Graduate Teacher Professional Learning Action Plan

PROFESSIONAL KNOWLEDGE: Standard 1 and 2

Standard 1: Know students and how they learn

GRADUATE Goals to improve professional knowledge

AITSL FOCUS AREA and
DESCRIPTORS
1.1 Physical, social and intellectual
development and characteristics of students
Demonstrate knowledge and understanding of physical,
social and intellectual characteristics of students and how
these may affect learning.
1.2 Understand how students learn I want to learn how cognitive difficulties will affect students
Demonstrate knowledge and understanding ability to comprehend my instructions (e.g. for a task’s
of research into how students learn and the
implications for teaching.
requirements or behavioural expectations). I will use evidence-
based research on cognitive disabilities / teaching strategies to
support students with cognitive disabilities, gain insights from
professional learning community networks, differentiate my
modes of communication to provide multiple ways for students
to comprehend the information I am imparting, gain feedback
from the students and discuss my understandings and
approaches with colleagues and the school’s Learning
Diversity Leader. The timeframe will be a three week
turnaround. My long term goal will be to improve my
knowledge of all learners disabilities and their effect on
learning and development.
1.3 Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are
responsive to the learning strengths and needs of students
from diverse linguistic, cultural, religious and
socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and
Torres Strait Islander students
Demonstrate broad knowledge and understanding of the
impact of culture, cultural identity and linguistic background
on the education of students from Aboriginal and Torres
Strait Islander backgrounds.
1.5 Differentiate teaching to meet the specific
learning needs of students across a full range
of abilities.
Demonstrate knowledge and understanding of strategies
for differentiating teaching to meet the specific learning
needs of students across the full range of abilities.
1.6 Strategies to support full I will proactively research the school’s policies and procedures
participation of students with and all relevant standards and legislative requirements, such
disability
Demonstrate broad knowledge and as the Disability Standards for Education. I will create a
understanding of the legislative requirements checklist to note where these requirements and strategies
and teaching strategies that support are/are not evident within my planning documents and settings
participation and learning of students with
disability. and collaborate with colleagues, such as the school’s Diversity
Leader, to ensure I am prepared to meet the needs of all
students. The timeframe will be one week prior to engaging
with students to foster an inclusive environment from the start.

Standard 2. Know the content and how to teach it

GRADUATE Goals to improve professional knowledge

AITSL FOCUS AREA and
DESCRIPTORS

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 1
 2.1 Content and teaching strategies of
the teaching area
Demonstrate knowledge and understanding of the
concepts, substance and structure of the content
and teaching strategies of the teaching area.
2.2 Content selection and I want to learn how to plan and implement an effective, student-led,
organisation inquiry based sequences of lessons on fractions that build upon one
Organise content into an effective
learning and teaching sequence. another and challenge students to achieve a goal or solve a
meaningful problem across the unit of work. I will do by utilising
online resources, such as podcasts, videos and lessons, gaining
insights from online professional learning community networks,
researching lesson ideas and discussing my approaches with the
school’s Numeracy Leader and other colleagues. The timeframe will
be a four week turnaround. My long term goal will be to learn how to
plan and implement an effective student-led inquiry based
sequences of lessons on all areas of mathematics and other
relevant subjects.
2.3 Curriculum assessment and
reporting
Use curriculum assessment and reporting
knowledge to design learning sequence and
lesson plans.
2.4 Understand and respect Aboriginal
and Torres Strait islander people to
promote reconciliation between
Indigenous and non-Indigenous
Australians
Demonstrate broad knowledge of, understanding
of and respect for Aboriginal and Torres Strait
Islander histories, culture and languages.
2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy
teaching strategies and their application in
teaching areas.

