Standard 7: Engage professionally with colleagues, parents/carers and the community
Standard 7 articulates the ethical and legal obligations for teacher conduct and correspondence and the implications this has for interactions with families and in communities (AITSL, 2010). Additionally, this Standard emphasizes the role of external specialists and stakeholders within the community and their necessity in deepening professional learning of teachers (AITSL, 2010).
Focus Area 7.1: Meet professional ethics and responsibilities
Focus Area 7.2: Comply with legislative, administrative and organisational requirements
As evidenced by my early childhood practicum report and Philosophy Statement, my commitment is to ethical and professional conduct. For me this translates to maintaining respect, integrity, dignity, responsibility, justice and genuine care in all my interactions with children, colleagues, families and the community (QCT, 2008). Not only is this best practice and crucial in cultivating an authentic community of learners, but it is also the right, legally and ethically, of every child, irrespective of context, culture, religion, ability, Indigeneity, race, age or gender (United Nations General Assembly, 1989; MCEETYA, 2008; United Nations, 2008; Commonwealth of Australia, 2005).
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Focus Area 7.2: Comply with legislative, administrative and organisational requirements
Attached is my certificate showing my engagement with the legislative, administrative and organisational policies in relation to mandatory reporting procedures, confidentiality and best practice for working with children, young people and vulnerable adults (AITSL, 2010, p. 22).
Focus Area 7.3: Engage with the parent/s carers
As illustrated by this extract from my kindergarten interim report and contextual analysis, I enjoy interacting with parents and carers and building authentic partnerships. In my role as a teacher I recognise that I am now part of this student’s community, a community with family at its heart. The connections I forge with families not only offer me a window into the student’s world, but also an invaluable wealth of knowledge, skills and experience not only with their children, but in their lives.
Focus Area 7.4: Engage with professional teaching networks and broader communities
Earlier in the year I had the privilege of attending the Transition to the Profession conference associated with this subject. Whilst all the speakers had a plethora of relevant and helpful knowledge and advice, one which particularly resonated with me was hearing Dr Sharon Crosbie articulate Speech Pathology and the pivotal nexus between Speech Pathologists and Teachers. Dr Crosbie highlighted a myriad of intricate details, such as posture and voice volume, which were not on my radar but are ultimately critical in my future as a professional voice user. Additionally, Dr Crosbie’s presentation emphasized the immense impact external professionals can have for students learning and wellbeing and the need as teachers to build these professional relationships and be aware of their specific areas of expertise.