Graduate Attributes 5 - 8

Graduate Attribute: Team Work

Evidence and Justification

Suggested by McMillan and Weyers (2006) the success of any team depends on its ability to communicate. It is important that every team member understands what is expected of them. I believe team work is a great opportunity to learn from others while others also learn from you. It allows opportunities to bounce ideas back and forth through professional discussions. I see myself within Belbin’s (1993) nine team roles as the team worker with the contributions of being co-operative, mild perceptive and diplomatic, good at listening, building and averting friction.

Through my university studies I have been involved in a number of group works situations where our team developed though the connecting, confronting, co-operating as a team, collaborating as an effective team and closure stage (Rodd, 2006). I have gone through this process a number of times whilst doing this I have developed adequate skills within being a team member. In team work we sorted through disagreements, brainstormed, problem solved, and divided the work up evenly. I learnt skills such as co-operation listen and be open to others ideas/opinions without judgement, suggest ideas and ensure that the workload is divided evenly. This has allowed me to prepare skills for when working with other colleagues in the teaching profession while also allowing students to work in team situations in the classroom and develop these skills.

As believed by mentor teacher, Gibbons (2011), ‘ At all times Ms Kane has endeavoured to contribute to the Year 2 planning along with other teachers and has willingly accepted advice and lesson sources and has reciprocated by sharing her own resources with the teaching team’. I enjoy being involved in any team situation and will openly asked for guidance to ensure I am meeting the teams standard of what needs to be addressed. I believe that time management and organisation skills are a vital aspect to have when working in team situations as you need time frames which allows meetings to run to schedule. As believed by mentor teacher, Gibbons (2011), ‘Ms Kane has demonstrated on a daily basis: total preparedness and outstanding organisational skills’. I see this as the key to success in group/team situations as the capacity to work quickly to meet the target and the knack of seeing each job though to a conclusion, which I think I do diligently.


Links to QCT Standards

1. Design and implement engaging and flexible learning experiences for individuals
and groups
6. Support personal development and participation in society
7. Create and maintain safe and supportive learning environments
9. Contribute effectively to professional teams


Graduate Attribute: Information Technology Competence

Evidence and Justification

Through a futures orientated lens, it can be relevant to say that in a society like todays, technology is only going to become more advanced as time goes on. We live in a world overflowing with information communication technologies (ICTs), access to the World Wide Web and digital tools I never thought would exist this time five years ago. Prensky (2001) urges that “today’s teachers have to learn to communicate in the language and style of their students” (pp.4) on all levels and across the curriculum. This means that educators need to maintain a constant mindset that is focused on providing their students with the necessary skills to understand and control technology, whilst encouraging them to embrace the advanced world they live in.

Through Managing E Learning completed through university studies I gained competences in information technology. In My E-learning journey was a great learning experience as I can now incorporate these Information communication technologies in my future teaching. As society is rapidly ever changing with ICT becoming part of everyday practices, it is important as a future learning manager that I incorporate a range of ICT tools into my everyday classroom practices. I have gained technology competence through a number of digital tools such as creating websites, podcast, wikis, blogs, wordle, concept mapping and many more. Through this course I learnt about ‘how to assess and gain information’, ‘consolidate and refine information’, transform information to develop new understandings, and ‘present knowledge to an audience’. I was able to use these four skills through a digital tool.

I have then transferred these skills to the classroom as I have found that students are engaged through the use of technology or the use of digital tools. I use them when introducing a new topic, doing an activity or task or using a digital tool for an assessment task. Throughout my practical experiences I used the internet, learning place, learning objectives, cameras, PowerPoints and many more digital tools.

I think it is not only important to know how to use this digital tool though how to use it well within the classroom context to have a set purpose relevant to learning and engaging to students. As stated by mentor teacher, Howard (2011), ‘ICT were used and these programmes reinforced the program objectives set in various units such as the narrative and the insect unit. Various programs were used to cater for children of varied abilities’.

I have learnt how valuable ICT tools are as long as they facilitate, support and engage learners with an intended learning outcome. Digital technologies support and enhance students learning by meeting individual learner’s needs, while developing higher-order thinking skills and allowing for enhancing creativity. Digital tools can be used across all Key Learning Areas at any year juncture. I endeavour to continue to use a range of ICTs in my future classroom practices as it provides a range of alternate resources. Different teaching strategies are simply different ways of helping students to learn (Killen, 2009, p.74).


Links to QCT Standards

1. Design and implement engaging and flexible learning experiences for individuals
and groups
2. Design and implement learning experiences that develop language, literacy and
numeracy
8. Foster positive and productive relationships with families and the community


Graduate Attribute: Cross Cultural Competence

Evidence and Justification

In my travels to Thailand and Vanuatu it opened my eyes to the cultural diversity with the socio-economic status, language challenges, health and hygiene differences between houses, resorts and restaurants. It allowed me to realise what each child beings to the classroom context taking in all of their prior experiences and differences beyond their schooling. I know that every child comes to the school context with their backpack that is filled with their understandings and acceptance of the world they live in.