Plan of action Relevant support networks and resources

Engage with professional
learning communities, networks
and online forums for teachers
and support workers who work
with students’ who live with
disabilities.
Professional Learning Communities / Networks / Online
Forums:
Teachers of Students with Disability: https://www.facebook.com/groups/aasevictoria/
Teacher’s Aide Australia: https://www.facebook.com/groups/teacheraide/
Resources for Special Needs – Australia:
https://www.facebook.com/groups/resourcesforspecialneedsaustralia/
Disability Support Workers Hub:
https://www.facebook.com/groups/2165979707004049/

Read up to date evidence-based Evidence-based research such as:

research on cognitive
disabilities / teaching strategies
to support students with cognitive
disabilities as well as research
appropriate lesson ideas.
https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability
https://ttaconline.org/instructional-strategies-students-with-cognitive-disabilities
Wong, B. Y. L., Harris, K. R., Graham, S., & Butler, D. L. (2003). Cognitive strategies
instruction research in learning disabilities. In H. L. Swanson, K. R. Harris, & S.
Graham (Eds.), Handbook of learning disabilities (p. 383–402). The Guilford Press.

Undertake professional learning,

using online resources such as
podcasts, videos and lessons, to
strengthen my knowledge and
skills required to organise an
effective learning sequence.
AITSL’s spotlight on inclusive education (includes all relevant
standards and legislative requirements for supporting full
participation of students with disabilities and how these enable
the provision of inclusive education):
https://www.aitsl.edu.au/research/spotlight/inclusive-education-teaching-students-
with-disability

Read all relevant policies, Podcasts from Making Math Moments That Matter
standards and legislative Cost: Free
requirements to ensure my Delivery: Online podcasts such as…
actions are compliant and align Podcast Episode #13: Where Assessment & Practice fit in Curiosity Sparked
Lessons: A Math Mentoring Moment with Sam Brotherton
with current obligations.
Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 2
 https://makemathmoments.com/episode13/
Seek the assistance from Podcast Episode #78: How to Organize Your Course and Day to Day Plans – A Math
school’s Learning Diversity Mentoring Moment
Leader, Literacy Leader and Link: https://makemathmoments.com/episode78/
other colleagues. Podcast Episode #83: How To Get Your Students Motivated – An Interview With
Ilana Horn
Gain feedback from my Link: https://makemathmoments.com/episode83/
colleagues and students.

Critical reflection:

Identifying both what areas I want to develop as well as the actions I will take to develop these areas
has enabled my professional learning plan to align with my specific personal and professional “needs,
experiences, interests, contexts, and career stage” (Campbell, 2017, p. 13). I have systematically
selected a large variety of relevant, innovative and contextually appropriate approaches to support
me in achieving my professional learning goals, including utilising relevant research, colleagues,
communities, reflective practices, podcasts, workshops, webinars, courses, online forums and
networks (Campbell, 2017; Hadley, Waniganayake, & Shepherd, 2015). Research supports
differentiated professional and personal learning through a range of varied opportunities and actions,
noting that this supports teachers to “learn new content, gain insights, and apply new understandings
to their daily practices” (Campbell, 2017, p. 13). Literature therefore suggests that my approach to
developing my action plan will support my ability to achieve my goals.

One key strategies to achieving all of my professional learning goal includes discussing my
understanding or approaches and gaining feedback from various colleagues. AITSL (2012) promotes
this strategy, recognising collaboration as a key characteristic of effective professional learning.
Research on professional development also found that the most beneficial and popular PLD
strategies involved collaborative learning experiences (Hadley, Waniganayake and Shepherd, 2015).
According to Danielson (2007), professional colleagues are a rich resources and when educators
capitalise on the expertise of their colleagues, their instruction is enhanced.

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 3
 PROFESSIONAL PRACTICE: Standard 3,4 &5

