to discuss student progress

Community visits, house visits to discuss student progress

Examination of school data profiles as generated by Education Queensland to
improve school performance
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
Examination of AEDI results in my Proston SS practicum

Participation of Destination Action Research; “A Long Way from Home” as a
part of the Barambah Blue Print Project which is consulting the Cherbourg and
Murgon communities around structural reform.
Evidences
XO Certificate: XO has inbuilt instant feedback on student learning and charts
progress.
Classroom Profiling Lesson Flow Sheet: Feedback
EDFX Professional Experience 3 Final Report.
Australian Parliament Unit Plan
Standard Six: Engage in professional learning
Through my course work I have demonstrated knowledge of the need for and
benefit of ongoing professional learning, for example:
I have read widely and have focussed upon building my skill in the “art” of
teaching.
Recently and prompted by the Education Queensland policy, “United in our
pursuit of Excellence,” which implies all schools must have a detailed pedagogical
plan. I have in my course work looked closely at a range of pedagogical frameworks.
In my discussions with supervising teachers it became clear that the ability to adapt to
school-wide frameworks for pedagogy is a valued ability. Consequently in my
planning I have looked at the core elements of classroom management and
differentiated instruction as a way of gaining versatility in this endeavour.
I have demonstrated my commitment to new pedagogies using ICTs through
my own work on the One Laptop Per Child Project. The responsible use of ICTs in a
range of learning settings has allowed me to authenticate the learning I have
undertaken through OLPC. In my course work I have explored the international
school improvement agenda. I have also made a specific focus on “Closing the Gap”
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strategies in Indigenous Education and several of my course work assignments have
centred upon these strategies.
Evidences
XO Certificate: I am currently XO Certified and am working towards expert level.
First Aid Certificate: Professional Learning.
EDFX Professional Experience 3 Final Report.
Philosophy, principles and practice for inclusive education
Standard Seven: Engage professionally with colleagues, parents/ carers and the
community
During my time in Aurukun working for the Department of Communities, I
worked in the Government Coordination Office. My work ranged from youth work to
facilitation of the “Men’s Group” with a project focus on meaningful leisure, food and
nutrition, education and links to employment. The Government Coordination Office as
prescribed by the Tony Fitzgerald report into alcohol abuse in Cape York Aboriginal
Communities (Queensland Government, Department of the Premier and Cabinet,
2001), coordinated both social policy departments and economic policy. For almost
14 months, I was a member of the Government Coordination Office support worker
team which began the early “welfare reform” trials (Queensland Government,
Department of the Premier and Cabinet, 2001) and was witness to the setting up of
the Families Responsibilities Commission (Family Responsibilities Commission,
2010).
The NSW Government has embarked on a similar “Connected Communities”
(New South Wales, Department of Education and Communities, 2012) trial in 12
remote communities in Western NSW.
I have through this and my course work looked at efforts of Government in
Case and Place based management. I also studied the impact of the “Learn Earn
Legend” (Australian Government, Department of Education, Employment and
Workplace Relations, 2012) program in rolling up various efforts that targeted the
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creation of improved employment outcomes – the links between training and those
outcomes for Aboriginal and Torres Strait Islander students.
During my practicum placements I was appraised of the need for a working
understanding of the following:

Child protection issues

Code of conduct training

Risk management especially as it applied to excursions and sports

Behaviour management policies

Health and Nutrition policies

Specific advice on Duty of Care and how it applies to Play Ground Duty

Ethical Behaviours and ways of acting professionally whilst going about duties
in an open and transparent way
In my practicum I have engaged in community and house visits and appreciate the
need for quality communication and clarity of purpose.
Evidences
XO Certificate: OLPC which sponsors XO is a NFP organisation which seeks to bring
connectivity to remote and isolated communities worldwide, to provide children with
education access – promoting literacy and numeracy acquisition.
Bush Regeneration Community Service: Community/social awareness and
contribution.
Classroom Profiling Lesson Flow Sheet.
EDFX Professional Experience 3 Final Report.
Aurukun Men’s Group - Men Make Great Dads
Philosophy, principles and practice for inclusive education
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Professional Development Plan
As a beginning teacher, I will be lead by the processes and policies that are
inherently embedded in the approaches to professional and career development in
schools across Queensland. For example, each State School in Queensland runs,
Developing a Performance Framework, which is a strategy to drive professional
development and goal setting underpinned by mentoring, training and education whether school based, personal reading or formal study. I will participate in each of
the developmental phases as prescribed by my supervisors and employer, and
earnestly attend to my obligations as a leader of learning in my classroom.
Pedagogical Frameworks
State Schools in Queensland also have a mandated Pedagogical Framework,
whether, based on research of Hattie (2009); Marzano, Pickering and Heflebower
(2011), or Archer & Hughes (2011) adapted for Australia by Victorian Principal,
Flemming (as cited in Smith, 2008). The models used across schools could include:
Archer & Hughes Explicit Instruction (2011), Marzano, Pickering and Heflebower The
Art of Science and Teaching (2011), Productive Pedagogies, Dimensions of Learning
(CQ University Australia, 2012), Hattie (2009) Visible Learning among many others.
The school where I will be placed as a graduate, possibly in North Queensland, in all
probability will facilitate pedagogical practices using the explicit instruction model
espoused by Flemming (as cited in Smith, 2008). As an employee and graduate, I will
ensure that I follow the processes and protocols of the school within which I am placed
in relation to my pedagogical practice. Attached are samples of the framework and
monitoring documents which I will follow and complete in my professional capacity in
the North Queensland Indigenous schools in which I aspire to teach.
In preparation to teach in this environment, I have been profiled once to date by a
Mark Davidson trained Classroom Profiler. This will begin my targeted practice of the
classroom management strategies which will best ensure the students in my class will
access maximum teaching and learning time.
My plan for future ongoing professional learning as a practicing teacher will involve
the following underlying characteristics:

