1. MEETING THE NSW PROFESSIONAL TEACHER
STANDARDS

2.  INTRODUCTION
 TEACHING PHILOSOPHY
 ELEMENT 1
 ELEMENT 2
 ELEMENT 2 REFLECTION
 ELEMENT 3
 ELEMENT 3 EXAMPLES
 ELEMENT 4
 ELEMENT 4 REFLECTION
 ELEMENT 5
 ELEMENT 6
 ELEMENT 6 REFLECTION
 ELEMENT 7
 REFERENCE LIST

3. My name is Julie Papps. I am 32 years old. I am a wife to a wonderful
husband and a mother to a two year old son. So far my journey as a
wife and mother has taught me patience, flexibility and good
communication skills; which I feel are paramount in becoming a
high quality teacher.
My decision to commence study as a teacher was due to my desire
to gain a profession and learn new skills and the excitement on a
child’s face when they learn something new. This will enable me to
pass these learned skills on to my own son, as well as other children
that I come into contact with and have the pleasure to teach.
My decision to study with the University of New England was due to
the positive comments from teachers I know and the ease and
flexibility of the distance education program.
This E-Portfolio will illustrate my growth and achievements throughout
my education degree and will eventually demonstrate my
competence as a primary school teacher.
My enthusiasm for teaching is evidenced by my dedication to my
studies on top of my family and work commitments.

4. I BELIEVE THAT... BECAUSE.. THEREFORE IN MY CLASSROOM I WILL...
I believe that a Every child has the right to -Ensure the classroom is a safe and secure
classroom must be a come to school and feel environment.
safe place for all safe. -Have a no tolerance approach to bullying
students. type behaviours.
-Undertake risk management procedures
prior to all practical tasks.
I believe that students Children are individuals and -Make my classroom visually stimulating to
should be taught in an learn in many different ways keep students interested.
accommodating due to background factors - Incorporate different seating arrangements
learning environment. such as including row by row, small groups and
gender, culture, religion, fa activity centres to incorporate the different
mily, and ways children can learn.
physical, emotional and - Ensure that the different learning styles
social development. (modelled, guided, shared and
independent) are utilised in a timely manner
to ensure all students understand the
content.
I believe it is important Teachers are one of the -Use positive verbal, non-verbal and listening
to posess quality most important influences in skills when communicating with students.
communication skills. a child’s life. Therefore - Communicate rules and routines in a
communication and consistent and positive manner to ensure
relationships are at the heart students feel comfortable in a predictable
of successful and positive environment (Dempsey & Arthur-Kelly. 2007:120).
classrooms (Dempsey & Arthur- -Communicate both in writing and verbally
Kelly. 2007:129). with parents and carers on a continuous
basis.

5. TEACHERS KNOW THEIR SUBJECT CONTENT
AND HOW TO TEACH THAT CONTENT TO
THEIR STUDENTS.

6. TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT
CONTENT TO THEIR STUDENTS.
 Firstly, it is essential that teachers research and understand the
content of the set syllabus that they are going to teach their
students. Otherwise the teacher is unable to assist their students to
understand the content thoroughly.
 Once the teacher fully understands the content they are going to
teach, the teacher then needs to decide the best way to make the
curriculum and assessments achievable, engaging, motivating,
appropriate to development stages and relevant to everyday life .
 Finally, The teacher can then decide the best way to teach the
content to their students, making sure the content they teach is
achievable for every student in their class.

7. TEACHERS KNOW THEIR STUDENTS AND
HOW THEY LEARN.

8. TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN.
 It is imperative that teachers know that all students in their classroom are
individuals and need to take into account the several differences that
make children individual. These differences include
gender, culture, religion, family, development and social differences.
 The curriculum that is taught to students can be delivered in a number
of ways. These delivery methods include
modelled, guided, shared, independent or a mixture of the above. It is
essential that teachers understand which of the above delivery methods
suits each child.
 Children also learn in some ways better than others. Some children can
hear information and take it in, others require visual examples of
information and others require hands on experiences in order to learn
effectively. Teachers need to take this into consideration when
developing lessons and should use different techniques on a regular
basis so all children have the opportunity to learn in their own individual
way.
 Teachers also need to be aware of the different ways they can set up
the classroom to teach the children most effectively. Teachers can use
Individual seating, group work or activity centres.

