From my practical report from 2013 my mentor teacher commented that I, ‘actively seek advice and feedback from colleagues and supervisors identifying specific aspects of advice they are seeking and can respectfully and appropriately contribute information • Demonstrates initiative • Shows concern for their students’ experiences of, and success in, learning • Is excited and enthusiastic about teaching and its potential contribution to student’s lives and success in education. Stephanie was a very amiable young lady who related well to other members of staff and fitted in well with fellow teachers in her office. She established friendly and appropriate interactions with her peers and supervisors. She was enthusiastic about teaching and was keen to improve her methodologies and skills. She actively sought out and listened attentively to criticism and always responded positively by translating advice into her practice. Stephanie attended staff meetings, Science KLA meetings, KLA Leaders’ meetings and professional development sessions.’
My University liaison also commented, ‘Stephanie actively sought constructive feedback and responded to this with the intent to improve.’
This demonstrates that I sought out and applied constructive feedback from supervisors and teachers to improve teaching practices.
Professional Experience 2 REPORT 2013
Since 2014 I have been a member of a teaching team and part of being an active member of this team means that I contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. I have sought feedback on my unit plans for Science from Semester 1 and have applied the feedback to improve my units for Semester 2. I have noticed that students are more engaged and happier to learn. I have created a Weebly site with the help of another staff member. See the link below:
http://www.the-force-be-with-you.weebly.com
This has made my Science unit more fun, engaging and student directed. Here it is possible to see that collegial discussions and applying constructive feedback from colleagues has improved my professional knowledge and practice. I have also used colleagues’ advice when planning assessment tasks. I have sought their advice on what to include in rubrics and how to word them accurately and clearly for student use.
I also contribute ideas on how I would like Science to be presented as part of the year cycle. I suggested a new order of units for next year which was accepted by the Year 7 team.
With the professional goals that I set, I also sought feedback from my colleagues. Here is an image of their suggestions:
I also engage with colleagues via email to sort out student issues and concerns.
Stephanie Rodert 