Standard 6: Engage in professional learning
Standard descriptor 6.3.1: Engage with colleagues and improve practice.
In order to improve student learning and cater for all needs, teachers require to be up to date with both their pedagogical content and teacher content knowledge (Timperley, 2008). Learning is a never-ending cycle and one of the most common ways of learning is networking and collaboration with colleagues. Networking and collaboration with colleagues provides a platform to share strategies and ideas to extend teacher knowledge of areas and questions we may hold (Borko, 2004).
Engaging with colleagues is an area of professional development that I consider key. In the following excerpts, provided by two of my past mentors in two different schools, it is evident in their feedback that I show my initiative to engage with colleagues in order to improve practice, consult with others to gain new knowledges, be open to feedback and inevitably improve teaching following discussion.
Reflecting is an important part of professional development that showcases improvement (Rovegno, 1992). From reflecting on the comments of my first mentor, I was able to improve practice in two areas.
The first excerpt shows I require an improvement in an understanding of the students in terms of their learning to be able to effectively differentiate tasks. My other area is improvement is to also work on classroom management. From the second excerpt (a year later), my mentor had stated that I have been able to demonstrate effective differentiation for all needs and was able to build a positive rapport with students to improve classroom management skills.
Reflecting on the achievements I have made from my previous placements until now, is that I always take onboard feedback. I continue to strive and do my best not so I can just please my mentor and receive a tick in the ‘Satisfactory’ box, but it is for the benefit of the students. This links back to the question, ‘what constitutes a good teacher?’ The more I network and collaborate with colleagues, the better improved practice. The more improved practice, the better the student outcome (Avalos, 2011).
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