9.  WHAT....
While doing a case study assignment for unit EDPE243 I was observing a golf clinic that was
catered for 8-10 year old children. There were eight children in the clinic and one qualified golf
coach. The coach explained the rules and safety aspects to the children then went on to
explain what he wanted them to do. There was one boy who was constantly hitting the balls
out of turn, stepping outside his safety zone and interrupting the coach while the coach was
explaining the instructions. After about twenty minutes of the coach asking the boy to
stop, the coach ended up asking the boy to go and sit down away from the clinic area until
he could behave.
 SO WHAT....
This was the first time this child had been a part of this golf clinic and the coach had not had
time to talk to the child or the parent prior to the lesson so knew nothing about the child or his
background. Once the coach had the other student actively participating in the clinic he
went and spoke with the boy to find out what the problem was. The child advised the teacher
he had never done golf before and did not understand what it was he was meant to be
doing. The coach got the boy to stand up and started physically showing the child what it was
he wanted him to do. The boy started enjoying himself and after a short while joined in the
other group with the other children. After this the coach ensured the boy was shown what to
do for each new task before explaining the task in words.
 NOW WHAT....
In future the coach should ask the parent and child to arrive early to the lesson so the coach
can get to know the student and see what, if any, prior knowledge the student has about the
sport, this also aids in finding out how the student best learns, whether it is through explanation
or actually physically showing the student the skill. This helps establish substantive
communication between the coach, the student and the parent. Also having the parent stay
for part or all of the first lesson shows the child he is socially supported by both the parent and
coach and therefore the student will feel more comfortable. The coach should also keep the
explanation of the lesson simple and concise so all students can understand what is expected
of them.

10. TEACHERS PLAN, ASSESS AND REPORT FOR
EFFECTIVE LEARNING.

11. TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING.
 It is essential that teachers spend quality time planning each lesson they
are going to teach to their students to ensure the content in the
curriculum is achievable for each and every student. This planning also
helps students meet required KLA’s and acquire deep knowledge as
discussed in the Teaching Elements.
 Assessment of both the students and the teacher themselves needs to
take place to ensure the students are working successfully towards the
curriculum goals and the teaching strategy being used by the teacher is
working successfully.
 In order for students to progress effectively, teachers need to give
feedback to students on a daily basis. This ensures students stay on the
right track towards achieving the desired outcome. Verbal feedback in
the form of positive and constructive comments needs to be given on a
daily basis, written feedback that can be communicated to parents
and carers is also essential in effectively teaching students.
 During EDLT116 last year I was required to do a lesson plan on how to
teach a child to ride a bicycle. I was also required to reflect on this
experience. I have attached this document on the following pages to
show evidence of my learning in this area.

14. TEACHERS COMMUNICATE EFFECTIVELY
WITH THEIR STUDENTS.

15. TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS.
 Communication and relationships between students and between
teachers and students determines how productive and positive the
classroom will be. Depending on how all members of a classroom
interact and engage largely affects how well and how often
learning can occur (Dempsey & Arthur-Kelly. 2007: 129).
 Communication between teachers and students not only involves
verbal communication, it also involves active listening and non-
verbal communication such as facial expression, body language
and gestures This also fits in with the Quality Teaching Elements
under substantive communication between teachers and students.
 It is also important that teachers communicate with students the
classroom rules and routines that are expected to be followed. This
will help to set boundaries and provide a positive and structured
learning experience (Dempsey & Arthur-Kelly. 2007: 129).

16.  WHAT....
During my high school education I had a teacher who taught Geography. Every lesson
involved copying notes from the blackboard that the teacher was writing up from a text
book. Every lesson I attended with this teacher involved the same thing every lesson.
She did not answer questions students asked, we just had to copy what she was writing
and you had to keep up as once she had covered the blackboard she would rub it off
and continue writing from the text book.
 SO WHAT....
The repercussions of this lack of communication between the teacher and students
caused disruptiveness as the students did not know why they were required to do this
monotonous task which in turn lead to boredom from continually doing the same thing
every lesson. The teacher not answering any questions from students so the students felt
they were being punished for something. Finally this lead to students just not turning up
for this class which jeopardised their learning.
 NOW WHAT....
I have learnt significantly from this and will ensure in my classroom that I clearly explain
the task we are going to do and what is expected of each student. I will also give simple
and clear instructions on how to achieve what I am asking. I will also encourage any
questions students may have and support anyone having difficulty with what is being
asked of them. Finally I will make my classroom as visually pleasing as possible and give
students the opportunity to self direct how they would like the classroom setup to aid
their learning and development.

