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

Professional engagement

Standard 7

7.1 Meet professional ethics and responsibilities

Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

Practice & reflection

As per the VIT Professional Code of Conduct I endeavour to act with integrity, respect and responsibility in order to contribute to a knowledgeable, creative, productive and democratic society. I will act in the best interest of learners by developing professional relationships with students, parents/carers, colleagues and community. Through these relationships I will act with care, compassion and accountability. I will treat learners fairly and impartially, hold colleagues in high regard and acknowledge the role that parents, carers and community play as partners in the education of children.

Mentor feedback

Kevin was at all times punctual and most importantly a willing contributor to the Arts Team. He was independent in working with other staff and seeking opportunities to assist and/or observe in a variety of classes and subject areas where he could.

Cheryl Kerin

Head of Art, Ave Maria College, 2016

Kevin has maintained a high level of professionalism at all times, and demonstrated exceptional communication skills when engaging with mentor teachers and other colleagues. This has enabled him to meaningfully contribute to the Visual Arts Program when collaboratively planning for units of work.
Kevin was able to professionally and compassionately engage with a number of students going through personal hardships during his placement through ongoing conversations with these students and negotiating appropriate extensions.

Andrew Landrigan

Head of Art, VCASS, 2017

Resources

VIT Conduct & Ethics

7.2 Comply with legislative, administrative and organisational requirements

Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Practice & reflection

In order to foster student safety, health, participation and school community I aim to comply with current legislative, administrative and organisational requirements by engaging with policy and programs laid out by the Victorian Department of Education and Training. The most relevant to my practice include the Marrung education plan, the safe schools program, respectful relationships, the program for students with disabilities, bully stoppers program and the various OHS documents.

On placement I have attended the initial meeting for the respectful relationships program at Sydney Road Community School and observed elements of the Marrung education plan being enacted at VCASS.

In my pre-service teacher practice I have met OHS standards in the art, technology and textiles classrooms, acted and dressed to a professional standard at all times and conducted myself with professionalism and confidentiality.

Evidence

Professional student emails

Communicating professionally with students via email

Communicating with parents/carers

Emailing parents/carers as an introduction

Resources

Victorian education policies & programs

OHS Policies

Victorian School Policy & Advisory Guide

7.3 Engage with the parents/carers

Understand strategies for working effectively, sensitively and confidentially with parents/carers.

Practice & reflection

By attending the school arts shows at both Ave Maria College and VCASS I have been able to engage with parents and carers of students in a semi-professional setting. During these interactions we discussed the work of students, their progress, interests and future plans. I have also been able to communicate with parents via email on occasion.

Strategies for working effectively, sensitively and confidentially with parents/carers include by having calm and measured conversations about student progress on the phone and via email and by communicating through Google Classroom where parents/carers are able to view student progress. I have also been in the school environment as parent/carer/teacher interviews have taken place.

Evidence

Communicating with parents/carers

Emailing parents/carers as an introduction

School art shows

Attending school art shows to converse with parents

Mentor feedback

Kevin demonstrated a good understanding of his teaching duties and expectations through his preparation and organisation for each class. He would follow up on loose ends and speak to students who were away from classes or had missed work.

Andrew Landrigan

Head of Art, VCASS, 2017

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.

Practice & reflection

I am currently a member of Art Education Victoria and have attended several of their professional learning opportunities. I also work at W3.Digital as a digital designer where I work with a group of talented professionals designing and developing digital experiences.

In the broader community I subscribe to many mailing lists including ACMI, NGV, ACCA, Awwwards, Dribbble, Ello, Behance, It’s Nice That, Creative Bloq, NPR, The Guardian, ABC Splash, Art 21, IDEO etc…

Evidence

Art Education Victoria

Membership with AEV

Resources

Networks & Associations

Teachers Without Borders

Art Teachers of Media Victoria

Volunteer with the Student Action Teams at SRCS

The Australian Education Union

Respectful Relationships

Teachers For Refugees

DATTA Victoria

Digital Learning & Teaching Victoria

ACCA, ACMI, NGV, Heidleberg mailing lists