Standard 7: Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities
Critical Reflection
An integral part of the teaching profession, is the ethical responsibilities and legal liabilities that teachers are responsible for. Teachers need to have a coherent understanding of their legal obligation to their students, and as a teacher (Thurston, 1982). Furthermore, as professionals, we should demonstrate respect for the student as an individual and the confidential relationship between teacher and student. This is supported in artefacts 1 and 2, outlining my professional conduct, and the school’s policies in relation to teacher responsibilities. In addition, the Victorian Teaching Profession Code of Conduct (2010), supports that teachers are to maintain professional relationships with parents, colleagues, and to respect the individual student.
According to Souto-Manning and Swick (2006), various strategies can be used to involve and engage parents in their child’s education. Part of the teacher’s role is to instigate professional partnerships between parents/carers and the school community. This is supported in artefacts 3 and 4, which demonstrates strategies to involve and engage the parents in the school community and update them on their child’s learning.
In the educational setting, the school, students, families, and the broader community are interconnected to form a partnership to work together in developing the children’s education. According to Epstein (2010), effective partnerships utilise quality communication and interaction strategies, which supports the underlying core concept of caring for the student. Schools, families, and communities should aim to provide caring educational learning environments, and as a result students feel secure and cared for (Epstein, 2010). This is evident in artefacts 5, 6, and 7, which demonstrates my professional practice of engaging with the wider community to support its students.
Word count: 271
Evidence
Artefact 1
Unit Title: Reference letter
The following is a reference letter from Mary Campbell, which highlights my contribution to the Richmond Tutoring Program during 2012 and 2013. She supports my ability to conduct myself professionally, demonstrate commitment to educational practices and broader communities, and respecting and building a rapport with others.
Descriptor: 7.1 and 7.4
Unit Title: Reference letter
The following is a reference letter from Mary Campbell, which highlights my contribution to the Richmond Tutoring Program during 2012 and 2013. She supports my ability to conduct myself professionally, demonstrate commitment to educational practices and broader communities, and respecting and building a rapport with others.
Descriptor: 7.1 and 7.4
richmond tutoring volunteering reference letter.pdf | |
File Size: | 265 kb |
File Type: |
Artefact 2
Unit Title: EDFX110: Professional Experience Primary 1
The following school policy highlights our responsibilities as teachers, regarding the relevant legislative administrative, and organisational policies. All students have the right to be respected as individuals, and therefore any personal information enclosed to us, is confidential, unless we believe the student is at risk. In this case, authorities such as counsellors and Student Well Being co-ordinators are involved.
Descriptor: 7.1 and 7.2
Unit Title: EDFX110: Professional Experience Primary 1
The following school policy highlights our responsibilities as teachers, regarding the relevant legislative administrative, and organisational policies. All students have the right to be respected as individuals, and therefore any personal information enclosed to us, is confidential, unless we believe the student is at risk. In this case, authorities such as counsellors and Student Well Being co-ordinators are involved.
Descriptor: 7.1 and 7.2
edfx110- behaviour management policy.pdf | |
File Size: | 455 kb |
File Type: |
Artefact 3
Unit Title: EDFX310: Professional Experience Primary 3
During my third year placement, I was invited to attend the Prep parents' dinner school function. This provided opportunity to build a rapport with parents and to engage effectively and professionally.
Descriptor: 7.3
Unit Title: EDFX310: Professional Experience Primary 3
During my third year placement, I was invited to attend the Prep parents' dinner school function. This provided opportunity to build a rapport with parents and to engage effectively and professionally.
Descriptor: 7.3
edfx310- prep parent dinner letter 2014.pdf | |
File Size: | 64 kb |
File Type: |
Artefact 4
Unit Title: EDFX212: Professional Experience Primary 2A
During my second year placement, I was introduced to the school's blog, for which each grade demonstrates what they are currently doing in the class. This is used as a strategy to engage parents in the educative process to understand what their child is learning in the classroom. The following artefact is a link the my associate teacher's blog for her Grade 1/2 class.
Descriptor 7.3
Unit Title: EDFX212: Professional Experience Primary 2A
During my second year placement, I was introduced to the school's blog, for which each grade demonstrates what they are currently doing in the class. This is used as a strategy to engage parents in the educative process to understand what their child is learning in the classroom. The following artefact is a link the my associate teacher's blog for her Grade 1/2 class.
Descriptor 7.3
Artefact 5
Unit Title: Richmond Tutoring Program Volunteering 2012-2013
During my first two years of university, I decided to volunteer for the Richmond Tutoring Program, which was held every Tuesday during the school term. In this time, I developed professional teacher knowledge and practice, as well as develop a relationship with disadvantaged communities.
Descriptor: 7.4
Unit Title: Richmond Tutoring Program Volunteering 2012-2013
During my first two years of university, I decided to volunteer for the Richmond Tutoring Program, which was held every Tuesday during the school term. In this time, I developed professional teacher knowledge and practice, as well as develop a relationship with disadvantaged communities.
Descriptor: 7.4
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Artefact 6
Unit Title: EDFX207: Community Engagement Program
During third year, I partook in the Atherton Gardens Tutoring Program as part as the Community Engagement Program. During this, I developed a greater understanding of disadvantaged communities and was able to support individual students.
Descriptor: 7.4
Unit Title: EDFX207: Community Engagement Program
During third year, I partook in the Atherton Gardens Tutoring Program as part as the Community Engagement Program. During this, I developed a greater understanding of disadvantaged communities and was able to support individual students.
Descriptor: 7.4
edfx207- community engagement.pdf | |
File Size: | 94 kb |
File Type: |
Artefact 7
Unit Title: EDFX207: Community Engagement Program
In third year, as part of my individual community engagement, I decided to volunteer at the ACU Holiday Program, which is designed for primary students of the surrounding communities. This promoted my organisational and creative skills, to provide a fun learning environment for disadvantaged students.
Descriptor: 7.4
Unit Title: EDFX207: Community Engagement Program
In third year, as part of my individual community engagement, I decided to volunteer at the ACU Holiday Program, which is designed for primary students of the surrounding communities. This promoted my organisational and creative skills, to provide a fun learning environment for disadvantaged students.
Descriptor: 7.4
edfx207- holiday program.jpeg | |
File Size: | 98 kb |
File Type: | jpeg |