professional engagement plan
Working towards AITSL Standard 6: Engage in professional learning
As a pre-service teacher, it is pivotal that I am focussing on the AITSL Standard 6.1- the ability to identify and plan professional needs as I work towards becoming registered and equipped for my teaching career.
I have identified key areas of the AITSL Graduate Standards (AITSL, 2022) to help group my aims for ongoing learning I hope to model through my practice. Undertaking the personal audit in week 2 of this unit was a great starting point towards an awareness of my own strengths and the areas requiring additional development.
importance of HAVING TEACHING STRATEGIES...
High Impact Teaching Strategies (HITS) are ten evidence-based instructional practices that enhance student learning and aims to foster a shared responsibility for improving teaching and learning (DET, 2023). Integrated with the Framework for Improving Student Outcomes (FISO), HITS help address teaching challenges, guide professional development and align with individual performance goals.
Having a comprehensive understanding of HITS would help me develop the ability to reflect on, observe and refine my classroom practices with the aim to improve learning outcomes for my students.
“those teachers who are students of their own impact are the teachers who are the most influential in raising students’ achievement.”
― John A.C. Hattie, Visible Learning for Teachers: Maximizing Impact on Learning
AITSL Standard 2.1-
Know the content and teaching strategies of the teaching area
AITSL Standard 2.3-
Curriculum, assessment and reporting
Having undertaken Studio Art and Art as folio subjects in my own schooling journey, I do have some knowledge of the procedures for VCE arts/design subjects to emphasise with when planning. However, there has been many pivotal changes in study design and learning intentions/outcomes since I have graduated, therefore referring to VCAA’s VCE Curriculum Guide and keeping abreast of any changes will be valuable in presenting and planning for content.
My recent experiences on placement helping to write and mark practice SACs and exams for VCD and Art Creative Practice has given me valuable insight into the assessment procedures involved, but also made me feel out-of-depth thus identifying this is an area I would like to increase my knowledge in. Becoming a member of Arts Education Victoria is a great way for me to attend seminars and workshops specific to my teaching area.
I aim to develop my student’s sense of accountability and agency for their own learning by providing them with the VCAA’s ‘My VCE Guide’ resource for students so that they can understand the process and set expectations themselves too.
AITSL Standard 2.4-
Demonstrate a broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages
Art is central to Indigenous culture and traditions, thus gaining a better understanding of how Aboriginal & Torres Strait Island Peoples hand down their stories orally, visually and through song, music and dance would support me in presenting content in a respectful way that is underpinned by the concept that Aboriginal artists signify rather than represent their world (Archer, 2009).
My recent study into Aboriginal ‘Songlines’ in ECA734 unit has drawn awareness to the collaborative nature of Aboriginal art traditions in conveying the spiritual and cultural knowledges of a whole community (Chatwin, 1986), inspiring me to consider how I can implement a collaborative approach in my own classroom as a tool for sharing knowledge.
An example of this would be attending the Professional Learning program at the National Gallery of Victoria focussing on First Nations perspectives connecting historic and contemporary Aboriginal and Torres Strait Islander art and design with classroom teaching and learning. Additionally, referring to the Koorie Cross-Curricular Protocols and accompanying resources would ensure I am implementing activities respectfully.
Art teachers should plan for possibilities and the diverse responses that a student may have in response to a brief or stimuli, therefore I would like to broaden my expertise in a diverse range of materials and methods so that I can guide students to have the agency to express their ideas in a way that suits them. I believe strongly in letting the creative process dictate the materials and methods used, rather than purely aiming to create technically proficient final outcomes as the goal.
My areas of expertise include fashion design, textiles and wearables, drawing, collage, watercolour and digital programs such as Illustrator, InDesign and Photoshop. Whilst I feel confident in these areas, I feel that I am lacking a broad range of knowledge and skills necessary in supporting students’ exploration of variety of techniques, processes and technologies.
Some visual art and media-based art forms that I would like to add to my repertoire are the following:
1. Painting techniques and mediums (specifically acrylic, oils and gouache. Range of tools and materiality eg. canvas or wood, different brushes and knives to add texture, preparation of base for better application and composition).
2. Printmaking (linocut, woodcut, etching, collagraph) – started exploration of this in AT1 ECA734.
3. Ceramics & sculpture (hard and soft)
4. Digital and SLR Photography
5. Media (Video, film and sound)
6. Technical drawing and rendering (Manual: Paraline, Isometric, three-point perspective and planometric. Digital: Raster-based, CAD and 3D)
7. Glasswork
8. Mixed-media installation and exhibition curation
I feel that I have some knowledge in contemporary art and design movements, artists and designers, however, need to gain a better understanding of historical contexts to be able to educate students, particularly through comparison between different time periods and art styles. Having a more comprehensive understanding of the creative practices of artists and designers from diverse cultural and personal backgrounds will also assist in teaching about the Interpretative Lenses (Art Creative Practice) and Design Fields (VCD).
AITSL Standard 7.4-
Engage with professional teaching networks and broader communities
I have looked into short courses such as the Manual and Technical Drawing Workshop , Digital Graphic Design, Certificate of Digital Product Design to improve my technical skills for Visual Communication Design to assist in the students producing greater outcomes and technical proficiency.
Making productive use of university trimester breaks to experiment with mediums and techniques would be useful opportunities for self-directed learning by engaging in YouTube and online blog tutorials. Additionally, I will continue to attend exhibitions during my free time as informal professional development as well as insight into my own creative practice- finding inspiration from both local and international artists.
I am grateful to have made some wonderful connections with Art and Tech teachers during my time on placement whom I look forward to keeping in touch with and continue receiving support from in the future from their years of shared experiences and diverse expertise. Furthermore, joining online educator communities in the art and design fields would provide support and build professional collaborative relationships.
Examples of Facebook groups and forums I have joined so far include: VCD Teachers Victoria, Art Teacher Sharing Resources, VCE Arts Creative Practice Discussion Group for Teachers, Art Resources for Visual Arts Teachers and Design Technology Teachers.
