Professional learning goals

Goals Relation to Strategies Evaluation

Graduate
Teacher
Standards
Standard 2.2 Buy a diary and a uni Date: 28.3.2017: The uni planner is a paper calendar which is hung above Comment [CB2]: Ongoing evaluation
Goal 1: Organise planner my desk in clear vision. This has been useful as it enables me to see the
To stay on track content into Stay calm and do not get multiple assessments and work due for each unit. So I can see what is due
and time manage an effective
overwhelmed, for this unit and see the relation and time frame from that of another unit.
teaching and
learning Ask for assistance If Dezhi (2009) notes how paper calendars rather than digital service as a
experience. needed from mentor reminding tool so individuals do not have to go on memory of what needs
teacher to relieve to be completed.
pressure of doing it all
alone 03.04.2017- The diary is enabling me to see what needs to be done for the
Set deadlines week, by constantly looking at it I am cultivating a habit of using it daily.
Review schedule and Panse (2014) notes the importance of using a good diary to time manage
outside uni activities to and effectively stay on track.
fit in with busy uni 05.04.2017 - By setting deadlines and constantly looking at the sticky notes
schedule enables me to time manage more efficiently by colour coding (colour
Allocate time to each cotes, pink = urgent, yellow = done following
thing that needs to be 11.04.2017- The stress load has been reduced slightly by the use of breaks
done without uni work to enable myself to go back to it its less daunting cause
my mind has had time to recover and refresh itself ready to begin again.
Creating checklists

Sticky note reminders to 12.04.2017 Setting deadlines for assignments that were due in this week
inform me what needs worked efficiently as I was able to prioritise what was due first
to be done
 Manage stress by taking 19.04.2017- Printed a checklist for what needs to be done before the in
breaks if needed university day, completed all this and printed to place in folder. Comment [CB1]: Strategies implemented to achieve the
goal
16.05.2017- Created another checklist of what I needed to do for this unit
whilst planning for the total learning environment.

28.04.2017- The in university day enabled me to understand the
requirements and how to stay on track with advice given for students

16.05.2017 Within this week I was in charge of planning the total
learning environment, although daunting at first I began documented,
however this was taking a sufficient amount of time and I was staying up
till midnight each night which was making my time for the other units lack.

24.05.2017 After Jane visited the service she gave feedback on the
documentation used for the total learning environment, she advised us to
create a new one to document all the learning and it would save time to
what I was previously doing. This increased the time I had and I was saving
hours per night which were wasted previously following un time
manageable templates.

31.05.2017 Showed mentor my plans and she was happy with them, she
also asked if I had enough time. As it was coming closer to the end she
suggested I take some programming time off the floor to follow up in
anything I was behind on. This assisted and gave me the time I needed.


07.06.2017 With the last week of placement before EXPO my stress
levels were excelling as I believed I was running out of time. I began a final
checklist and adhered sticky notes in full vision with numbers on it and the
allocated time to ensure that I would be able to finish it before EXPO. I
gave myself until the 12.06.2017 to get everything done because one of my
past teachers told me think it is due a day before it is to give yourself
enough time so you are not stressed and out of time, this assisted me a lot.

Final evaluation: I believe at first doing five units my time management
skills would improve immediately; however, this was not the case as it was
a high workload. But with motivation and feedback from teachers and
creating checklists, taking breaks and allocating appropriate time frames to
have stuff complete I was able to overcome this goal, stay on track and I
believe my time management skills have improved. I still was under a lot of
pressure but it was manageable in the end and seeing the finished product
of all my work determined me that much more to continue to stay on track
and time manage within my next professional experience placement at a
primary school. Always asking for support from others is essential to
reduce stress and improve time management as it gives you more
motivation that you can achieve something. Comment [CB3]: Final evaluation of the goal

