6.1 USE THESE PROFESSINAL STANDARDS AND ADVICE FROM COLLEAGUES TO IDENTIFY AND PLAN PROFESSIONAL LEARNING NEEDS

I believe it is imperative as a teacher/ practitioner to stay on top of current teaching and learning trends, as well as updated content in my learning areas. 

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Given the content for Drama curriculum has changed since I graduated, I recognised it was essential for me to gain an understanding of the more recent practitioner approaches to ensure I was able to accurately teach their processes through direct instruction and facilitate workshops safely. A prime example of this is the introduction of Frantic Assembly into the Year 10 program as part of the exploration into devised physical theatre. This is a method I was unfamiliar with, and when the opportunity presented itself earlier this year to attend a teachers' workshop with visiting members of Frantic Assembly, I was keen to sign up with colleagues from the Drama department (Evidence 26 PL Records). Unfortunately due to COVID, they postponed the workshop to a future date. Thankfully, my Head of Department is very familiar with the methods and provided me with an excellent resource to read (Evidence 27b Frantic Assembly Resource) and apply to my practice in addition to my separate research, linking with the next point in this Standard. 

  

6.2 PARTICIPATE IN LEARNING TO UPDATE KNOWLEDGE AND PRACTICE, TARGETED TO PROFESSIONAL NEEDS AND SERVICE, SCHOOL AND/ OR SYSTEM PRIORITIES

AND

6.3 CONTRIBUTE TO COLLEGIAL DISCUSSIONS AND APPLY CONSTRUCTION FEEDBACK FROM COLLEAGUES TO IMPROVE PROFESSIONAL KNOWLEDGE AND PRACTICE

AND

6.4 UNDERTAKE PROFESSIONAL LEARNING PROGRAMS DESIGNED TO ADDRESS IDENTIFIED STUDENT LEARNING NEEDS

 

As outlined in an earlier standard, the focus for professional learning at Butler College was on behaviour management (Evidence 16-20).

 

This year has seen a drastic change in teaching practices with the move to online learning, and I attended a number of workshops, both formal and informal, on how to improve online teaching and learning. Although some of these were run through the School, I accessed various other platforms to help me improve my online teaching as swiftly as I could. I have a subscription to Theatrefolk who supply me with regular advice blogs, but was also able to find information on the AITSL website with Evidence 28 What Works in Online Distance Teaching & Learning. 

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The priority at St Hilda's recently has been the development of SHELLS. As recorded in the St Hilda's PL records (Evidence 26), I have participated in workshops and professional learning for the implementation of SHELLS at the school. 

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Within our department we also regularly observe activities to improve our teaching, and discuss potential learning activities we could implement, reflecting on what works well and what approaches need adjusting. We hsare knowledge freely and attend external events as a group to stay on top of current practices in our field. We are members of the Drama West and Drama Australia and participate in their communications via email and on social media, sharing strategies with other teachers in our learning area.