Standard 3. Plan for and implement effective teaching and learning

GRADUATE Goals to improve professional knowledge

AITSL FOCUS AREA and
DESCRIPTORS
3.1 Establish challenging I want to learn how to provide opportunities and goals which
learning goals encourage rigorous, student-led, literacy challenges that can
Set learning goals that provide
achievable challenges for students of extend highly able students (note: not just academically gifted
varying abilities and characteristic. students who exhibit higher order thinking but all multiple
intelligences as highlighted by Gardner’s Multiple Intelligence
Theory). I will research ideas using resources such as podcasts,
webinars and networks at my school; I will discuss approaches
and practical applications of ideas with my colleagues, the
Learning Diversity and Curriculum Leaders. The timeframe will be
a four week turnaround. My long term goal will be to support all
students with varying abilities in a manner that aligns with their
individual interests, wants and needs.
3.2 Plan, structure and sequence
learning programs
Plan lesson sequences using knowledge of
student learning, content and effective
teaching strategies.
3.3 Use teaching strategies I want to learn at least four new teaching strategies which support
Include a range of teaching strategies.
students who experience social, emotional and behavioural
difficulties. I will use evidence-based research on social, emotional
and behavioural disorders, take an online course to improve my
ability to understand each child and their unique characteristics to
best support them, utilise online forums and discuss approaches
with my colleagues, the school’s Student Wellbeing Leader and
the Learning Diversity Leader and where possible and relevant the
children and their families. This timeframe will be a five week
turnaround. My long term goal is to accrue a range of strategies
that enable, support and extend all learners.
3.4 Select and use resources
Demonstrate knowledge of a range of resources,
including ICT, that engage students in their learning.
3.5 Use effective classroom
communication
Demonstrate a range of verbal and non-verbal
communication strategies to support student
engagement.
3.6 Evaluate and improve teaching
programs
Demonstrate broad knowledge of strategies that can
be used to evaluate teaching programs to improve
student learning.
3.7 Engage parents/carers in the
educative process
Describe a broad range of strategies for involving
parents/carers in the educative process.

Standard 4. Create and maintain supportive and safe learning

environments

GRADUATE Goals to improve professional knowledge

AITSL FOCUS AREA
and DESCRIPTORS
4.1 Support student I want to identify instructional teaching strategies which can best support
participation students who are hard of hearing in a manner that does not ostracise them
Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 4
 Identify strategies to support
inclusive student participation
and engagement in classroom
activities.
4.2 Manage classroom
activities
Demonstrate the capacity to organise
classroom activities and provide clear
directions.
4.3 Manage challenging
behaviour
Demonstrate knowledge of
practical approaches to
manage challenging
behaviour.
(e.g. whole class approaches). I will critically reflect on all aspects of my
planning to identify which aspects may not be appropriate for students
who are hard of hearing, read research-based guidelines for teaching
students with hearing impairments, engage in online forums and network
with people who experience or work with people who experience hearing
impairments (along with my colleagues and the school’s Learning Diversity
Leader). I would also like to work with students and families and will
therefore also seek constructive feedback from these sources when
appropriate. This timeframe will be a four week turnaround. My long term
goal will be to identify strategies that support the engagement and
participation of all students that live with disorders, disabilities or difficulties
I want to learn practical restorative practice strategies (minimum 5), I can
implement with younger children (>8 years of age*) who are demonstrating
challenging behaviours. I will do this by researching evidence based
approaches, attending restorative practice workshops and webinars (such
as those provided by Behaviour Matters), building positive relationships
with the students (promoting both student learning and the development of
a respectful authority) and implementing and then critically reflecting upon
approaches both individually and with my colleagues. The timeframe will
be a four week turnaround. My long term goal will be to build a repertoire
of different approaches to manage the behaviours of all children.

*Or children who are yet to develop fundamental social/emotional capabilities

4.4 Maintain student safety
Describe strategies that support
students’ wellbeing and safety working
within school and/or system,
curriculum and legislative
requirements.
4.5 Use ICT safely,
responsibly and ethically
Demonstrate an understanding of the
relevant issues and the strategies
available to support the safe,
responsible and ethical use of ICT in
learning and teaching.

