PROFESSIONAL DEVELOPMENT
Context
This Evidence Set is a reflection of my continuous learning journey since the initiation of my teaching career. Across the three states and territories where I have worked, I have actively sought numerous opportunities over the years to engage in professional development. In strict compliance with legislative, administrative, and organizational requirements, I have successfully completed the 'SALT' training offered by Catholic Education, a comprehensive program focusing on classroom safeguarding. Furthermore, I have actively participated in a new initiative introduced by Catholic Education Canberra Goulburn, aimed at enhancing my professional skills and effectively implementing high-impact teaching strategies within my classroom. My tenure in the Northern Territory was distinguished by my active involvement in 'Drama Territory' , The Professional Drama Teachers' Association of the Northern Territory, where I had the privilege of serving as the Vice-President for a year, demonstrating my leadership capabilities.
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Achieving The Standards
This Evidence Set is a testament to the breadth and adaptability of my learning journey throughout my teaching career. From my humble beginnings in one state to my current position in another, I have actively pursued various professional development opportunities, constantly enriching my knowledge and skills.
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My commitment to strict compliance with legislative, administrative, and organisational requirements is unwavering. I have completed the 'SALT' training offered by Catholic Education, a comprehensive program focusing on classroom safeguarding, mandatory reporting and other legislative, administrative and organisational requirements. Upholding these standards is not just a duty for me, but a reflection of my commitment to student well-being and maintaining the highest standards of integrity as an educator (4.4, 7.1, 7.2).
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My proactive approach to professional development is not just a statement, but a living testament in my active participation in a new initiative introduced by Catholic Education Canberra Goulburn (Catalyst). This initiative, designed to enhance professional skills and promote the effective implementation of high-impact teaching strategies, has been a valuable platform for me to further develop my teaching abilities. This proactive stance has not only enriched my skills but also positively impacted my teaching practice (6.1, 6.2, 6.4).
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My tenure in the Northern Territory further exemplifies my dedication to professional advancement and leadership. Serving as the Vice-President of 'Drama Territory', The Professional Drama Teachers' Association of the Northern Territory showcases my leadership capabilities and willingness to contribute to the broader educational community (7.4). While in this position and continued membership, I helped organise and participated in several drama and theatre-focused workshops, including Butoh Theatre with Zen Zen Zo and Extended Non-verbal Communication Improvisation with Tony Kishawi. Engaging in these workshops with my colleagues aided me in improving my practice (6.3). By actively participating in professional development initiatives and engaging with colleagues, I contribute to professional teaching networks. These networks provide valuable opportunities for collaboration, knowledge-sharing, and ongoing professional growth. Additionally, I extend my professional connections and contribute to broader educational communities such as Canberra Youth Theatre and Canberra Theatre.
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Reflection
Throughout my teaching career, I've embarked on a dynamic journey across different states and territories, driven by a thirst for learning and professional growth.
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I have actively pursued various professional development opportunities, including the Catalyst initiative introduced by Catholic Education Canberra Goulburn. This initiative served as a fertile ground for me to refine my teaching skills and implement high-impact strategies in the classroom. Engaging with innovative methodologies through Catalyst expanded my pedagogical toolkit and ignited a renewed passion for teaching. I learned the value of embracing change and continuously seeking ways to enhance student learning experiences.
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My proactive engagement with professional development initiatives has not only enriched my practice but has also had a profound impact on my colleagues and students. By fostering a culture of collaboration and shared learning among my peers through initiatives like Catalyst and Drama Territory, I've contributed to a collective growth mindset within the educational community. This collaborative spirit has translated into tangible benefits for student learning, engagement, and well-being, a testament to the power of continuous learning and growth.
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This collaborative spirit has translated into tangible benefits for student learning, engagement, and well-being. By integrating innovative teaching strategies learned through professional development, I've created dynamic and interactive learning environments that resonate with students. The impact goes beyond academic achievement; students are more engaged, motivated, and empowered to take ownership of their learning journey.
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Reflecting on my journey thus far, I recognize the importance of continuous evolution and adaptation in response to emerging educational challenges and opportunities. I aim to further leverage technology and innovative pedagogies to enhance student learning outcomes. Additionally, I aspire to deepen my involvement in advocacy efforts to promote inclusivity and diversity within the drama room and educational landscape. This includes initiatives such as organizing diversity workshops, advocating for inclusive curriculum, and supporting underrepresented students. By championing equity and social justice, I can create more inclusive and empowering learning environments for all students.
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Standards addressed in this Evidence Set
Standard 4 - Create and maintain supportive and safe learning environments
4.4 - Maintain student safety
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Standard 6 - Know the students and how they learn
6.1 - Identify and plan professional learning needs
6.2 - Engage in professional learning and improve practice
6.3 - Engage with colleagues and improve practice
6.4 - Apply professional learning and improve student learning
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Standard 7 - Know the students and how they learn
7.1 - Meet professional ethics and responsibilities
7.2 - Comply with legislative, administrative and organisational requirements
7.4 - Engage with professional teaching networks and broader networks