Template – Participation in Collegial Activities – Evidence Component 2

DOMAIN: Evidence that Demonstrates Professional Practice

EVIDENCE COMPONENT 2: Examples of Participation in Collegial Activities
OBSERVATION 2: A verified record of collegial engagement where the provisionally registered teacher in a
collaborative planning activity
This evidence is intended to address the Australian Professional Standards for Teachers - 3, 4, 6, 7

Please note that as this is an observation of collegial engagement, it may take more than one observation to complete the feedback. It is also appropriate to
have another fully registered teacher make observation of collegial engagement if the mentor is not part of the collaborative planning group.

Name of Teacher Mackenzie Huggins TRB Number 16258

Name of observer Skye Hughes TRB Number 14650

Date of observation On going Timing of

observation
Activity and its context Collegial Engagement

Suggested key questions for observation
Does the provisionally registered teacher:
 Cooperate and collaborate with others as part of a team/partnership to set and achieve
goals?
 Work with others for the collective benefit, in times of both need and celebration?
 Empathise with others’ viewpoints and positions, recognising and supporting their roles,
rights and responsibilities?

Current as of January 2013

  Acknowledge and draw on others’ expertise?
 Give and receive constructive feedback, responding appropriately?
 Share knowledge, ideas and expertise and resources to benefit student learning and the
professional growth of colleagues?
 Establish respectful, timely effective communication processes with language use and
methods appropriate to the audience?
 Use negotiation and conflict resolution skills, including commitment to problem solving,
acting with dignity and courtesy in all professional situations, being empathetic,
responding to pressure appropriately and taking responsibility for their own professional
behaviour and the integrity of the profession
Observation notes Sharing an office with Mackenzie enabled ease of ongoing professional engagement in
regards to lesson planning, behaviour management, and resource creation.

 Cooperate and collaborate with others as part of a team/partnership to set and achieve
goals:
Psychology at a Stage 1 level was a subject we shared and as a result met on a weekly basis
after school for 1-2 hours to plan, discuss and develop lessons for the following weeks and
new units. Mackenzie regularly sought feedback from not only her colleagues but her
students in order to continually improve her personal teaching style and pedagogy. We set
goals each week and allocated tasks to ensure this was completed before our next meeting.
Additionally, regular emails were sent throughout the week to keep on top of tasks/ask
questions and clarify information or class direction.

 Work with others for the collective benefit, in times of both need and celebration:
o Relay for Life
o Stage 1 Drama Performance – Door and Tickets
o Stage 2 Drama Performance – Door and Tickets
o Outdoor Education Camp – Kakadu
o Outdoor Education Camp - Litchfield
o Outdoor Education Camp – Ord River WA
o Involvement in Weekly staff meetings
o Essington’s 30th Birthday Celebration
o The EISD Annual Awards Night

Current as of January 2013

 Empathise with others’ viewpoints and positions, recognising and supporting their roles,
rights and responsibilities:
Mackenzie regularly came to Faculty meetings with a pile of videos, work sheets and
innovative ideas to use in the classroom. The Head of Science was also present at many of
these meetings and we presented our unit outlines and plans to her for further discussion and
feedback. Mackenzie was always incredibly respectful, cooperative and worked with a strong
collaborative and growth mindset.

As a graduate teacher, she constantly asked for advice and others’ viewpoints on new ideas
(for example changing the planned unit from Intelligence to Memory to better suit the
identified needs and engagement of learners). This change required an addendum to the
current LAP and a whole new unit to be drafted with new resources, a written exam and our
own Professional Development of knowledge in this area of learning.

 Give and receive constructive feedback, responding appropriately:

Mackenzie was professional in all interactions and would provide her honest thoughts in
relation to planned sequences of work, willing to ask clarifying questions if an area was not
understood. On the other hand, if there was an area she was passionate about, she would
ensure her voice was heard and her opinion shared openly. For example, when writing the
assessment task for Brain and Behaviour, Mackenzie felt that students at the higher end were
not being stretched/challenged enough and gave this feedback in a meeting. The results of
which meant a change in the assessment task to ensure the needs of all learners were met.

 Share knowledge, ideas and expertise and resources to benefit student learning and the
professional growth of colleagues:
Mackenzie has done this not just within faculty but for the whole of the Senior College this
year. She has delivered whole staff PD on the ‘Be You’ Learning modules and provided
resources that are useful and simple to navigate (practical tools for quick reference). I have
seen her resources on the walls of many of our colleagues’ office walls, providing constant
visual reminders to check in not only our students’ wellbeing, but also our own.

Current as of January 2013

Additionally, Mackenzie taught Stage 2 Health this year and I was the Stage 1 Health teacher.
I frequently sought advice from Mackenzie on how best to link the two courses and best
prepare the students for what they would be learning at a Stage 2 level. Her expertise in her
subject area was clear in her confidence and certainty when providing this knowledge and
advice which was rich and helpful in my own professional growth and hugely beneficial for
students.

 Establish respectful, timely effective communication processes with language use and
methods appropriate to the audience:
Mackenzie is an excellent communicator. This year I have witnessed her professionalism
empathy and compassion working with students, staff and parents through a number of
situations:
o Students seeking one on one feedback in our office which was given in an
understanding and thoughtful manner to aid in their improvement
o Consoling and offering counsel to students struggling with their school work load and
pressure.
o Meeting with parents to discuss their child’s progress and improvement and areas
needing attention.
o Sending emails to parents to ensure they are updated on assessment requirements,
overdue work, outstanding efforts and achievements etc.
o Email communication with staff within the Science faculty.
o Speaking and providing feedback on certain students at whole staff meetings, while
offering suggestions to make working with this particular students more productive and
positive for everyone based on personal experience.

 Use negotiation and conflict resolution skills, including commitment to problem solving,
acting with dignity and courtesy in all professional situations, being empathetic,
responding to pressure appropriately and taking responsibility for their own professional
behaviour and the integrity of the profession

Current as of January 2013

 For both the Brain and Behaviour Unit, Emotions and Memory in Stage 1 Psychology we met
in order to moderate the assessment tasks. The Senior Psychology teacher was also present
at these internal moderations. It was important to have open dialogue around standards for
marking and to ensure consistency across both the Stage 1 classes. There were times when
disagreements arose around allocation of marks or awarded grades and these were
negotiated with professionalism, and commitment to the students above all else. These rich
conversations allowed for vital skills in problem solving, responsibility, and integrity to be
developed with the importance of these skills to the teaching professional underlying all
decisions made. We discussed teaching practice and allowed time for reflection and dialogue
on improvements to be made for the next unit. This was also a time where efforts and
celebrations of success were had, for both our students and ourselves as educators.

Identified points for discussion that Discuss arrangements for transition to 2020 and leaving resources and course plan for future
emerge from the observation teachers.

Identify student exemplars from the work looked at through moderation to create a set of
standards for 2020.

Signature of observer Skye Hughes Date 6/12/2019

Teacher reflection: I thoroughly enjoyed reviewing this feedback and seeing what Skye believes I have
accomplished this year in my first year of teaching. I am very proud of what has been detailed
above and believe this is a testament to my hard work and great interpersonal and teamwork
skills. Skye has been incredibly supportive throughout the whole journey and is someone who
I look up to as a teacher. I think this year I limited myself to admiring and learning from
teachers who sit within my department and I regret not reaching out further. I believe Robyn
and Gen had incredible amounts of wisdom and knowledge to share and I wish I learnt more
from them while I had the opportunity.
Besides this, I reflect very positively on my contribution to collegial activities and believe my
willingness to engage in all areas of the school life has supported the development of strong
collegial bonds. My goal for the rest of term is to work towards setting up the programs for
2020 so that future teachers have a much smoother transition that I did.

Current as of January 2013

Identified professional development
goals that emerge from the observation
Teacher’s signature
Recognise strengths in all staff members regardless of their department. I believe it is
important to learn from all members as they all have more experience than I do. Their helpful
tips and tricks can help me find new and more efficient ways to complete tasks.
I also wish to continue working on developing programs in accordance to ACARA to assist the
progression of the department for the future.
Find new ways to mark/give feedback rather than annotating tasks in such detail
Continue to moderate samples of work to ensure standards are maintained.
Mackenzie Huggins Date 06/12/2019
Current as of January 2013