Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities
Proficient - Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
Highly Accomplished - Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts.
I am aware of mandatory reporting requirements but as yet have not had to take action with any students. I follow up student absentees to check whether they are unwell, or whether the continued absence needs to be reported to the deputy principal for further investigation. Below is an email I sent which shows how I have followed up a matter of this kind with a student who has very frequent absences.
According to the code of ethics, I understand and apply the following principles:
7.2 Comply with legislative, administrative and organisational requirements
Proficient - Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
Highly Accomplished - Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes.
I am registered with the Teacher Registration Board and have the appropriate Working With Children checks (see photo and document below):
In addition, I am aware of and implement the following school polices (amongst others):
7.3 Engage with the parents/carers
Proficient - Establish and maintain respectful collaborative relationships with parents/carers regarding their children's learning and wellbeing.
Highly Accomplished - Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing.
I communicate with the parents of students in my class as a whole group, as well as parents of individual students when the need arises. Difficult conversations are had in person or over the phone, rather than via email. Below are some examples of communication I have had with parents.
7.4 Engage with professional teaching networks and broader communities
Proficient - Participate in professional and community networks and forums to broaden knowledge and improve practice.
Highly Accomplished - Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
As part of Swan Christian Education Association, I have been involved in networks and forums to broaden my knowledge and improve my practice. I attended and participated in the "Mind the Gap" education conference in May 2014. Over this two day conference I was able to meet with and learn from other teachers within the Swan Christian Education Association. As part of this, time was dedicated to meeting with like teachers across the association to share advice and resources. This meant I met with all the Learning Support teachers across the schools.
Within Ellenbrook Christian College, the Learning support teachers work together to discuss program successes and areas for improvement on an individual, class and school level. In December of 2013, I proposed a SAER system be appointed within the school to address some issues that were arising. This was drawn up in collaboration with Helen Dunjey, K-2 Coordinator.
As well as this, I am a member of various Facebook groups that are for Specific Learning Difficulties, Learning Support and general teaching discussions . These groups facilitate the sharing of resources, job opportunities and advice and has been an invaluable source of support as a teacher. I also work for Edith Cowan University as a Pre Service Teacher Supervisor.
Proficient - Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
Highly Accomplished - Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts.
I am aware of mandatory reporting requirements but as yet have not had to take action with any students. I follow up student absentees to check whether they are unwell, or whether the continued absence needs to be reported to the deputy principal for further investigation. Below is an email I sent which shows how I have followed up a matter of this kind with a student who has very frequent absences.
According to the code of ethics, I understand and apply the following principles:
- Behave with integrity in all personal conduct and treat all others with due consideration;
- Only use official information for authorised purposes;
- Act ethically and avoid engaging in any behaviour which may be considered fraudulent and/or corrupt;
- Use school resources in a responsible and appropriate manner; and
- Act with equity by recognising the differing circumstances and needs of the students and being dedicated to achieving the best possible outcomes for all.
7.2 Comply with legislative, administrative and organisational requirements
Proficient - Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.
Highly Accomplished - Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes.
I am registered with the Teacher Registration Board and have the appropriate Working With Children checks (see photo and document below):
In addition, I am aware of and implement the following school polices (amongst others):
- Allergy aware policy
- No dog policy
- Communications policy (in the school diary, in person, over the phone, and non sensitive matters via email).
- Evacuation and lockdown procedures.
- Reporting policy
- Appropriate behaviour policy
- Home learning policy
7.3 Engage with the parents/carers
Proficient - Establish and maintain respectful collaborative relationships with parents/carers regarding their children's learning and wellbeing.
Highly Accomplished - Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing.
I communicate with the parents of students in my class as a whole group, as well as parents of individual students when the need arises. Difficult conversations are had in person or over the phone, rather than via email. Below are some examples of communication I have had with parents.
7.4 Engage with professional teaching networks and broader communities
Proficient - Participate in professional and community networks and forums to broaden knowledge and improve practice.
Highly Accomplished - Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
As part of Swan Christian Education Association, I have been involved in networks and forums to broaden my knowledge and improve my practice. I attended and participated in the "Mind the Gap" education conference in May 2014. Over this two day conference I was able to meet with and learn from other teachers within the Swan Christian Education Association. As part of this, time was dedicated to meeting with like teachers across the association to share advice and resources. This meant I met with all the Learning Support teachers across the schools.
Within Ellenbrook Christian College, the Learning support teachers work together to discuss program successes and areas for improvement on an individual, class and school level. In December of 2013, I proposed a SAER system be appointed within the school to address some issues that were arising. This was drawn up in collaboration with Helen Dunjey, K-2 Coordinator.
As well as this, I am a member of various Facebook groups that are for Specific Learning Difficulties, Learning Support and general teaching discussions . These groups facilitate the sharing of resources, job opportunities and advice and has been an invaluable source of support as a teacher. I also work for Edith Cowan University as a Pre Service Teacher Supervisor.