6.1 Identify and plan professional learning needs
AITSL Standard 6.1 Example 1
Below is an example of how I have engaged in a professional reading, Promoting Preschoolers' Emergent Writing by Teresa A. Byington and Yaebin Kim, see Figure 1, to update my knowledge and practice. The reading discusses emergent writing, stages of emergent writing with examples, practicing name writing, learning from teacher modeling, learning centres and home-school connections. I have adopted some ideas from the reading and implemented them into my classroom:
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I developed a sign-in routine that allows students to write their name each day, with the assistance of their parents who assisted in letter formation
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I demonstrated how to write a list with the students, see Figure 2
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I discussed and modeled how to write lists using food objects which were added to our home corner with a cash register and money to make a shop
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I added shopping lists on clipboards with pencils to encourage writing lists in the home corner, which was turned into a shop, see Figures 3 and 4
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for Term 3 I change the home corner into a vet hospital and provided the students with office file folders to record information on a pet's health, small clipboards with record sheets, pet food and a telephone, computer and keyboard.
Figure 1 - Professional reading - Promoting Preschools' Emergent Writing
Figure 2 - Demonstration of guided writing
Figure 3 - Sample of Student A's list demonstrating the letter strings emergent writing stage
Figure 4 -Sample of Student B's list demonstrating the scribbling emergent writing stage
EYLF Outcomes: 1, 2, 4, & 5
NQS Quality Area: 1, 5 & 6
Domains: Language, Personal, Social, Emotional, Creative, Cognitive, Physical & Spiritual
AITSL Standard 6.1 Example 2
I contribute to collegial discussions and apply constrictive feedback from colleagues to improve professional knowledge and practice. The notes in Figure 5 are form my meeting with the Educational Support Officer of Caralee Community School with suggestions to implement for Student A with Autism Spectrum Disorder (ASD), Global Developmental Delay (GDD) and behaviour problems. Below are the changes I made for Student A:
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timetable photocopied and stuck to the back of Now and Next chart, see Figure 6
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Now and Next chart, see Figure 7
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sensory breaks, see Figure 8
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sensory objects, see Figure 9
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IEP with Learning Goals, see Figure 10
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visual timetable, see Figure 11
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Social Stories, see Figure 12.
Figure 5 - Minutes from meeting with Educational Support Officer
Figure 6 - Student A's timetable
Figure 7 - Now and Next chart
Figure 8 - Sensory breaks
Figure 9 - Sensory objects
Figure 10 - First page of Student A's IEP
Figure 11 - Visual timetable
Figure 12 - Example of Social Story
EYLF Outcomes: 1, 2, 3, 4 & 5
NQS Quality Area: 1, 2, 3, 4, 5, 6 & 7
Domains: Language, Personal, Social, Emotional, Creative, Cognitive, Physical & Spiritual