QCT Standards

QCT Standards- Practical experience report.

Introduction:

As a future learning manager I seek to give students a passion and enjoyment for learning. By valuing each and every child and by providing learning experiences that are authentic and meaningful which will carry into their future lifelong journey in becoming an effective member of society. I firmly believe in exclusivity for all students and catering to each child’s learning needs.
The Queensland College of Teachers has developed a set of 10 standards to adhere to as a teacher and these are transferable to many employment positions. In the following report it outlines my demonstrated abilities/skills I have attained throughout university studies and how I achieve the Queensland College Teachers (QCT) Professional Standards.

My metaphor for teaching: The soil in which all the flowers grow.

I am like the soil where the seeds are planted. I will provide the children the right amount of nutrients to enable them to grow individually at their own pace, a haven where they can explore and build dreams. They will brighten my world with their many challenges and delight me with their curiosity.

QCT Standard 1 -Design and implement engaging and flexible learning experiences for individuals and groups.

Through my growing knowledge of the Year Two Curriculum I have been able to plan accordingly to the Essential Learnings to ensure all lessons is age appropriate to the cohort. From continuous profiling of all learners I was able to identify individual strengths, weaknesses and interests and provide them with experiences that were both meaningful and relevant. Group work is undertaken in ability groups for literacy and reading rotations and mixed ability levels for all other group work.

QCT Standard 2 – Design and implement learning experiences that develop language, literacy and numeracy.

Students being literate and numerate in society are vital in becoming a successful member in society. In the classroom I provide a text rich environment as it gives students continuous exposure to a range of multimodal texts ensuring that all students are immersed in literacy. Literacy rotations are a valuable teaching tool as this allows all learners to develop their reading, writing and language skills in small/individual group environments. Each child is able to critically reflect upon what they are reading about through a Venn diagram, Y-Chart, retrieval chart or a cloze activity. The four resource model has worked well as a cloze activity as it allows for literal, inferential and evaluative questioning. In numeracy I have been able to do sequential lessons successfully while building on the students’ prior knowledge as my mentor teacher is well resourced with a wealth of knowledge in this KLA. This has allowed lots of hands on learning through concrete materials in lessons such as place value, chance, and money.

QCT Standard 3 – Design and implement intellectually challenging learning experiences

For the students spelling journals I have designed activities from Garners Multiple Intelligences frameworks of questioning. This allowed for me to cater for all learners in the classroom. This has been a valuable tool for me and the students’ to determine what activities they achieved well and other spelling strategies they found challenging.

Through the science unit that I have planned for this term I have been able to design activities to further extend all students through the terminology used for various learners. This has really engaged and encouraged all students feeling that they can achieve when they put their mind to it. This unit has involved exploration of numerous insects which has had new concepts introduced weekly with all students hooked through the investigations done. For the summative task students can provide as much scientific language as wanted allowing those students to excel even further.

QCT Standard 4 – Design and implement learning experiences that value diversity

Every child comes to the school context with their backpack that is filled with their understandings and acceptance of the world they live in. Teachers are the key to influencing the type of society we live in and the type of society we aspire to be. “Teachers can be leaders in ensuring 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.

Through a variety of teaching strategies such as whole class, group, and individual tasks provided ensures that I am meeting the needs of individual learners. A small amount of students are ESL (English second language) therefore I need to check for understanding regularly with the task being asked of them. In the classroom safe positive learning environments have been established were it is okay to put your hand up and ask for clarification or to have a clever guess which may not be correct. We refer to the classroom behavioural chart which we brainstormed together at the beginning of the year around the 5C’s (Care, Courtesy, Commitment, Co operation and Challenge) at the school.

This has had a positive impact in the learning environments’ with students feeling that they are able to take risks and ask for help. This is also continuously reflected upon when discussing an event such as Mothers Day learning about different culture values on certain events. This has given insight to all students on how all families are different though similar at the same time. All learners are encouraged to ‘have a go’, ‘be a learner’ (commitment), in classroom activities that they may find challenging.

