All educators need not only a deep understanding of the content but also require an informed appreciation for the need to adapt their teaching style in order to cater for the needs of the learners. Thus knowing how to teach the content in different ways, present information in multiple modes, and select and organise content in ways to facilitate rich learning experiences is a key standard that teachers should be exhibiting day-to-day.
illustrations of practice
Problem based learning in Maths - community of practice
In late 2015, I began work to initiate a Community of Practice (Professional Learning Community) aimed at developing the pedagogical repertoire of all mathematics teachers who are looking to create and harness the intellectual need of their students.
Through this initiative I was able to demonstrate evidence of Standard 2 within Focus area 2.1 - Content and teaching strategies of the teaching area at the Lead level: Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
As well as Focus area 2.1, my ability to effectively develop my own practice through deepening my understanding of Problem Based Learning in mathematics has allowed me to demonstrate evidence of Focus area 2.2 - Content selection and organisation at the Highly Accomplished level: Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
Through my role as a classroom teacher, I have had multiple opportunities to exhibit teaching standards at various levels across a spread of Focus areas. Some of these opportunities have come from supporting colleagues less confident or experienced in a specific teaching area.
Some more specific examples that closely relate to particular Focus areas are:
Mathematical Studies Teaching team leader
In 2015, I supported two teachers new to teaching the SACE Stage 2 subject - Mathematical Studies. Through this, I led formal team meetings and was able to demonstrate evidence of Focus area 2.3 - Curriculum, assessment and reporting at the Highly Accomplished level: Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
Central Studies Mathematics Teacher
From 2014, I have worked in a team of mathematics teachers and had multiple opportunities to demonstrate evidence of Focus area 2.5 - Literacy and numeracy strategies at the Proficient level: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
As well as Focus area 2.5, I have been able to demonstrate evidence through my own teaching practice in the classroom. I feel that I have developed my own understanding and pedagogical repertoire to model high-level teaching knowledge and skills. I have also been responsible for the selection and implementation of online learning tools to be used across the school such as My Maths Online. This has allowed teachers to improve their teaching practice by providing immediate feedback to their students via interactive online lessons and worksheets, as well as maximising classroom time if used as a homework strategy. Through this work, as well as my own classroom practice, I feel that I have demonstrated evidence of Focus area 2.6 - Information and Communication Technology (ICT) at the Highly Accomplished level: Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.