Throughout my practical experiences I have taught different backgrounds and cultural differences. I had a number of students that were ESL with language barriers, learning styles and abilities. I strived to scaffold their learning. Planning extra activities that suited their individual needs I also ensured to provide a supporting learning environment of all diversity through respecting one another allowing all to feel valued. Through doing this it allowed all students to focus on the positive characteristics of each other to feel safe and secure I believe that as a teachers I was leading to ensure that all students learn to respect each other’s culture, understand diverse points of view and model respect for everyone (The Alberta Teachers Association, 2004).By providing an environment that is enriched by these diverse experiences provides a child with a strong foundation for their future years.

I believe that what children primarily need is to feel safe and secure. They need to know they can explore their world in an environment that is warm, friendly and caring. For children to learn, their well-being must be guaranteed. Emotional engagement is the key to all learning. I understand that all children have had prior experiences therefore they will all have different strengths, values and beliefs. I regard each student as an individual. This is demonstrated in my profiling of students to determine their diverse individual interests, needs, strengths and abilities. Students’ diverse range could include cultural differences, learning styles and varying family backgrounds. As stated by mentor teacher, Howard 2011, ‘Natalie had the opportunity to experience having children with identified learning difficulties in the class. Planning for these children’s learning experiences was appropriate and relevant. I must make mention that Natalie used her initiative and creativity to provide activities which they could do independently and be part if the class rotations. Natalie demonstrated an extraordinary ability to promote inclusivity’.

I will welcome all diversity into the classroom and I believe all children are capable learners. Understanding each child as an individual is a step toward creating a curriculum in a learning environment that affords a variety of opportunities to meet the varied needs of the children. Educators need to know each individual child as it creates positive partnerships of trust. Hence, revolve learning activities around students’ interests, also allowing students to be involved in decision making when applicable as it creates a sense of belonging. This will result in building genuine relationships with the children in our care. In doing so we empower them to gain the best learning experience they can have.


Links to QCT Standards

4. Design and implement learning experiences that value diversity
6. Support personal development and participation in society


Graduate Attribute: Ethical Practice

Evidence and Justification

According to state policies have highlighted that employees of education systems, in particular schools, must conduct themselves in a lawful, ethical, safe and responsible manner (Education Queensland, 2006). I have become aware of these throughout a university subject were we learnt about how various cases can lead to be ethical dilemmas in our teaching profession. My understanding of ethical dilemmas ensured me that I need to maintain high ethical conduct and practise. By demonstrating punctuality, compliance, confidentiality and respect to staff members, students and community members that my ethical practise is to a high standard. As stated by mentor teacher, Gibbons (2011), ‘Ms Kane reviews the day’s activities with the students so that they are aware of what they have learned and why. She also reflects upon her own teaching to endeavour to find ways of improving /changing lessons to better suit the students’ needs. She is aware of protocol and demonstrates a willingness to learn by approaching other teachers if not sure of the correct procedures. She has explored One School, the Learning Place, and the EQ Website as well as endeavouring to learn the mandatory administrative procedures which teachers must follow’.

As believed by mentor teacher, Howard (2011), ‘Natalie interpersonal skills are to be commended. She displayed sensitivity to parent queries about their children and was able to diplomatically dispel their concerns. It was unfortunate that Natalie was faced with a situation in the classroom whereby an irate parent verbally intimidated her. Natalie is to be congratulated on the way she handled herself in this confrontation. She was able to calmly state her case until the parent was referred to the administration’.

I believe from this valuable learning curve I learnt that there will be situations where teachers are required to make choices that are in conformity with the ethics, morals, and legal aspects to ensure standards of the profession (Katz, 1984). I believe I use my professional judgement well in this situation considering consequences and outcomes in order to make decisions that are in agreement with the ethics and standards within this profession. I followed the correct procedure within this context as later discussed between myself and the principal.

I feel that is it important to know what ethical practices are needed to abide to as to ensure that I am being a knowledgeable teacher for when unexpected occurrences happen. In the framework of completing discourses teacher develop professional philosophies on their service to others and themselves. In the teaching profession will be faced on a daily occurrence of implications consisting from other teachers to students. It is a matter of time and learning to balance them out. Within the profession there will be ideologies with those of others, teachers will have to put aside their personal mortality and remember the ‘Professional ethics is a shared process of critical reflection upon our obligations as professionals’ (Turney, Eltis, Towler, & Wright (1986, p.8).

Links to QCT Standards

4. Design and implement learning experiences that value diversity
5. Assess and report constructively on student learning
7. Create and maintain safe and supportive learning environments
8. Foster positive and productive relationships with families and the community