Reference no: EM133821605 , Length: 8 pages

Aboriginal & Culturally Responsive Pedagogies

A critical reflection paper. (this is not word sensitive but is page sensitive - Max 8 pages). This must be completed and submitted as part of the Reflection

- Report Template.
The construction of the critical reflection/ report should incorporate the learning and challenges you have encountered based on weekly engagement with tutorials/readings and activities. ITE are required to professionally reflect on what you have learned for yourself and the implications of these learnings for your future practice as an educator. The reflection process will require you to consider bibliographical sources to develop cultural competence and how you are working towards becoming a culturally responsive teacher.

Use of Artificial Intelligence:

Instructions:

Report and reflection- Becoming a Culturally Responsive educator. 

Individual reflection

This is a two-part section helping you to develop aspects of your professional journey as future teachers. Our professional standards require us to reflect deeply on practice over time but also to document it. For you as future graduates the learning that has occurred each week helps us to understand how we will meet Graduate Standard '6.1.1 Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning '. By engaging in deep reflection and systematic documentation of our learning, we align with Graduate Standard 6.1.1. This process not only enhances our teaching practices but also prepares us to meet the diverse needs of all students, particularly Aboriginal and Torres Strait Islander learners. Embracing this journey of continuous improvement will ultimately lead to more effective and inclusive educational environments. Get Homework Help Now!

In TEAC7001, ITE are required to construct a series of professional task items that align with the Australian Institute for Teaching and School Leadership (AITSL) Graduate Professional Standards. These tasks will play a crucial role in navigating the AITSL standards and documenting your professional journey, particularly in the context of Aboriginal and Torres Strait Islander teacher professionalism. This requires ITE to document their journey throughout the unit and reflect upon your shifting practice as you become a more culturally responsive educator. These align with AITSL Standards: All the weekly tutorial items will specifically address how you will meet the Graduate Professional Standards in the area of Aboriginal and Torres Strait Islander education.

Report on Professional Standards

To be completed at the end of each tutorial (as part of your 10-hour per unit/ weekly commitment to your post graduate studies). An ITE's weekly attendance and documentation (Image of item and standards linkages are required as part of the 80% attendance each week. ITE must provide a range of original examples which are labelled)

Introduction to the Graduate Professional Statement (Max 150-200 words)
Standard 1: Know Students and How They Learn (Approx. 250-300 words)
Standard 2: Know the Content and How to Teach It (250-300 words)
Standard 3: Plan for and Implement Effective Teaching and Learning (250-300 words)
Standard 4: Create and Maintain Supportive and Safe Learning Environments (250-300 words)
Standard 6: Engage in Professional Learning (250-300 words)

NB: This part of the template & should approx. 6 pages- single spaced (Penalties apply).
This component documents your weekly attendance and engagement with the tutorial activities solidifying your learning and growth over time. These help ITE to undertake post tutorial weekly reflective activities through considered professional documentation and linked to your professional standards. (Examples of a number of ways you might document each section are posted on vUWS). Tutorial activities & artefacts (10 marks) - Illustrations of Graduate Standards (STANDARDS 1,2,3,4,6, and 7)

Step 1

All TES now need to read the article by diAngelo.

DiAngelo, R. (2011) White Fragility in International Journal of Critical Pedagogy, Vol 3 (3) (2011) pp 54-70

Step 2

Take notes about the article noting particular times in the subject you may have felt uncomfortable/challenged by the tasks/ ill equipped for teaching etc.. Think also about what you stated in the week 1: Circle activity. Keep your diary entries and notes that will help you form part of your professional reflection and also images of your work samples made during tutorials.

Ask yourself the questions.

What have been the key professional/tutorial/site visit ah ha! moments?
How do you feel about your professional growth to date and how you are relating to your new understandings of the graduate requirements specifically in the area of Aboriginal education?
How do you see yourself post exposure to the subject TEAC7001 materials and is there more you need to learn
given the framework and the Intercultural Development Continuum suggestions? (AITSL, 2022: pages 11-21).

What are the key responsibilities of and ITE program-(Institutional and Individual)?

Step 3
Teaching is a collaborative process and as such requires the learning of each member to occur over a period of time. As a 'future school staff member' these types of collaborations are often the most difficult to negotiate as an early career teacher. There are many angles you could capture in the reflection which include:

What have you learnt from your peers about the content and shifting your worldview?
How/what do you see as future professional gaps/needs as you move towards the center of the boomerang concept in this subject (Yunkaporta 2009)?
What you have learnt about the hidden curriculum (Rahman) and the challenges of incorporating content which
is also difficult to locate in your curriculum area?
What are the challenges also regarding community protocols and working with Elders, community support structures and key people in schools and your future classroom teaching/praxis?
What stage (using the framework AITSL) do you now see yourself in as a result of your engagement with the
subject and materials given what you rated yourself as in the essay?

Step 4

Policy also informs and challenges the way in which we prepare and move through the profession. diAngelo mentions also a number of ways, fragilities present in various spaces- have you identified your own fragilities and how will you as future leaders work with staff to reduce these fragilities? The reflection process will require you to unpack and understand a range of ideas which have been presented during the subject.

Step 5

Finally, go back to diAngelo article, think about what were the TWO key triggers/Ah Ha! moments for you as a graduate teacher professional moving forward in this subject. Ask yourself- are ready for teaching Aboriginal perspectives/hidden syllabus content in schools in Western Sydney and beyond. What are triggers for you personally/ professionally? Select TWO key moments in the subject and tell the marker about these in your professional teacher job voice as if you were responding to such a question at an interview. Other approaches and ideas are modelled on the vUWS site to guide you in this component. (300-400 words each ah Ha! moment).

Conclusion (150-200 words)

In your conclusion, summarise the key insights gained from you undertaking professional reflections on each standard and DiAngelo, emphasising your growth as a culturally responsive educator. Reiterate how you will continue your commitment to integrating Aboriginal perspectives in your teaching practice.

Clearly and coherently discusses your main learning in this subject, incorporating reflection on readings (esp. di Angelo) as well as specific learning experiences within the subject;

Reflects on ah ha! moments (from weekly activities/readings/peers and tutorial discussions/ community
consultation)

Identifies personal and professional strengths/weaknesses/ areas for further growth and development that may be recognised as you move closer to graduate standards of achievement in each of the 6 standards (Report);

Analyses and documents TEAC7001 tutorial contributions and the development of your professional self.
Considers the shifts in worldviews (unlearning/relearning) that shapes your understanding of the role of an effective teacher that will meet the demands of ACARA/NESA /cross-curriculum priority areas and AITSL standards.

Demonstrates appropriate use of language and terminologies which show respect for Aboriginal peoples which is deemed appropriate in the NSW profession and appropriate academic referencing according to APA style. competent expression, clear arguments, appropriate terminology, capitalisation and punctuation.