S00124083

Tamsin Oski

Artefact 3
This piece of evidence demonstrates my reflection on the AITSL
teaching standards and how professionalism is key to a successful
educator.

Week 2: Professionalism
A profession is a vocation requiring knowledge of a department of
learning or science according to the English Oxford Dictionary (2013).
Teaching is one such vocation, which demands a high skill set of
seven standards that enable us to educate our students effectively
(A.I.T.S.L., 2013). To apply to all educators, there are four levels to
each standard that addresses ones personal level. These range from
graduate, to proficient, through too highly accomplished and finally to
leadership (A.I.T.S.L., 2013). Each Standard covers a particular area of
an educators personal responsibility to teach to their pupils and to
keep up with contemporary learning. The standards are as follows:
1. Knowing students and how they learn.
2. Know the content and how to teach it.
3. Plan for and implement effective teaching and learning.
4. Create and maintain supportive and safe learning.
5. Assess, provide feedback and report on student learning.
6. Engage in professional learning.
7. Engage professionally with colleagues, parents/ carers and the
community. (A.I.T.S.L., 2013).
As part of the teaching profession it is expected that we under go 100
hours of professional development over a five-year period (V.I.T.,
2012). This enables us to grow and change with the profession and
ensures that all educators are up to date with new contemporary
learning objectives.
Reflecting

S00124083
Tamsin Oski
Through out my schooling years, my teachers repeatedly encouraged
reflection. I initially thought it was a waste and just an activity to take
up time in class. However, in recent years, I have found the value of
reflection and how it can drastically aid the way I view my future
students and classroom teaching. When educators reflect, we think,
mediate and ponder on the lesson that we have just taught, asking
ourselves several questions that in turn will make us excel at our
profession. Our main form of reflection is reviewing whether or not the
lesson was effective; meaning that the goals that were set for the
lesson were achieved, that all students gained a good understanding
of the topic being taught and that the students worked effectively
within the classroom to retain the information they received. On
ruminating these questions, teachers show there willingness to
changed their plans or styles of teaching to cater to their class. What
might have worked exceptionally one year could be less successful
another. The capability to accustom to a lesson or task is the final
product of reflecting; it demonstrates the devotion a teacher has to
ensuring that the students gain the uttermost out of their learning
experiences. The art of reflecting may successfully aid me in
obtaining a teaching position, as it displays the willingness to change,
learn and grow as an educator.
Reference List:
Victorian Institute of Teaching (V.I.T.) (2012, October 1). Professional
Standards. Retrieved August 10, 2013, from www.vit.vic.edu.au
Australian Institute for Teaching and School Leadership (AITSL) (2013,
August 8). Australian Professional Standards for Teachers. Retrieved
August 10, 2013, from www.teacherstandards.aitsl.edu.au
Press, O. U. (2013). The English Oxford Dictionary. Retrieved August
10, 2013, from oxforddictionaries.com