Modification is made within certain tasks for those that find it challenging and for the fast finishers to allow students to feel a sense of self worth and achievement at these tasks. Through my instructions given I have ensured them to be short, clear and precise as this caters for particular individual students.

QCT Standard 5 – Assess and report constructively on student learning

I used anecdotal notes, informal conversations, observation and focused analysis to assess in a formative way. Hence they feel ready for their summative task. To ensure the success in the students summative task a report guide has been utilised for all students’ to use to guide their PowerPoint presentation that matches the requirements for the rubric. Feedback is given to the students at an informal level. This allows students to reflect on their work and make any changes accordingly.

QCT Standard 6 – Support personal development and participation in society

In the classroom there is a behavioural and Hi Five chart that is referred to regularly. These charts are a good visual that can be referred to in the classroom setting. As this allows students to become self efficient at knowing the expectations that are to be followed in a play ground and inside classroom situation. This will continue to help students to solve their own problems outside of the school situation. To support all students in their personal development I have profiled each student’s strengths, weaknesses, likes and dislikes. In learning experiences I use as many authentic activities that enhance their learning through engagement and wanting to learn.

QCT Standard 7 – Create and maintain safe and supportive learning environments

Students need to know that they can explore their world in an environment that is warm, friendly and caring. Gandini, (1993) states that “for children to learn, their well being must be guaranteed” (p.5).

In the classroom I have ensured to provide an environment that allows students to feel safe and secure. I have been working hard at knowing each individual child through profiling as it creates positive partnership of trust. It is of a high interest to me that all learners can reach their maximum abilities. Creating a positive room environment through having behavioural issues in place which allows students to always ‘have a go’ of sharing their ideas and supports risk taking which I believe is vital in the classroom setting.


QCT Standard 8 – Foster positive and productive relationships with families and the community

In an educational setting, it is imperative for the learning manager to create and maintain an open relationship with the families of their students, as according to Arthur et al, “the interactions between families and educators have a major impact on the climate of the early childhood setting or school” (2005, pg. 325).

In the classroom environment I have had regular interactions with parents through dropping and picking up their children, sending newsletters/notes home, and emails. This has created strong relationships between the children and their families. Through providing ongoing, open communication in a number of ways that has catered for all parents. This has also become more evident from being in the classroom from day one as it has allowed me to build a trustworthy and strong link with all families and other teachers in the school especially cohort level teachers. I have attended one on one parent interviews formal and informal to allow parents to get involved in their child’s learning.

As a future educator I will encourage share decision making to not be judgemental on my own opinions on what I think is best for the child and respect the parent’s decision through trust. I will be sensitive to diverse perspectives and will try to give empathy to the parent or parents when needed.


QCT Standard 9 – Contribute effectively to professional teams

I have contributed to the school through participating in the year 2 Net Day, Under 8’s Day, and Questfest. I have organised various activities to be implemented on the day of these events. I attend all cohort and school staff meetings giving input when opportunities arise. I have also taken on extra professional development in consecutive behavioural, support-a-talker and importance of early years learning meetings. I have been with my mentor teacher and other year two teachers in becoming more aware of the National Curriculum standards which will take place next year.


QCT Standard 10 – Commit to reflective practice and professional renewal

I am dedicated in being a reflective practitioner as to ensure that I am providing the sufficient learning experiences. Through regular reflections in my daily discourses I am able to identify my strengths and needs in order to improve my personal and collegial professional development. I strongly strive to achieve students meeting the intended learning outcome to the Essential Learnings preparing them for the years ahead. I believe that the early years provide the foundation for the rest of their schooling. I will continue to be reflective and am willing to have professional renewal as needed to enhance my students learning. A big focus in reflections is about students learning though it is also the way it is delivered through making it engaging and authentic to students as this not only gains most students attention behaviour is also more well managed.