Standard 6: Engage in professional learning

The Australian Professional Standards for Teachers is legislation that ensures that teachers maintain and further develop their pedagogical knowledge and practices to a quality standard (Australian Institute for Teaching and School Leadership, 2014). Educators can utilise this curriculum document, and reflect and assess their own capabilities and outcomes. When educators utilise frequent reflective practise, they are continuing to develop professionally by enhancing their teaching strategies they implement into their learning environment. It is critical for teachers to engage in professional learning and have a strong professional network, open to feedback from colleagues and leadership. Feedback is a form of professional development that enhances learning and allows room for development, as the individual is able to determine the learning areas in which can be further developed or modified. Lesson observations are a strategy of obtaining feedback, as colleagues are able to provide valuable information that can identify teaching practises which are strong, or areas that require attention. Reflecting on this form of feedback allows educators to review their practise personally, and improved their existing teaching strategies to optimise learning within their classroom (McLachlan, Fleer, Edwards, 2010). 


Ongoing professional development can allow educators to keep up to date on new knowledge and research in regards to children's learning and development, emerging technology tools for the classroom and new curriculum resources. Professional development is beneficial for teachers when the development is ongoing, experiential, collaborative, and connected to/derived from working with students and understanding their culture, background, interests, strengths and abilities. (McLachlan, Fleer, Edwards, 2010). Apply knowing and ideas that has been acquired through professional development is critical in the curriculum, as it is important to ensure new and contemporary strategies are being applied from the professional development, as well as being evaluated and critiqued determine the level of value it has in a learning environment.

Evidence of achieving standard

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practise

6.3 Engage with colleagues and improve practise

6.4 Apply professional learning and improve learning (of learners)

Artefact 1: Weekly schedule at a Foundation Level 
Focus Area: 6.1, 6.3, 6.4

I chose to use the weekly schedule as my artefact for Standard 6, as it demonstrates my professional engagement whilst working within a Foundation level classroom. The weekly schedule was taken as a template from my co-teacher, and highlighted the focus area’s that needed to be taken into consideration, in accordance with the AusVEL’s curriculum. Working with my co-teacher, we were able to determine an appropriate weekly schedule for the children, meeting all learning and developmental outcomes necessary, as well as ensuring the activities correlated with their theme of the week- Goldilocks and the three bears. The third image in the photo gallery shows a goldilocks-sequencing sheet that I created, which was to be completed on the Thursday in session 2 (as seen on the schedule). 

This artefact relates to Standard 6.1- Identify and plan professional learning needs, as the necessary needs were identified and implemented into the classroom schedule by myself and the co-teacher, ensuring all activities were appropriate for all children, despite diversities and abilities. It connects with Standard 6.3 Engage with colleagues and improve practice, as I collaborated with my co teacher in order to construct a schedule that was appropriate for the children in the class, and met all their necessary educational outcomes. I was able to make decisions on the schedule, and consult with the co teacher in order to determine if the schedule was suitable for her classroom. It also connects with Standard 6.4- Apply professional learning and improve student learning, as I was able to produce a schedule that was up to the standards of the school, and ensured to target the appropriate educational outcomes necessary for all children in foundation level to achieve. This artefact relates to my personal philosophy as it includes collaborating with colleagues in order to enhance a child’s learning and development, and provide a rich learning environment in which the children can actively involve themselves and ensure maximum learning.

Standard 7: Engage professionally with colleagues, parents/carers and the community

An educator has a responsibility to provide a genuine learning experience to all children under their care, ensuring they are being provided with the highest quality education. Within this, educators have a responsibility to maintain a professional ethical working standard, and ensure the welfare and wellbeing of all children under their care is maintained when engaging in a professional setting. As an early educator, collaborating with families and communities can highly benefit a child’s learning and development. Multiple opportunities from families and communities can be offered, as often the best experiences for a child can occur when there is a strong relationship between their educator and their family/community (Bowes, Grace, 2009). A collaboration that involves mutual trust, open community, clarity about roles and responsibilities, shared decision making and appreciation for each party allows a strong partnership to be formed, combining the insights and perspectives from a child, their family and their educator. As highlighted in the Early Years Learning Framework  Department of Education and Early Childhood Development, 2011), it is critical for educators to impart important information to a child’s family, as well as families sharing insights and information about their child. 


Developing intersubjective understanding is a critical component of building and strengthening relationships; as well as ensuring an educator is accessible. It is important to ensure families feel as if they are beneficial in enhancing their child’s learning and development. A strategy to establish a network of support is developing and maintaining a professional relationship with colleagues and teachers. These networks can allow educators to work within a professional environment, allowing them to grow and further develop their practises. These collaborations can positively influence a teacher, their values and their attitudes towards their workplace, thus essentially improving their working performance.

Evidence of achieving standard

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with parents/carers
7.4 Engage with professional teaching networks and broader communities

Artefact 1: Professional Placement Assessment Report
Focus Area: 7.1, 7.4

I chose to use a Professional Placement assessment report as my artefact for Standard 7, as it demonstrates feedback from a mentor teacher indicating the dimensions of teaching I successfully achieved whilst on a two week placement block. As highlighted in the report, my mentor teacher indicates I demonstrated a professional manner, as well as sound knowledge of student learning whilst planning classroom activities and curriculum. The report highlights my attention to detail when it came to attending to specific children’s needs and abilities, whilst planning with my co teacher. The report also discusses the positive relationships I had built with the students, as well as successfully implementing engaging activities that were targeted to the students specific needs and interests.
This artefact connects with Standard 7.1- Meet professional ethics and responsibilities, as the report highlights the professional standard I maintained whilst spending time in the classroom. It also connects with Standard 7.4- Engage with professional teaching networks and broader communities, as I was able to effectively work with my mentor and co teacher in order to establish engaging activities that were appropriate for the children in the classroom. By engaging in this collaboration, I was able to broaden my professional knowledge and practise. This artefact relates to my personal philosophy as my engagement with my colleagues, as well as the children, gave me an insight into the specific needs and abilities of each children, and understanding how to modify activities appropriately. It also demonstrates my ability to provide various of models of learning in the classroom to engage children in learning, and create meaningful learning experiences.