Welcome to my professional teaching portfolio. It is designed to provide evidence that demonstrates my competence across the seven Australian Institute for Teaching and School Leadership (AITSL) standards as a competent 21st Century teacher. Focus areas are organised into the three main domains of teaching: professional knowledge, professional practice and professional engagement.
In my personal teaching philosophy, there are three key beliefs of 21st education that underpin my work as an international teacher, these are: allow learners to discover knowledge for themselves, design learning programs to encourage intrinsic motivation, and build and maintain an inclusive learning environment.
Professional Knowledge
Students have diverse linguistic, cultural, religious and socioeconomic backgrounds (1.3), and my understanding of this standard is demonstrated throughout my career as an International Teacher. Over the past several years I have designed and implemented teaching strategies that are responsive to the learning strengths and needs of students in mono-cultural/lingual classrooms in Korea, multicultural classrooms in Indonesia, to multi-national/lingual English language classes in Australia and New Zealand. A variety of teaching strategies is utilised to engage students in learning and is based on knowledge of students physical, social and intellectual development and characteristics (1.1). I differentiate teaching to meet the specific learning needs of students across the full range of abilities (1.5). To foster an inclusive environment, I implement teaching and learning adjustments to benefit all students. Some strategies used include grouping students by strength or by mixed strengths, activities that vary in degrees of challenge with students choosing the activity to complete, as well as concept checking before the beginning an activity to ensure group and individual understanding of the task and outcomes.
|
Understanding of how students learn (1.2) is demonstrated through research and collaboration with colleagues although is best evidenced though my academic research which identified some of the challenges Australian students from Non-English Speaking Backgrounds experience in the classroom and the Australian education system. The paper, Problems in Achieving Equitable Learning Outcomes with Culturally and Linguistically Diverse Students (2011) also highlights the importance of teachers to understand NESB students learning needs and in fostering intercultural understanding. Additional research on education policy and the Australian and international education systems can also be found under research.
|
|
Having a broad range of past experiences and qualifications to draw on, I have developed three main teaching areas of content and teaching strategies (2.1) in science, humanities, and English language. Content is selected and organised (2.2) into coherent, well-sequenced learning and teaching programs. In addition to using curriculum, assessment and reporting knowledge (2.3) of the Australian Curriculum in science and geography, I have also designed and implemented learning and teaching programs using the International Baccalaureate curriculum.
|
Content knowledge and curriculum application is supported by literacy and numeracy teaching strategies (2.5) which can be incorporated into lessons. ACARA has summarised the connection between literacy skills and numeracy skills can be incorporated into different subject areas such as science, humanities/social studies, and language.
Information and Communication Technology (2.6) is another area where teachers innovate their subject areas and teaching strategies, and ACARA has produced an ICT capabilities plan which details the the level of achievement required by each level. Teaching strategies that incorporate the use of iPads, iPhones and Apps, can utilise the Padagogy Wheel which incorporates ICT and Blooms Taxonomy. Other teaching strategies may in corporate interactive whiteboards, interactive websites, creating blog posts, researching through social media or hashtags, and assessing through applications or websites. |
| ||||||||||||
Professional Practice
|
Establishment of challenging learning goals (3.1) is demonstrated in the above example lesson plans and presentations where learning goals are communicated to students. When planning, structuring and sequencing learning programs (3.2), I tend to adopt Murdoch's Inquiry based learning and as a part of my teaching strategies (3.3), often include students into the process of planning learning programs and incorporate holistic education as a part of this process, adopted from my experience with the International Baccalaureate.
In terms of international education and global citizenship, I select and use resources (3.4) from a number of sources, including:
|
| ||||
I use several techniques to effectively communicate in the classroom (3.5) including a combination of verbal instructions such as setting clear expectations and instructions and non-verbal cues (hand gestures, facial cues). When evaluating and improving teaching programs (3.6), I use formative and summative data to reflect and evaluate on the success of my teaching strategies, as well as observations from colleagues to make adjustments.
|
My personal philosophy of teaching describes how I support student participation (4.1) which focuses on inquiry learning, intrinsic motivation and inclusive learning environments. Management of classroom activities (4.2) is needed to keep students focused on tasks and can include highly structured lessons, timing and lesson transitions, and routines.
Managing challenging behaviour (4.3) requires knowledge of the behaviour escalation curve (pictured) as well as the appropriate verbal and non-verbal responses. I completed a two-day foundation course on non-violent crisis intervention which recognised behaviour escalation and response, as well as maintaining student safety (4.4). |
|
|
Assess student learning (5.1) through a range of informal and formal, diagnostic, formative and summative assessment strategies.
Expectations are clearly set out when assigning assessment tasks and may include paper-based tests, rubrics, checklists, or peer assessments. Following assessments, I provide timely feedback to students on their learning (5.2) through a one-to-one discussion or written feedback. In making consistent and comparable judgements (5.3), moderation with other teachers is useful to compare assessments and ensure grading is fair and accurate. |
| ||||||
Report on student achievement (5.5) to students and parents/caregivers needs to be clear, accurate and respectful. In order to do this, I interpret student data (5.4) against learning outcomes and keep detailed assessment records as well as in-class observational notes on student learning and achievement.
Professional Engagement
The National Professional Standards for Teachers provides a framework that teachers can use to critically reflect on their teaching practices, identify and plan professional learning needs (6.1) and engage with colleagues and improve practice (6.3). This online teaching portfolio is used to demonstrate my understanding of the standards and also to continue to develop my own professional learning needs. In reflecting on my teaching practice, I seek face-to-face mentorship from senior teaching colleagues as well as teaching peers online through social media.
|
I have participated in professional learning to update my teaching knowledge and practice (6.2), targeted to professional needs and school priorities. Some of the professional development workshops and activities that I have participated in include:
|
|
Meeting professional ethics and responsibilities (7.1) is detailed in each state's Code of Conduct, for example the NSW DET values fairness, respect, integrity and responsibility. Although there currently is no national perspective on a Code of Ethics in Australian Education, Forster (2012) highlights the importance of professional ethics, stating "teachers have a dual moral responsibility as both values educators and moral agents representing the integrity of the profession".
Teachers need to be able to work effectively, sensitively and confidently with parents/caregivers as partners (7.3). The schools that I am connected to are international schools and often require a high degree of professionalism and an understanding of diverse cultures to communicate effectively with parents and caregivers as partners in education. In the IB PYP, I engaged parents at the beginning of units, describing the unit topic, some learning activities and learning outcomes. I experimented with engaging parents through social media and a class website.
Teachers need to broaden professional knowledge and practice through engaging with professional teaching networks and broader communities (7.4). Some of the organisations that I am regularly involved with include:
Teachers need to broaden professional knowledge and practice through engaging with professional teaching networks and broader communities (7.4). Some of the organisations that I am regularly involved with include:
- Asia Education Foundation enables educators to develop Asia literate young Australians for the 21st Century. Ambassador Profile.
- Australian Association for Environmental Education (WA) works with government and NGOs in the interests of quality education and environmental change.
- Balai Bahasa Indonesia Perth is a cultural non profit organisation, promoting the teaching of Indonesian language and fostering cultural links between Australia and Indonesia at all levels of society.
- Room to Read (NZ) promotes global literacy and provides girls education scholarships to students in Asia and Africa.
[Kirra] exceeded all set expectations and is the epitome of what an international teacher should be.
- Principal, Sekolah Mutiara Harapan IB World School