Professional development plan 2015
Previous Report VELS results and Teacher evaluations are an important source of information.
Kahoot is a fantastic interactive way to perform Pre- and Post- tests.
I ensure that I check previous results in SPA (Student Performance Analyser).
As an everyday part of my teaching practice, I regularly participate with colleagues to discuss student results. A couple of specific examples were with Emma Pippos on July 16th and August 28th, as we both taught Year 8 and Year 9 English. Also, with Jess Timmers on September 10th about Year 11 English
The July discussion was specifically in regards to student responses to activities based on Chinese Cinderella in preparation for expected results for the Common Assessment Task.
Differentiation and the myriad of ways that data can be used formed the basis for our discussion in August. More specifically, the discussion involved the ways that I use results from VELS On Demand, NAPLAN and VELS results to inform how I differentiate activities and tasks for students in my class.
Without knowing at what level of achievement students are at, it is not possible to provide meaningful learning.
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Evidence for domain 2
I always welcome peer observations, as I believe it is one of the most effective ways to evaluate one's own teaching practice. This year, I chose to work with Emma Pippos in peer observation (see images).
I also report on the abilities that students are able to demonstrate, rather than 'where they are supposed to be'. This means that there is always a range of AusVELS results in each of my classes. These are verified through moderation of assessments.
I regularly make use of Learning Intentions and Success Criteria to ensure students are aware of their learning.
Not only do I regularly attend KLA and Staff meetings, I have also, during 2014, run the English KLA Planning Workshops.
Knowing that students are better engaged through the use of technology, I designed and implemented a website for the English KLA's Writing Folio task. This website is now being used across Years 7-10.
Further to this, I have had a multitude of conversations with colleagues about the benefits of flipped learning.
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Evidence for domain 4
As a professional, I regularly engage in moderation of assessment tasks. This is undertaken as both formal moderation groups as well as informally with other teachers of the same year level.
Professional Development is the core of the teaching profession; teachers must move with new educational processes, initiatives and technologies. This is why I regularly participate in Professional Development. Not only do I participate in internal and external PD, I also have provided colleagues with Professional Development. Partly this has been the result of becoming Online Content Co-ordinator.
Taking on a pre-service teacher is also a fantastic way to engage in Professional Development, as it is a two-way relationship between the student and the mentor.
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© 2015 David Feeger