Professional Engagement
7 - Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities
1. What is my evidence?
When planning this Inquiry Based Geography Unit, I found myself having to source a variety of resources from the internet, town library and also from related community services around Townsville. Our school is a fairly new school and whilst we have a wide selection of great resources, we are still building on our teacher resources, particularly for Geography as it is new to the curriculum.
Click here to access a resource from the Queensland Fire and Emergency Services that was utilised throughout the unit.
At the start of the school year, I send out a Parent questionnaire and invite parents to comment on their child's prior learning and to express any concerns or questions for the coming year they may have. On this form, parents are asked to compete details listing their occupations. As a result of this questionnaire, I discovered I have a Police Officer as a parent and was therefore able to call on her expertise to gather relevant information pertaining to the Geography unit, along with being able to borrow some 'props' for the student's culminating assessment piece.
In keeping the lines of communication open with parents in regards to student assessment, many emails were also sent home in regards to research, due dates and requirements for the assessment.
2. At which career stage am I demonstrating the standard?
I believe I am demonstrating this standard at the Highly Accomplished stage - Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning and Demonstrate responsiveness in all communications with parents/carers about their children’s learning and well being.
3. How does the evidence demonstrate the standard?
The evidence was in the form of a resource and was an invaluable tool throughout the unit. As mentioned earlier, there were limited resources available at my school and I therefore had to source this resource electronically. I was able to 'share' the document with my Year 5 students enabling them to work through the document at their own pace. They also enjoyed the opportunities to use the laptops and took pleasure in receiving other documents that I shared with them. Some of the pages were also printed off allowing students to link their learning to home. The extensive 56 page resource contained a home audit, where students were required for homework to assess their own homes fire vulnerability and to determine if they were in fact 'ready' for a bush fire!
Naturally this engaged the students and allowed for parent involvement and discussion. The learning was therefore relevant and meaningful and this audit then become an authentic piece of formative assessment.
When planning this Inquiry Based Geography Unit, I found myself having to source a variety of resources from the internet, town library and also from related community services around Townsville. Our school is a fairly new school and whilst we have a wide selection of great resources, we are still building on our teacher resources, particularly for Geography as it is new to the curriculum.
Click here to access a resource from the Queensland Fire and Emergency Services that was utilised throughout the unit.
At the start of the school year, I send out a Parent questionnaire and invite parents to comment on their child's prior learning and to express any concerns or questions for the coming year they may have. On this form, parents are asked to compete details listing their occupations. As a result of this questionnaire, I discovered I have a Police Officer as a parent and was therefore able to call on her expertise to gather relevant information pertaining to the Geography unit, along with being able to borrow some 'props' for the student's culminating assessment piece.
In keeping the lines of communication open with parents in regards to student assessment, many emails were also sent home in regards to research, due dates and requirements for the assessment.
2. At which career stage am I demonstrating the standard?
I believe I am demonstrating this standard at the Highly Accomplished stage - Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning and Demonstrate responsiveness in all communications with parents/carers about their children’s learning and well being.
3. How does the evidence demonstrate the standard?
The evidence was in the form of a resource and was an invaluable tool throughout the unit. As mentioned earlier, there were limited resources available at my school and I therefore had to source this resource electronically. I was able to 'share' the document with my Year 5 students enabling them to work through the document at their own pace. They also enjoyed the opportunities to use the laptops and took pleasure in receiving other documents that I shared with them. Some of the pages were also printed off allowing students to link their learning to home. The extensive 56 page resource contained a home audit, where students were required for homework to assess their own homes fire vulnerability and to determine if they were in fact 'ready' for a bush fire!
Naturally this engaged the students and allowed for parent involvement and discussion. The learning was therefore relevant and meaningful and this audit then become an authentic piece of formative assessment.
Good use of engaging with the broader community to enrich student learning. (BTW, I couldn't access the resource, Chris.)
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