17. TEACHERS CREATE AND MAINTAIN SAFE
AND CHALLENGING LEARNING
ENVIRONMENTS THROUGH THE USE OF
CLASSROOM MANAGEMENT SKILLS.

18. TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING
ENVIRONMENTS THROUGH THE USE OF CLASSROOM MANAGEMENT
SKILLS.
 Teachers need to ensure that the classroom that their students are
going to enter each day is a safe environment for them to attend. A
quick check each morning prior to the students entering the
classroom can go a long way to ensuring students safety.
 Teachers need to undertake risk assessments prior to any outside
learning or excursions taking place to ensure the students are safe
and injury free during these activities.
 Students also need to feel safe from other students, therefore
teachers should also take a no nonsense approach to any bullying
behaviour.
 Research has shown that teachers who provide structure and
challenges in the classroom set indicators for students as they find
their way through the array of learning experiences provided to
them (Dempsey & Arthur-Kelly. 2007: 129).

19. TEACHERS CONTINUALLY IMPROVE THEIR
PROFESSIONAL KNOWLEDGE AND
PRACTICE.

20. TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND
PRACTICE.
 For inexperienced teachers I think it is essential that you get as
much feedback as possible from other more experienced teachers
by having them read lesson plans and if possible sit in and evaluate
your lessons.
 It is important that teachers can also reflect on their lesson plans
and teaching styles and lessons.
 Teachers need to continually take opportunities to continue their
education in order to be a successful teacher, whether it be
university studies, workshops or research.
 Teachers also need to read and understand relevant policies and
procedures regarding teaching.

21.  WHAT....
Teaching in an ongoing learning process that changes on a continual basis. If you do
not stay up to date with continuing education teachers can quickly fall behind with their
up to date knowledge, which in turn disadvantages the students you are teaching.
 SO WHAT....
As I am working through this course I am quickly finding that the more knowledge you
possess and the better understanding of the information, the easier it will be to pass that
information on to your students.
 NOW WHAT....
From the constant information I am receiving from tutors, readings, research and
lectures I am slowly gaining high expectations of myself and achieving higher order
thinking, which I hope to pass on to student in the future in my own classroom. I feel it is
also important in order to continually improve my teaching ability and practice I will look
for guidance in my teaching styles not only in my practical teaching experiences while
at university but also once I am a qualified teacher from peers and mentors.

22. TEACHERS ARE ACTIVELY ENGAGED
MEMBERS OF THEIR PROFESSION AND
THE WIDER COMMUNITY.

23. TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND
THE WIDER COMMUNITY.
 Teachers should maintain regular contact with
parents, carers, teachers aides and community departments to
ensure everyone involved in the child’s learning is heading in the
right direction. Communication can be in the form of verbal, face to
face or written communication.
 An ‘open door’ policy between teachers and parents / carers
shows the teacher is approachable.
 Teachers need to understand and be aware of regulations and
students rights so clear boundaries can be set for the safety and
wellbeing of both the teacher and child.

24.  Masters, Y. (2011). Establishing Learning Environments [Lecture]. Armidale, Australia: University of New
England, School of Education.
 Dempsey, I. & Arthur-Kelly, M. (2007). ‘Modifying Learning Contents to Optimise Learning’. In
Maximising learning outcomes in diverse classrooms. pp. 109-132. South Melbourne, Australia. Thomson
Learning.
 Professional Support and Curriculum Directorate (2003). Quality Teaching in Public Schools.
Sydney, NSW: Department of Education and Training. May.
www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf
 Microsoft Office (2011) Clipart Images. Retrieved from http://office.microsoft.com/en-
au/images/people-CM079001925.aspx?qu=teachers+and+students#ai:MC900088966|