Stephanie Todd, S00143925

EDFD260- Assignment Task 1

Reflection on professionalism from my first placement:
Heading into my first primary placement, I felt like I had been thrown in the deep end, entering
an open learning environment with over one hundred grade three and four students, proved to be
confronting at first. Team teaching and constant communication between colleagues allowed this
environment to run smoothly and maintain a supportive, safe learning atmosphere. The
professional standards explored in the first lecture allowed me to make links to the
professionalism I witnessed from the teaching and learning on a daily basis.
In this environment, the biggest stand out to me was the teachers ability to work collaboratively
with each other, which proved to be essential. I often sat in on group planning sessions, this is
where I observed teachers working professionally, to ensure they continued to create an inclusive
environment that catered for all students needs and abilities. These planning sessions were great
examples of professionalism, as the sessions reflected aitsl (2011) professional standard 6.3,
engage with colleagues and improve practice, teachers contribute to collegial discussions and
apply constructive feedback from colleagues to improve professional knowledge and practice.
The teachers are never alone and their engagement in constant discussions with colleagues is
extremely beneficial to best support their students. I believe collaboration is a vital part of
professionalism, as Sachs (2010) explains professionalism is an emphasis on collaborative and
cooperative actions between teachers (p.153).
To ensure I had the opportunity to conduct all my assessments and lesson plans in this
environment, I had to work closely with the whole teaching team and not just my associate
teacher, as workshops were run in ability groups and not class groups. As a result, I became a
valued member of the team and during planning sessions I would negotiate different lessons I
could conduct. These planning sessions were evidence of professionalism, as Stoll and Louis
(2007) suggest regular meetings promote rich conversations, professional relationships and
improve the learning, lives and achievements of students(p.182). This links to aitsl (2011)
professional practice in planning for and implementing effective teaching and learning.
My associate teacher demonstrated professionalism by sitting me down and making a timetable
of what classes I would be teaching that week. She informed the other teachers of when I was
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taking their groups, while providing them with my personalised timetable to ensure the
environment kept running smoothly. The teachers were very approachable and made sure I was
comfortable with my teaching. During planning, the teachers would give me ideas of lessons I
could run and how to meet the needs of the groups abilities, this type of collaboration showed
professionalism. Burbank and Kauchak (2003) explain collaborative methods provide teachers
with opportunities to interact professionally on topics that are relevant and applicable in their
classrooms (p.501). Through collaboration in planning sessions, I displayed my professionalism
as I was contributing to the discussion and quality of the practice.
My involvement in this experience has allowed me to see that through careful planning, the
teachers were able to develop lessons that best supported the students abilities and needs. This
was done through assessment and discussions about particular children to make sure they were
grouped appropriately. This guaranteed that students of all ability levels were engaged in more
appropriate learning as it was aimed at their ability. Teachers were allowed to teach topics they
were interested in which made for a more interactive, exciting atmosphere. With constant
planning and communicating ways to best support students learning, it became clear that the
teachers demonstrated professionalism in both teaching and learning.
I believe collaboration and team teaching is now more important than ever, as Nunan (2003)
explains team teaching takes advantage of individual teachers strengths, sparks creativity and
develops closer relationships between teachers, as they must teach for their colleagues as well as
for their learners. To me professionalism is teachers supporting students learning, facilitating
open communication, respecting students/staff while identifying strengths and weaknesses, and
collaborating to achieve common goals. After reviewing the professional standards, it was
evident that the teachers showed clear evidence in achieving and meeting the expectations.
Gaining insight into how effective professional planning and collaboration is done, has allowed
me to see that everything being discussed and planned creates an amazing open learning
environment. The number one focus in this environment is the students unique abilities.
In my future teaching I hope to work in a supportive professional learning environment as
inspiring as my placement, as this is what I believe professionalism in teaching and learning is
all about.
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(Word count: 760)

References
Australian Institute for Teaching and School Leadership (aitsl). (2011). Australian professional
standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-professionalstandards-for- teachers/standards/list
Burbank, D. M., & Kauchak, D. (2003). An alternative model for professional development:
investigation into effective collaboration. Teaching and Teacher Education, 19(5), 499514. dio:10.1016/S0742-051X(03)00048-9
Nunan, D. (2003). Collaborative language, learning and teaching. Cambridge, UK: Cambridge
University Press.
Sachs, J. (2010). Teacher professional identity: competing discourses, competing outcomes.
Journal of Education Policy, 16(2), 149-161. dio:10.1080/02680930116819
Stoll, L., & Louis, S. K. (2007). Professional learning communities: Divergence, depth and
dilemmas. Bershire, England: Open University Press.

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