continuous self reflection and consistent reflective practices to drive my
improvement as an education practitioner
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
aligning my development with the performance and professional development
strategies employed by the leadership of the school to which I am appointed as
a graduate

seeking opportunities for peer modelling - learning from expert teachers

seeking opportunities for peer reflection and observation

seeking opportunities for supervisor observation and feedback and responding
to that feedback

being prepared to change my practices, approaches and actions following
feedback and reflection opportunities as provided by supervisors, colleagues
and experts

listening and observing - as a beginning teacher there is much to learn from
many experienced educators

being humble and not taking myself too seriously

I will ensure that as an active team member I contribute with effort and energy
to the development of group curriculum planning, as most schools have
planning groups or year level groups which work to share the load of planning
and assessment.

I will work with extension and intervention colleagues to ensure that students
needs are met - that adjustments required are implemented for all students to
access the curriculum

I will continue to expand my knowledge and communicate with community to
ensure that Indigenous perspectives are embedded in my classroom practices.

Given my interest in this genre, I will also explore the methodologies associated
with "Calmer Classrooms", "Mind Matters" and those programs which enhance
students capacity to develop strong connections with community and identity aligning with the work of Dr Chris Sarra, "Stronger Smarter" initiative.

With students, I will set student goals / targets through focussing on, analysing
and using data to drive student improvement across all aspects of KLAs

Continuing to develop my capacity as an XO educator by extending my
qualifications in this area. (Embedding ICTs in curriculum)
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
Guided by my learnings so far and the supervisors and experts I am yet to
meet, I will continue to do whatever it takes to ensure that I have the skills and
expertise to ensure that every student in my class is engaged in learning every
hour of every day. That I will take them from what they know to what they need
to know and that I will continually improve my skills to deliver this outcome.

My goal is for the school community - my students and parents to be inspired
by my passion for teaching and learning.
I value honesty and transparency in my relationships and friendly, strait forward
communication - this will enable me to access support and advice as needed
and accept and integrate that support and advice appropriate in my teaching
practice.
The support Networks available to State School teachers include "The Learning
Place" "The Blackboard Learning Community", school based curriculum experts
whether team leaders or supervisors, buddy teachers or mentors. The Induction
process for graduate teacher is laden with opportunities for professional growth,
particularly in those schools considered as challenging. Aiming to begin my career in
this sector, will afford me an opportunity to work towards the acquisition of
professional skills and expertise such that I can work with those students most
challenged by their personal environments and circumstances.
I believe that my approach to consistently seek out opportunities to improve my
practice as an educational professional will ensure that I continue my learning and
aspire to excellence throughout my teaching career.
My zest for knowledge and passion for learning will serve as a positive model and
inspire students in my class to aspire to excellence, to have a go, to continue to learn
from mistakes, set targets and achieve their goals.
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References
Archer, A. L., & Hughes, C. A., (2011). Explicit Instruction: Effective and Efficient
Teaching. New York, New York: The Guilford Press.
Australian Government, Department of Education, Employment and Workplace
Relations. (2012). Learn earn legend!. Retrieved April 11, 2013, from
http://deewr.gov.au/learn-earn-legend
Australian Institute for Teaching and School Leadership. (2012). Standards. Retrieved
April 8, 2013, from
http://www.teacherstandards.aitsl.edu.au/Standards/AllStandards
CQ University Australia. (2012). Dimentions of Learning. Retrieved April 14, From
http://www.cqu.edu.au/academic/hed/sea/embedded-professionallearning/dimensions- of-learning
Family Responsibilities Commission. (2010). Community engagement guidelines:
Aurukun. Retrieved April 11, 2013, from
http://www.frcq.org.au/sites/default/files/Community%20Engagement%20Auruk
un%20web_0.pdf
Hattie, J. (2009). Visible Learning: A Synthesis of over 800Meta-AnalysesRelating to
Achievement . Routledge: New York.
Heflebower, T., Marzano, R. J., & Pickering, D. J. (2011). The highly engaged
classroom. Bloomington, Indiana: Marzano Research Laboratory.
New South Wales, Department of Education and Communities. (2012). Connected
communities strategy. Retrieved April 11, 2013, from
https://www.det.nsw.edu.au/media/downloads/about-us/news-atdet/announcements/yr2012/connected-communities-strategy.pdf
Queensland Government Education Queensland. (2007). Better behaviour batter
learning: Essential skills for classroom management: Core learning component.
Retrieved April 10, 2013, from
http://www.glenfieldsuspensioncentre.schools.nsw.edu.au/documents/13286/13
567/christine_richmond_micro_skills_1318986729309.pdf
Queensland Government, Department of the Premier and Cabinet. (2001). Advanced
copy: Cape york justice study report. Retrieved April 15, 2013, from
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http://pandora.nla.gov.au/pan/24611/200205160000/www.premiers.qld.gov.au/about/community/capeyorkreport.htm
Smith, B. (2008, May, 10). Results back principal's return to instruction. The age.
Retrieved from
http://www.theage.com.au/articles/2008/05/09/1210131265814.html
Willingham, D. T. (2009). Why don’t students like school? : A cognitive scientist
answers question about how the mind works and what it means for the
classroom. San Francisco: Jossey-Bass.
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