 Standard 6.3 Read all the differing Date: 27.03.2017- Looking through each units differing formats has
Goal 2: Seek and apply planning templates on allowed me to see the strengths within.
Apply feedback constructive Vuws. Date: 10.04.2017 After CPC 1 it was discovered that the templates can be
provided by altered as 0-2 prac was getting you used to the templates
feedback from Leave all the brackets to
educators to
improve my supervisors enable me to have a 10.04.2017 - Made slight alterations to the templates, check with Jane if
practice. and teachers strong understanding of these are okay, began using my own revised template
to improve what needs to be done.
teaching Ask for constant 10.05.2017- After tutorial for the unit Jenny advised me that my planning
practices feedback from mentors template is not time manageable, she gave examples of templates which
save time and I revised these myself to create new templates before the
and teachers at
implementation of the total learning environment
university
Apply this feedback to 24.05.2017- After Janes visit to my setting she provided me with feedback
practice whilst critically enabled me to see how to document the childrens learning, I worked in
evaluating collaboration with my peer on placement together to create a sufficient
time manageable total learning environment and continued documented
the childrens planned experiences I implemented. This saved me 3 hours
per night from the way I was doing previously and it allowed me to also
spend sufficient time on my other units

31.05.2017- With deadlines approaching for other units I placed new sticky
notes back up and referred to my calendar to see what was due. I emailed
teachers constantly to ask questions and seek feedback to improve the
templates I was creating. Asked my mentor for a short meeting, she told
me that I was doing well and she was happy with all my plans. She
informed me I had working well with their centres approach to curriculum
planning.

06.06.2017- Asked my mentor teachers for overall feedback in regards to
my curriculum planning and professional experience placement at their
setting. I was very happy with the feedback provided and it demonstrated
my change in planning and overall improving my practice through this.

Final evaluation: As a preservice teacher I took on board the feedback
provided from either mentor teachers, university teachers, educators and
families at the service and implemented this within my practice. I
acknowledged and implemented their advice given to further my own
growth and mindset in regards to my abilities as an educator. I made
further adjustments where necessary for the benefit of the children in my
care. All their feedback assisting building my pedagogical practices,
professional learning and knowledge and helped me prepare for future
teaching.
Goal 3: Standard 6.3 Engage in teamwork Date: 27.03.2017 - Became familiar with all educators names and what
Build respectful Engage with with other educators rooms they work in.
relationships with colleagues and Ask questions about
educators at the improve 27.03.2017 - Beginning to build collaboration and team work between
their personal
service to work practice educators in the room. When educators work towards shared goals it
towards shared philosophy of teaching assists childrens overall learning well-being and development (Arthur,
goals and improve Constantly collaborate Beecher, Dockett & Farmer, 2015).
practice. throughout the day with
educators especially in 27.03.2017 - The children in the wombat room show mutual respect and
regards to planning communication to their peers in positive ways, I believe this is due to the
educators within the room working so well together as a team. Coming in

as a student was a bit daunting but I will continue to build these
partnerships with educators in the room and setting so children feel
comfortable with new educator in their room.

28.03.2017 - Mentor teacher and I have conversations regarding

professional development as I am interested in furthering my skills, she has
attended many professional development recently which I would like to try
and do this year.

03.04.2017 - I have discussed my plans for experiences with my mentor

teacher and the reasoning behind selecting them.

04.04.2017 - Educators have been warm and friendly with me and I see
the relationships building, whilst on break educators feel comfortable to
talk to me and include me in their discussion whilst on lunch breaks.

05.04.2017 My mentor noted how some of my experiences were too

teacher directed, she gave me some advice and I took it on board. I
understand that children should be given the right to lead the play and
educator intervenes when necessary to further learning.

06.05.2017 Asked educators at the service if there is any jobs I could

assist them with. I was able to assist them in daily jobs as well as
transitions with the children and I felt a part of their workplace.

16.05.2017- After conversation with one of the educators at the service

surrounding observations and her difficulties, I provided her with a
template which notes the learning outcomes and how the children
demonstrate they are meeting them, this assisted her and she thanked me
for the support.

16.05.2017 My mentor teacher believed I was ready to document the

childrens learning for families in the day book, this assisted their workload
and I felt a part of the room. They thanked me.

17.05.2017 - Gave educators at the service some resources which they

could use in planning as these books provided valuable information.

31.05.2017 Gave room staff copy of observations on digital files thus far
so they can place in their individual child portfolios.

06.06.2017- Educators in the room were happy with my progress, happy

with my documentation styles and was able to assist them when
necessary.

