Timothy gooley
Professional Engagement
AITSL Standards Adressed:
3.6 evaluate and improve teaching programs
3.7 engage parents/carers in the educative process
5.5 Report on student achievement
7.4 Engage with the parents/carers
PoLT Addressed:
6.1 supports students to engage with contemporary knowledge and practice
Throughout my 4th year placement the year 5 and 6 students took part in fitness testing as part of their P.E classes. Tests involved measuring grip strength, flexibility, height, and cardio vascular fitness through the beep test. As fitness testing at such an age is somewhat of a ‘taboo’ topic that often flared interest from parent as to why their children’s fitness was being tested, an individualised information sheet was developed for students to take home explaining the matter.
Consisting of information as to why the students fitness was being tested the letter also explained to parents and carers that if they had any issues or questions with the matter that they could call the school at will to discuss. The letter also included the student’s results from the test, which was done on a biannual basis, including past results from previous semesters and terms that provided an informative snapshot of their student’s progress in the growth and fitness development. The resource also aligned student’s results next to the average results of students that age, as an indicator for parents to see how physically active their child has been. This information was provided to parents to use as they please.
In a similar method of communication cross-country letters were sent home to the students selected to represent the school at regional trials. Letters described the importance of the students doing some form of physical training for the event to give themselves every chance they can to achieve their best. This method related to Engestrom’s expansive learning theory (1990) as the school has laid the foundations within the classroom to give the student the best chance we can, however if the student wants take their development to the next step they now know how to do so without their teacher being present to guide them. Through the informative letters sent home to parents/carers, it is relevant to the Victorian Curriculum (VCHPEM118) that states students need to ‘participate in physical activities designed to enhance fitness, and discuss the impact of regular participation on health and wellbeing’ (Victorian Curriculum 2016) which needs to be addressed not only within the school but at home also.
This form of communication is something I want to incorporate into my teaching style and philosophy. I want to apply my friendly, approachable persona when communicating with parents which sees them happy to resolve any queries they may have, either by conversing at school or through the use of e-mailing or calling. I find it not only important to keep parents and carers up to date so they know what their child is being taught, but also so that learning can continue at home as often parents like to build on what the student is learning in the classroom.
