Standard 7
This page is structured with an explanation of each of domain under standard 7. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
This page is structured with an explanation of each of domain under standard 7. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
7.1
Meet professional ethics and responsibilities |
7.2
Comply with legislative, administrative and organisational requirements |
Meet codes of ethics and conduct established by regulatory authorities, systems and schools
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Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
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7.3
Engage with the parents/carers |
7.4
Engage with professional teaching networks and broader communities |
Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and well-being.
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Participate in professional and community networks and forums to broaden knowledge and improve practice.
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Evidence
My Illustration of engaging professionally with colleagues, parents/carers and the community include my trip to Indonesia through University, teaching during COVID, communicating with parents and engaging with the broader teaching community.
Indonesia Trip
In later 2016, I received a scholarship to study and teach in Bandung, Indonesia. This opportunity gave me the opportunity to meet many teachers overseas and gain an understanding of their different pedagogies, methodologies and strategies that they may use. It also gave me an insight into how education operates in another country.
This piece of evidence meets the standard listed above 7.4.
In later 2016, I received a scholarship to study and teach in Bandung, Indonesia. This opportunity gave me the opportunity to meet many teachers overseas and gain an understanding of their different pedagogies, methodologies and strategies that they may use. It also gave me an insight into how education operates in another country.
This piece of evidence meets the standard listed above 7.4.
Teaching during COVID
Teaching during COVID was definitely an experience which pushed my teaching skills. As schooling went online is was tricky to undertake my roll as a teacher on a online platform, especially with online policies and legislation. I was persistent to still be in contact with students, especially my senior students. To do this I set up a Microsoft teams page for my year 12's and organised a few weekly catch ups. This was very successful and allowed my students to maintain the requirements of work needed to pass Stage 2 Maths. We even managed to conduct a test online. Below is what this online platform looked like for my students.
This piece of evidence meets the standards listed above 7.1 and 7.2
Teaching during COVID was definitely an experience which pushed my teaching skills. As schooling went online is was tricky to undertake my roll as a teacher on a online platform, especially with online policies and legislation. I was persistent to still be in contact with students, especially my senior students. To do this I set up a Microsoft teams page for my year 12's and organised a few weekly catch ups. This was very successful and allowed my students to maintain the requirements of work needed to pass Stage 2 Maths. We even managed to conduct a test online. Below is what this online platform looked like for my students.
This piece of evidence meets the standards listed above 7.1 and 7.2
Parent communication
Parent communication is an important strategy for ensuring parents are aware of a students progress or behaviour at school. At Port Lincoln High School our main form of communication is through SEQTA. However, occasionally a phone call home or message home is made to inform parents of their child's progress. This can be either positive or negative. Below is an example of a parent conversation.
This piece of evidence meets the standards listed above 7.1 and 7.3
Parent communication is an important strategy for ensuring parents are aware of a students progress or behaviour at school. At Port Lincoln High School our main form of communication is through SEQTA. However, occasionally a phone call home or message home is made to inform parents of their child's progress. This can be either positive or negative. Below is an example of a parent conversation.
This piece of evidence meets the standards listed above 7.1 and 7.3
Engaging with the broader teaching community
I am consistently making connections with the broader teaching community. Whether it is talking to other teachers in the Port Lincoln community, contacting other maths teachers through online platforms such as Facebook or making connections with other teachers while doing professional development. I am a big believer in sharing resources and ideas with other people and engaging with the broader teaching community can only improve my practice further.
This pieces of evidence meets the standard listed above 7.4
I am consistently making connections with the broader teaching community. Whether it is talking to other teachers in the Port Lincoln community, contacting other maths teachers through online platforms such as Facebook or making connections with other teachers while doing professional development. I am a big believer in sharing resources and ideas with other people and engaging with the broader teaching community can only improve my practice further.
This pieces of evidence meets the standard listed above 7.4