Final evaluation: Through constantly seeking feedback from educators at

the service and embedding this in my practice I was able to further build a
trusting, respectful and reciprocal relationship with other educators at the
service. The educators at the service have supported me to understand
and use differing strategies to follow their philosophy and curriculum
approach to teaching which has built on my own professional learning. I
was always willing to consider and brainstorm ideas with colleagues as well
as provide them with information and resources whilst can assist their
practice. I accepted any critical views that educators who observed my
teaching practice had which brought a new perspective to my teaching.
Through inviting and accepting this feedback from staff it furthered my
teaching practices as I believe that teaching is never a private act and
should always be peer reviewed.

Goal 4: To Standard 1.2 Research nature based Date 04.04.2017: After giving this goal by mentor teacher I have continued
introduce open Demonstrate play in early childhood to observe the children within the outdoor yard it is obvious they show a
ended experiences knowledge settings to get an overall direct interest in nature, they spend a lot of time within the bark and dirt
with nature, whilst and area where they dig, explore and use resources to further their own
idea of how to plan
highlighting the understanding learning
affordances for of research Ask children their views
learning within into how of their natural world 05.04.2017- Through reading research surrounding nature play I am
each experience. children learn through conversations furthering my understanding of how to implement this into my future
and the Gather evidence from planning with children. Elliot (2008) Ward (2014) and Meier and Sisk-Hilton
implications the children through (2013) all discuss the importance of childrens early experiences of nature
for practice further contributing to their ecological self and further their respect for the
conversations to see
environment, which contributes to Element 3.3.2(ACECQA, 2011).
what it is about the
natural world the 12.04.2017- As my focus child loves gardening at home I extended on this
children are interested in by creating a planned experience which fosters this interest and further
Plan experiences which enables children to connect with their natural world (LO.2.4)
connect children to their
18.4.2016- Collaborated with educators to plan an appropriate nature
natural world
experience, which was seed planting. The children have the responsibility
Read factual books to to look after their seed, monitor and track its progress and contribute to
children to highlight their ecological self.
importance and further
their understanding of 26.4.2017 Children were excited to care for their plants, each day they
nature asked me to water them. To implement further KLAs I gave the children
iPads to document the growth so they could see and draw upon images.

23.05.2017 I implemented a sensory experience of water beads and the
children furthered this themselves as they understood they were
comprised of water and we could add them to our garden to produce more
growth (23.05.2017)

24.05.2017 Implemented a flower planting experience to further enable
children to understand the germination and flowering progress and further
contribute to their understanding of plants. Once the plants sprout the
children will be provided with the opportunity to move them to the dirt
patch outdoors

29.05.2017 - Whilst children were watering their plants they asked for
their own water so they could create mud, this was provided and I
documented the learning that was occurring (EYLF2.4, 4.1, 4.2)

30.05.2017 - Following a discussion of a child conversation of mowing the
grass I provided the children with scissors to suggested cutting their grass
to see if it grows back like the lawn. I asked them open ended questions
including do you think it will grow back? Why/why not? To challenge their
thinking (EYLF.4.2)

06.05.2017 To follow up the childrens learning of their flowers progress
thus far I read a factual book of a lifecycle of a seed to further their own
understanding. Children were able to draw comparisons with the book and
that of their own plants (EYLF.4.3)

Final evaluation: As all my focus children enjoy nature and more
specifically one being interested in gardening this goal was essential for my
own professional development to know the students and how they learn.
Through reading research surrounding nature play I understood its
importance and how to begin embedding this in my curriculum planning.
Elliot (2008) Ward (2014) and Meier and Sisk-Hilton (2013) all discuss the
importance of childrens early experiences of nature further contributing
to their ecological self and further their respect for the environment, which
contributes to Element 3.3.2(ACECQA, 2011). Throughout my wombat
garden implemented children showed enjoyment and responsibility to
nature as they were responsible for taking care of their own plant, this was
further extended to the flower. Through providing this experience which
was continuous it allowed for various affordances for learning, the children
were able to take their plants home at the end of this process so they
could continue this in their home environment creating a continuity of
learning.






















