Professional Learning Rationale

Professional learning includes teachers participating in both informal and formal learning experiences which is
important in improving their practice, engagement and knowledge as a teaching professional to enable them to
increase student engagement, wellbeing and learning outcomes.

There are many different types of professional learning and according to an OECD survey undertaken by
teachers across the globe and much other research the size effects on teacher practice and student learning
outcomes is much greater with some methods in comparison to others. These include informal dialogue,
qualification programs, individual and collaborative research, practicing feedback and new approaches and
engaging in observation. These types of professional learning were reported to be more beneficial than lectures,
discussions and visits to other schools (Australian Institute for Teaching and School Leadership, 2012). Also,
reflection is a highly important professional learning method that is integral both as a pre service teacher and a
future primary school teacher in improving pedagogical practice and learning outcomes. It can either be
conducted as critical self-reflection of one's teaching practice by examining assumptions, beliefs and student
achievements or in collaboration with other colleagues whereby feedback is provided in professional learning
teams to help teachers evaluate and refine their practice (Ping, Schellings & Beijaard, 2018).

According to Australian Institute for Teaching and School Leadership (2012), professional learning is most
effective when it's collaborative, future focused and relevant and when it involves teachers continuously
participating in self reflection, questioning and evaluation.

Cordingley, Bell, Thomason & Firth (2005) outline the positive impact of collaborative communities of practice
on professional learning such as engaging in professional development. When teachers undertake professional
development, it has been shown to increase their skills and knowledge and may change their beliefs or attitudes.
This is then drawn on to improve their pedagogical approaches and the content of their teacher instruction to
foster better student achievement (De Wever, Vanderlinde, Tuytens & Aelterman, 2016).

As an emerging teacher, engaging in ongoing professional learning is crucial as it will increase my ability to
address an ever changing educational environment, making me more equipped to face challenges that are current
and arising (Australian Institute for Teaching and School Leadership, 2012). Thus, It is essential for my ongoing
reflective practice that I continue to develop my own knowledge, skills, attributes and strategies in the following
focus areas where in conjunction with my previous class Supervising Teacher and my Tertiary Supervisor I have
seen success but have also recognised challenges, offering room for improvement. The focus areas I have chosen
for my professional learning plan include: 1.5 of Professional Knowledge, ‘Differentiate teaching to meet the
specific learning needs of students across the full range of abilities’, 3.5 of professional practice, ‘use effective
classroom communication’ and 6.3 of professional engagement, ‘Engage with colleagues and improve practice’
(Australian Institute for Teaching and School Leadership, 2010). I will strive to improve in these areas and
continue to develop my professional learning by undertaking individual research, drawing on communities of
practice such as outside agencies and engaging in professional development that is relevant to these focus areas,
listening to podcasts, observing student work from my lessons and continuing to critically self reflect.