Standard 5. Assess, provide feedback and report on student learning

GRADUATE Goals to improve professional knowledge

AITSL FOCUS AREA
and DESCRIPTORS
5.1 Assess student learning
Demonstrate understanding of
assessment strategies, including
informal and formal, diagnostic,
formative and summative
approaches to assess student
learning.
Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
I want to learn how to utilise success criteria checklists and systematic
observation rubrics [formative assessment] to assess the learning of
students who speak English as a second language or dialect (EAL/D),
in a manner that does not disadvantage these students due to
difficulties understanding the assessment (not necessarily the
concepts being assessed). I will research effective formative
assessment strategies using a range of online resources, including
peer-reviewed studies and podcasts, as well as evidence-based
research on EAL/D students’ learning experiences and
teaching/assessment strategies to support EAL/D students’ learning. I
will apply this new understanding from both fields to create
assessments and seek constructive feedback from colleagues,
including the Student Diversity Leader, to refine my approaches. The
timeframe will be a three week turnaround. My long term goal will be to
5

5.2 Provide Feedback to
students on their learning
Demonstrate and understanding of
the purpose of providing timely and
appropriate feedback to students
about their learning.
5.3 Make consistent and
comparable judgements
Demonstrate understanding of
assessment moderation and its
application to support consistent and
comparable judgements of student
learning.
5.4 Interpret student data
Demonstrate the capacity to interpret
student assessment data to evaluate
student learning and modify teaching
practice.
5.5 Report on student achievement
Demonstrate understanding of a range
of strategies for reporting to students
and parents/carers and the purpose of
keeping accurate and reliable records
of student achievement.
Plan of action
Seek the assistance from
school’s Learning Diversity
Leader, Student Wellbeing
Leader, Curriculum Leader,
Numeracy Leader and other
colleagues.
Reading up to date evidence-
based: studies on the teaching
and learning of students who
experience social, emotional
and behavioural difficulties,
guidelines for teaching students
with hearing impairments,
restorative practice research,
formative assessment strategies
for mathematics, EAL/D
students’ learning experiences
and teaching/assessment
strategies to support EAL/D
students’ learning
Engage in online forums and
network with people who
Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020)
learn how to utilise all forms of assessments to assess the learning of
all students who experience barriers to assessments (such as EAL/D
students, students who live with anxiety or students who experience
cognitive or behavioural difficulties).
I want to learn how to provide students with immediate, verbal
feedback on their algebraic understanding in a manner that inspires
learning / does not discourage learners. I will do this by completing an
online course on mathematical assessment, reflecting, planning and
implementing approaches gained from the course, discussing these
approaches with my colleagues, including the school’s Numeracy
Leader, and gaining feedback from my students. The timeframe will be
a three week turn around. My long term goal will be to provide
students with all forms of assessment feedback for all subjects in a
manner that fosters growth and does not discourage learners.
Relevant support networks and resources
Research:
Australian Disability Clearinghouse on Education and Training [ADCET]. (n.d.). Deaf and Hard of
Hearing. Retrieved from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-
hearing-impaired/
Dostal, H.,  Gabriel, R., &  Weir, J. (2017).  Supporting the Literacy Development of Students
Who Are Deaf/Hard of Hearing in Inclusive Classrooms. The Reading
Teacher,  71( 3),  327– 334. doi:10.1002/trtr.1619
Eikel-Pohen, M. (2019). Assessing Disability-Inclusive Language Teaching Methods with
Multimodality and Universal Design Principles. Die Unterrichtspraxis, 52(1), 1-13,111. Retrieved
from https://search.proquest.com/docview/2224909407?accountid=8194
Stepanović, S., & Živković, J. (2019). WORKING WITH PUPILS WITH HEARING
IMPAIRMENTS IN AN INCLUSIVE EDUCATION: CHARACTERISTICS AND COMPEТENCES.
The International Journal for education/rehabilitation and psychosocial research, 10 (10), 22-30.
doi:10.21554/hrr.042003
Westwood, P. (2013). Inclusive and Adaptive Teaching: Meeting the Challenge of Diversity in the
Classroom. Retrieved from https://ebookcentral.proquest.com/lib/acu/detail.action?
docID=1108513&pq-origsite=primo#
Webinar: Restorative Practice – An Introduction
Presenter: David Vinegrad– Critical Agendas
Date: 04/03/2021
Duration: 4.5 hours
Link: https://www.criticalagendas.com.au/events/restorative-practices-an-
introduction/
Workshop: Restorative Practice
Presenter: David Vinegrad– Behaviour Matters
Date / duration: 25th and 26th March, 2021
6
 experience or work with people Link: http://behaviourmatters.org.au/Restorative_Practices.php
who: experience hearing
impairments and social,
emotional and behavioural Responding to challenging behaviours
https://www.aitsl.edu.au/tools-resources/resource/responding-to-challenging-
difficulties. behaviours-illustration-of-practice