 Standard 3.6 Through Date 29.03.2017 Upon receiving parent surveys back I was able to begin
Goal 5: To embed Evaluate and observations to with some interests of which my focus children have
play based learning improve discover interest
into curriculum programs 10.4.2017- By daily conversations with children and observing their play I
Family
planning
questionnaires was able to begin to uncover their interests to support play based learning

Feedback from and build upon this in curriculum planning
staff at service
24.04.2017- Read literature surrounding play based learning and its
Questionnaires
importance, this furthered my knowledge of how essential childrens
from educators in
interests and open ended resources are in regard to supporting play based
the room
learning opportunities.
surrounding their
strategies to
26.04.2017 - Asked children and observed interests and they have an
embed play
increasing interest in the doctors area which became the basis for my
based learning
project. I thought of play based opportunities to enable children to further
into curriculum
their learning in this area.
planning
Viewing past 01.05.2017 - With permission from mentor teacher viewed past programs
programs to ascertain all childrens interests. She reminded me to put them first in
Collaboration planning so to ask them each day what they want to play with making
with educators at them the decision makers. Within this day I engaged my mentor teacher in
the service an informal interview surrounding childrens interests at the present
Action research moment, however this conversation was limited.
project
03.05.2017 Continue to provide open ended resources whilst build on
the childrens interest throughout this they provided me with new
interests. In particular I noticed they had a strong interest in role play and
art and craft experiences.

08.05.2017 Provided two educators in the room with questionnaires

which enabled me to see the strategies they use to embed play based
learning into curriculum planning across both was childrens interests and
setting up appropriate learning spaces. Took this information on board to
improve my practice.

10.05.2017 - Continued to implement experiences within the interest

based project which surrounds hospitals, added open ended resources to
art and craft area.

16.05.2017 Created a dramatic play area surrounding hospitals with

literacy props to facilitate interest based project and further their
childrens learning within this area.

16.05. 2017 07. 06.2017 Was in charge of programming for the entire
room, continuously asked for feedback from educators in the room to
improve on any aspects. Let children lead the play, provided open ended
play based experiences to foster natural learning. During this time had a
short interview with mentor teacher and she advised me she thinks I am
ready to program my play based learning experiences for the families to
view.

07.06.2017 Brought in some cardboard boxes following childrens

conversation about puppets and puppet theatres. I provided direction but
didnt intervene and allowed them to be responsible, it was evident in this
 experience of the childrens imagination and the focus is on the process
not the product they learnt about mathematical concepts whilst creating
the structure as well as creative arts through decoration.

09.06.2017 - Was provided with overall feedback which shows my

engagement with planning processes which are attuned to childrens
interests and support play based learning. Feedback noted the change in
curriculum planning from teacher directed to child focused.

Final evaluation: After ascertaining childrens interests and provided open

ended resources which encourage play I was able to further my curriculum
planning to support play based learning rather than teacher directed.
Through reflecting on my own practice after seeking and apply feedback
my overall pedagogical practice was further. I believe it is important to
have you own philosophy to teaching but also be respectful and mindful
that there are others. Due to my professional experience placement
setting following a constructivist approach I believe this was an
appropriate goal for selection. After implementing the strategies provided
to me by educators at the service and using following up reflections and
feedback from other educators in the room it was apparent that I was able
to build on my pedagogical approaches to curriculum planning and embed
play based learning to offer the children more avenues for extended
learning. This self-reflection I engaged in supports Arthur et al, (2015) view
about the process of evaluation and reflection to help assist strengthen
programs.



References:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming & planning in early childhood settings (6th ed.). Melbourne,
Australia: Cengage Learning Australia.

Australian Childrens Education & Care Quality Authority. (2011). Guide to the national quality standard. Australian Government. ACT,
Australia.

Dezhi, W. (2009). Temporal Structures in Individual Time Management: Practices to Enhance Calendar Tool Design. Hershey, PA: IGI Global

Elliot, S. (2008). The Outdoor Playspace Naturally. Sydney: Pademelon Press.

Meier, D. R., & S. Sisk-Hilton. (2013). Nature Education with Young Children: Integrating Inquiry and Practice. New York: Routledge.

Panse, S. (2014). Time Management for Students. Partridge, India: Partridge Publishing

Ward, K. S. (2013). Creative arts-based pedagogies in early childhood education for sustainability (EfS): Challenges and possibilities. Australian
Journal of Environmental Education, 29(2), 165-181