6.3 Engage with colleagues and improve practice
Proficient: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
"Matilda was an active participant in weekly staff meetings, learning community meetings and staff prayer. She was part of the ‘Jump Rope For Heart’ committee. Through this committee, she was involved in attending meetings and helping out with the preparations for the day."- Alicia Farina, Mentor Teacher, 2016.
"She attended and helped organise class Masses and Liturgies. Matilda also involved herself in the children’s Family Mass which was held on a Sunday. This demonstrated her commitment to the Catholic Ethos of the school. Matilda planned closely with other Reception teachers and implemented some lessons in a team-teaching environment. She maintained a high level of professionalism to ensure confidentially was adhered to, therefore respecting the individual rights of all the members of the school community."- Alicia Farina, Mentor Teacher, 2016.
"Matilda attended an Australian Curriculum development workshop in The Arts. I was impressed with Matilda’s ability to engage with and collaborate within our 3 teacher unit team."- Jennie Hessling, Mentor Teacher, 2015.
When engaging with colleagues I always maintained a professional manner. The support that can be received from developing relationships with colleagues can be beneficial both professionally and personally. Engaging with colleagues and developing support from them can greatly affect stress and coping in the school environment (Rogers, 2002). I found it greatly valuable to work as part of a teaching team, whether it be weekly planning, at staff meetings or extra curricular activities such as Masses and committees. It allowed me to work with a variety of people and develop further relationships and networks. By engaging with colleagues and working as a team when planning we found we would be able to share, compare and reflect on each others ideas. It meant the stress and workload of planning was distributed and therefore less for each of us. Being a part of events such as Family Mass and Jump Rope For Heart it allowed me to engage with further members of the school and local community, which further widened my networking system.
As a part of working with the colleagues on my final teaching placement, I got to be part of help run the Family Mass. For this we worked as a collective team to organise things such as the running of the Mass, a script, songs (getting students to learn words and movements), and interacting with community members and parents. Below is a script we formed together. As well as that I had to teach the students the songs (words and movements) so they would be able to perform them on the day.
"She attended and helped organise class Masses and Liturgies. Matilda also involved herself in the children’s Family Mass which was held on a Sunday. This demonstrated her commitment to the Catholic Ethos of the school. Matilda planned closely with other Reception teachers and implemented some lessons in a team-teaching environment. She maintained a high level of professionalism to ensure confidentially was adhered to, therefore respecting the individual rights of all the members of the school community."- Alicia Farina, Mentor Teacher, 2016.
"Matilda attended an Australian Curriculum development workshop in The Arts. I was impressed with Matilda’s ability to engage with and collaborate within our 3 teacher unit team."- Jennie Hessling, Mentor Teacher, 2015.
When engaging with colleagues I always maintained a professional manner. The support that can be received from developing relationships with colleagues can be beneficial both professionally and personally. Engaging with colleagues and developing support from them can greatly affect stress and coping in the school environment (Rogers, 2002). I found it greatly valuable to work as part of a teaching team, whether it be weekly planning, at staff meetings or extra curricular activities such as Masses and committees. It allowed me to work with a variety of people and develop further relationships and networks. By engaging with colleagues and working as a team when planning we found we would be able to share, compare and reflect on each others ideas. It meant the stress and workload of planning was distributed and therefore less for each of us. Being a part of events such as Family Mass and Jump Rope For Heart it allowed me to engage with further members of the school and local community, which further widened my networking system.
As a part of working with the colleagues on my final teaching placement, I got to be part of help run the Family Mass. For this we worked as a collective team to organise things such as the running of the Mass, a script, songs (getting students to learn words and movements), and interacting with community members and parents. Below is a script we formed together. As well as that I had to teach the students the songs (words and movements) so they would be able to perform them on the day.
Rogers, B. (2002). I get by with a little help-. Camberwell, Vic.: ACER Press.