Undertake professional learning Podcasts:

and gain ideas using online
resources such as podcasts,
workshops, webinars and a
course to strengthen my
knowledge and skills.
Critically reflecting on
pedagogical approaches
(individually and with
colleagues).
Gain feedback from my students Duration: Approximately 8.5 hours of video lesson content with
and their families when
appropriate.
Episode 48 Creating Lifelong Learners Through Formative
Assessment with Dylan Wiliam
Link: https://www.teacherspd.net/episode-48-formative-assessment-with-emeritus-
professor-dylan-william/
Episode 26 Formative Assessment
Link: https://www.teacherspd.net/episode-26-formative-assessment/
Course: Assessment For Growth; How to design, cultivate, and
facilitate a classroom culture where assessment is power and
not punishment.
Delivery: Online
another recommended 4-6 hours of reflection, planning and
implementing.

Critical reflection:

When possible and appropriate, I will collaborate with students, families, professional learning
communities and relevant networks; such as those who live with, have children that live with or work
with children who live hearing impairments or social, emotional or behavioural difficulties. The
Melbourne Declaration on Educational Goals for Young Australians endorses this approach, noting
that collaborative partnerships “maximise student engagement and achievement” (Ministerial Council
on Education, Employment, Training and Youth Affairs, 2008, p. 10). Collaborating with children and
the significant people in their lives is also promoted by Arthur et al. (2018) who suggests that these
partnerships enable educators to learn more about their students which subsequently improves their
pedagogical practices. Literature therefore suggests that this approach may support my ability to
achieve my goal of identifying and implementing appropriate teaching strategies to better support
participation and learning.

A distributed leadership structure1 has shown to best support professional development and change
in schools as this approach sustains an inclusive professional learning culture, promotes collaborative
partnerships and decision making and empowers all stakeholders to autonomously initiate, implement
and achieve successful outcomes of development and change (Harris, 2009; Hujala, 2013). Due to
this research, my action plan aims to not only gain and share knowledge with all relevant
stakeholders (including the leadership teams within the school) but also support my ability to engage
in self-directed learning and reflection, using evidence-based research and resources.

1
I will be partially responsible for the implementation of a distributed leadership structure because leadership in an
interactive process in which all staff are involved (Harris, 2009; Hujala, 2013).

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 7
 PROFESSIONAL ENGAGEMENT: Standard 6 & 7
Standard 6. Engage in professional learning

GRADUATE Goals to improve professional knowledge

AITSL FOCUS AREA and
DESCRIPTORS
6.1 Identify and plan professional learning
needs
Demonstrate an understanding of the role of
the Australian Professional Standards for
Teachers in identifying professional learning
needs.
6.2 Engage in professional learning and
improve practice
Understand the relevant and appropriate
sources of professional learning for teachers.
6.3 Engage with colleagues and I want to gain and apply my colleague’s knowledge to improve
improve practice my ability to incorporate general capabilities and cross-curriculum
Seek and apply constructive feedback
from supervisors and teachers to improve priorities into my lessons and units of work. I will do this by
teaching practice. observing a colleague’s lesson, asking a colleague to provide me
with constructive feedback (in relation to my goal) for one of my
lessons and then critically reflecting upon and utilising the data
from both sources to create a plan of how I can best support
more than one area of students’ learning at a time in future
learning experiences. The critical reflection of both my lesson and
my colleagues’, feedback will be aided by using evidence-based
research, watching webcasts and engaging in online courses
designed to develop teacher’s critical reflection capabilities. This
timeframe will be a four week turnaround. My long term goal will
be to seamlessly and appropriately embed a range of subjects
(e.g. literacy and mathematics) within my lessons and units of
work.
6.4 Apply professional learning and
improve student learning
Demonstrate an understanding of the rationale
for continued professional learning and the
implications for improved student learning.

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

GRADUATE Goals to improve professional knowledge

AITSL FOCUS AREA and
DESCRIPTORS
7.1 Meet professional ethics and responsibilities
Understand and apply the key principles described in
codes of ethics and conduct for the teaching
profession.
7.2 Comply with legislative, I will proactively research the schools’ policies and
administrative and organisational processes and all relevant legislative, administrative and
requirements
Understand the relevant legislative, organisational requirements, such as the Australian and
administrative and organisational policies and Victorian Curriculum, Early Years Learning Framework and
processes required for teachers according to Victorian Early Years Learning and Development
school stage.
Framework, ACECQA National Quality Standards and
AITSL Standards, Child Safe Standards and Early
Childhood Australia Code of Ethics and Victorian Teaching
Profession’s Code of Conduct. I will create a checklist to
note where these requirements and elements are/are not
Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 8
 evident within my planning documents and settings and
discuss this with colleagues such as the school’s Learning
Diversity Leader. The timeframe will be one week prior to
engaging with students to ensure my conduct is compliant
and pedagogies are appropriate for my students from the
start.
7.3 Engage with the parents/carers
Understand strategies for working effectively,
sensitively and confidentially with parents/carers.
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.

Plan of Seek assistance and constructive feedback from colleagues, through discussions
action and observations. Apply this knowledge when planning and implementing future
lessons.

Develop my ability to critically reflect on my professional development by reading

evidence-based research, watching webcasts and engaging in online courses.

Read all relevant policies, standards and legislative requirements to ensure my

actions are compliant and align with current obligations and school stage. Create a
checklist using this research to ensure all elements and requirements are being met.

Relevant Critical Reflection On-Demand Webcast

support Cost: $19
Link: https://www.childaustralia.org.au/product/critical-reflection-on-demand-webcast/
networks
and Using Critical Reflection Online Module
resource Cost: $38.50
s Link: https://learninghub.earlychildhoodaustralia.org.au/elearning/using-critical-reflection/

Research, such as:

Curriculum documents / frameworks:
Australian curriculum: https://www.australiancurriculum.edu.au
Victorian curriculum: https://victoriancurriculum.vcaa.vic.edu.au
Early Years Learning Framework: https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Victorian Early Years curriculum: https://www.vcaa.vic.edu.au/curriculum/earlyyears/Pages/Index.aspx?Redirect=1

Quality Standards:
AITSL Standards: https://www.aitsl.edu.au/teach/standards
ACECQA National Quality Standards: https://www.acecqa.gov.au/nqf/national-quality-standard
Child Safe Standards:
https://www.education.vic.gov.au/school/teachers/health/childprotection/Pages/safeenviro.aspx?
Redirect=1#link28

Critical reflection:

As highlighted in my professional learning goals and plans of action, I intend to read policies,
procedures, standards and legislative requirements along with evidence based research to improve
my knowledge of professional requirements, diverse students and differentiated teaching approaches.
This research will provide me with up to date knowledge which can enhance my ability to
appropriately promote equitable educational outcomes for all of my students (Mizell, 2010).
Undertaking research alone will not improve my professional practice. As outlined within my
professional learning goals and plans of action and suggested by AITSL’s (2017) High Quality

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 9
Professional Learning Cycle; it is crucial that this knowledge applied, refined and evaluated through
critical reflection.

My action plan also includes the professional development and utilisation of critical reflection skills. By
watching the ‘Critical Reflection Webcast’ and engaging in a ‘Critical Reflection Online Module’, I will
improve my knowledge of various critically reflective practices and models, such as the Circle of
Change Revisited Model of Critical Thinking. As recognised by Brandenburg, Glasswell, Jones and
Ryan (2017) and McDonagh’s (2012) work, engaging in professional development to improve
teacher’s critical thinking skills, and continuously employing this reflective practice as seen throughout
my Professional Learning Plan, improves teacher’s self-awareness and ability to apply, refine and
evaluate the professional knowledge and skills they are gaining and implementing.

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 10
 RATIONALE ON THE IMPORTANCE OF PROFESSIONAL LEARNING

Professional learning and development is crucial for all teachers. Danielson (2007) posits that
because good teaching requires a deeper understanding on content knowledge, “all teachers can
profit from learning more about the subjects they teach” (p. 102). Although educators should strive to
continually improve their content knowledge, subjects themselves are continually changing and
expanding. The pace of social change is accelerating which may result in “growing pressures for a
constant evolution of school curricula”, as seen with the increased emphasis for education on
sustainability, global citizenship and inclusion (Nusche, n.d., p.7). In addition to subject changes,
educational research continues to identify pedagogical developments and new methods to support
student engagement and learning, creating additional opportunities for teachers to improve their
practice (Danielson, 2007). Information and communications technology is another area which
requires ongoing PLD to ensure teachers are proficient at both utilising and teaching the latest
advances in technology from our increasingly technology-rich world (Danielson, 2007). Research
suggests that teachers’ own digital capabilities are central for their students’ capacity to capitalise on
digital developments (Nusche, n.d.). It is also crucial that educators have the most current knowledge
of changed legislations, policies and procedures and have the most current understanding and ability
to appropriately respond to instances such as injuries requiring first aid or child safety concerns
requiring mandatory reporting (AITSL, 2018). According to Hadley, Waniganayake and Shepherd
(2015), PLD also prevents complacency which can impede “creativity, innovation and change in
practice” (p. 199). As shown and endorsed by Rinaldi (2006), professional learning is an essential,
lifelong process. Educators who do not engage in effective PLD do not improve their knowledge and
skills, and the student suffers (Mizell, 2010).

Emerging teachers may have the most current understanding of the curriculum and pedagogical
approaches however preservice teacher education cannot adequately prepare emerging teachers for
all of the challenges they must confront (Danielson, 2007). Mizell (2010) notes that when emerging
teachers engage in professional development they are less likely to develop counterproductive
behaviours, more likely learn effective practices to apply to unfamiliar daily challenges and report
higher rates of job satisfaction, subsequently improving teacher retention rates. Collaborative PLD
connects teachers to their colleagues and can foster a culture for learning which can improve
educators teaching capabilities, their relationship with colleagues and their feelings of connectedness
to their school (AITSL, 2012; Hadley, Waniganayake and Shepherd, 2015).

AITSL (2012) states that effective professional learning and development (PLD) is crucial to
“improving the quality of teaching, and through this, to improving the outcomes” of all Australian
students (p. 6). Research supports this notion, suggesting that high-quality PLD has shown to
significantly improve students’ engagement, learning and achievement (AITSL, 2012; Mizell, 2010).
Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 11
An area of my own professional practice that I deem challenging and have therefore chosen to focus
on for majority of my professional learning goals relate to understanding how best to support students
who live with social, emotional, behavioural and/or physical disorders or disabilities. Hurt’s (2007)
research suggests that this is a commonly held view, noting that general-education teachers feel
unprepared to address the needs of children who live with disabilities. Without engaging in high-
quality PLD that address the areas I have identified deficiencies in, I, along with other teachers, may
not be able to promote equitable outcomes for all young Australians. The Australian Government
promotes the right of all children to be provided with equitable educational opportunities (AITSL,
2020). As highlighted by the Australian Disability Standards for Education (2005), teachers have a
legislative requirements to engage in PLD relating to the Australian Professional Standards for
Teachers Standard 1.6 (Strategies to support full participation of students with disability) and
Standard 4.1 (Support student participation) (AITSL, 2020). As quality education has the “single
strongest correlation to improved life outcomes”, it is therefore both a professional and ethical
responsibility to engage in PLD (Godwell, 2016).

Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 12
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Updated AT1 Professional Learning Plan /Research Essay Master March 2020. Elke Gunn ACU FEA Ballarat (adapted by J le Noury 5/8/2020) 15