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[alanagiles-lawson]

7.1 Meet professional ethics and responsibilities

Understand and apply the key principles described in codes of ethics and conduct for the teaching profession

In South Australia, teachers are expected to adhere to the Code of Ethics as outlined by the Teachers Registration Board. This provides a framework for teachers to reflect on in their decision making and understanding their ethical requirements.  The key principles outlined in the code of ethics are integrity, respect, and responsibility. In upholding these principles teachers maintain public confidence in the teaching profession.  I believe that I have demonstrated a sound understanding and application of the code of ethics through the satisfactory completion of my placement, therefore, I have provided my practicum report as evidence.

Evidence:

[alanagiles-lawson]

7.2 Comply with legislative, administrative and organisational requirements

Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage

During my placement there were administrative requirements for me to sign-in each day to notify the school of my attendance. This was an important requirement in case of evacuations. While on school grounds I was required to wear a name badge which identified me to students and colleagues, and as being allowed on the school grounds. In the classroom I was always required to have a supervising teacher, who would be there to support me in all situations. Prior to my placement I was required to complete Responding to Abuse and Neglect (RAN) training and a Child-Related Employment Screening conducted by the Department for Communities and Social Inclusion. Compliance with each of these demonstrates my understanding of the importance to adhere to these policies and processes to ensure a safe and supportive learning environment for students, staff and administration.

Evidence:

[alanagiles-lawson]

7.3 Engage with the parents/carers

Understand strategies for working effectively, sensitively and confidentially with parents/carers.

Due to restrictions enforced in response to COVID-19 opportunities to engage with parents/carers were restricted. Therefore, my engagement was limited to updating students assessment outcomes on Day Map and indirect communicate through updating subject pages with assessment deadlines, worksheets and class notes. However, I am aware of the importance to establish and maintain a respectful and collaborative relationship with parents and carers through regular engagement, as it has been shown that this positively impacts students academic achievement. This is something I will be sure to engage with as a graduate teacher. I have included a screenshot of the posted assessment results for my year nine visual art class which is accessible for parents and a comment from my final report.

Evidence:

[alanagiles-lawson]

7.4 Engage with professional teaching networks and broader communities

Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

During my placement, the school was actively focused on improving students literacy skills. To do this, they had engaged with an outside source, David Caldwell, from the University of South Australia to provide guidance on strategies to improve student literacy. As a result, he gave a series of presentations to each of the learning areas on how they could specifically focus on literacy in their curriculum area. This was beneficial in broadening teachers’ professional knowledge and practice as it provided an outside perspective from a research-based professional. In the presentation with David I learnt about simple approaches that can help develop students literacy. This included utilising noun groups, evaluative language and PEER (Point, explain, example and relate). I worked in conjunction with the visual arts faculty to create an exemplar for students that demonstrated David Caldwell’s suggestions which I have attached as evidence. 

Evidence: