TEACHING STANDARDS

1. KNOW STUDENTS AND HOW THEY LEARN

I believe that it is through differentiation and a student centred learning environment, that a student can work at their own pace, utilise assistance as they need it, receive feedback and can manage their own progress. I have demonstrated this approach though the coursework I have developed.

As stated in the "Python and Turtle" unit plan
Lessons have been designed to maximise collaboration, peer learning, mini lessons and as much as possible, one on one assistance in a class situation. While the tasks are individual, groups are formed and encouraged to assist each other in planning and implementation. Small groups are provided with ‘mini lessons’ to provide a closer teaching experience and identify where students require extra help through pairing or one on one assistance. Additional scaffolding can be provided where necessary, such as providing an existing code base to extend rather than creating it from scratch.

I have undertaken research into how students of various back grounds and capabilities best learn, and have co-authored the paper
An Integrated Approach to Teaching Introductory Programming
(Second International Conference on e-Learning and e-Technologies in Education)

I have developed software that allows for self paced progress and short feedback loops. MyQueryTutor allows students to learn at their own pace at the time of their choosing with built in tutorials and feedback.

At the completion of each semester students opt in to providing anonymous feedback of both the course and the teaching. My teaching and the course work is guided by student feedback and so adapts to the way my students learn and engage with the material.

2. KNOW THE CONTENT AND HOW TO TEACH IT

I believe an educator should not only become familiar with the course content, but develop an expertise in it. A comprehensive set of skills and knowledge in the area arms the educator with the ability to confidently convey any detail, as well as provide opportunities to go beyond the prescribed tasks for students with the ability to do so.

When developing the unit "Python and Turtle", I created from scratch all Worksheets, tasks, student code files and teacher files with exemplar solutions. A thorough theoretical understanding as well as the skills to implement all tasks and code scaffolding was required in order to create all original content.

I have now developed a set of course work and software that has been requested by (and granted access to ) over 150 teachers across Queensland. From my time spent as a Lecturer and Course convenor at University in the area of computer science, I have a deep understanding of Code and Computer Systems and continue to update my skills. In 2019 I was asked by Griffith University to Lecture a C programming course for Electrical and Mechanical Engineers. After receiving the Principals approval, I lectured the course and increased out comes substantially over the previous years. in

3. PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

I believe that appropriate and thorough planning is the key to the successful delivery of lessons.

A very popular and apt quote attributed to Benjamin Franklin is

"By failing to prepare, you are preparing to fail"

Evidence of planning and effective implementation of teaching and learning is shown by the lesson plans, worksheets and student activities I have developed for the "Python and Turtle", "Capture the Flag" and "Community Project" Units .

Unit Plans, lesson plans, worksheets, scaffolding code files and exemplar answer files have all been developed to provide thorough planning and preparation.

I have also set out my class room into 4 distinct "island" table sets as this best facilitates the collaboration activities as well as allowing for differentiation through planned seating arrangements.

4. CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

Through effective behaviour management, planning of appropriate activities and classroom arrangement, an environment conducive to learning has been established in my class. When distractions are removed and students feel safe, learning tasks move to the forefront of their attention.

Following the schools class management procedures, students have a consistent set of expectations across classes. OneSchool entries show evidence of following school disciplinary procedures. Due to privacy issues, the OneSchool evidence is not presented here, but is available to the appropriately authorised persons on request.

5. ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

By Providing feedback and encouraging self assessment, students can build on their experiences so that they recognise their efforts as a continuum of learning rather than failures and successes. Assessing and reporting provides students the measure by which they can identify their growth and learning journey.

Evidence of my application of standard 5 is shown with my Feedback to student work (formative assessment) as well as the Class Tally to contribute to student reports and grades.

In addition to manual feedback, the "MyQueryTutor" software I developed, provides immediate feedback by scanning the sql code input by students, and identifying if the query is correct, if not, where the error is. It also provides the expected results next to the actual results, so that students can check their own work and make adjustments as needed.

I have reported (Through OneSchool) at the end of each school term for classes in every grade of secondary schooling.

6. ENGAGE IN PROFESSIONAL LEARNING

As an educator I believe it is essential to maintain professional skills at the highest level by engaging in professional learning

I am heavily involved with QSITE events and attend Edutech monthly meetings to keep up to date with teacher PD events.

I have presented at a number of PD events, as well as organising and running 2 events myself, one being a full 2 day workshop for Digital Solution and Digital Technology students.

When embarking on creating a coding framework to "fill the gap", I completed the programming course "Game programming with Python and Pygame". The knowledge gained in this course has provided new skills required to develop the Gaming Platform "GameFrame" which has now been used by a number of cohorts across a number of schools.

7. ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

It is imperative that educators engage with parents/carers and the larger community to ensure the student has support outside of their classroom and beyond your own influence. The African proverb states this most eloquently

"It takes a village to raise a child"

I have engaged with colleagues both informally through professional discussions as well as through organised Professional Development and networking events such QCAA Workshops, QSITE events and Uber Hax. I have provided support to dozens of teachers across Queensland using my software and coursework.

As an active Foster Carer, I am involved in ongoing training that addresses family issues and needs in the community. This enriches my understanding of the needs and pressures of families and young people which in turn enhances my approaches to family and community involvement.

I have undertaken moderation activities between myself and other Digital Solutions teachers (Helensvale State High, Merrimac State High and Marymount College).

I have partaken in Parent Teacher interviews, open day events and communicated directly with parents in regards to their concerns and questions.