Professional Goals and Strategies of Teaching

This document discusses the professional goals and strategies of teaching, focusing on the Australian Professional Standard of Teachers and the importance of knowing students and engaging with parents. It explores the domains of teaching, professional knowledge, and professional engagement, and provides strategies for achieving these goals.

Running Head: PROFESSIONAL GOALS AND STRATEGIES OF TEACHING
PROFESSIONAL GOALS AND STRATEGIES OF TEACHING
Name of the Student
Name of the University
Author Note

1PROFESSIONAL GOALS AND STRATEGIES OF TEACHING
The Australian Professional Standard of Teachers: Australian Institute for Teaching and School Leadership (AITSL) (AITSL 2011)
The Australian Professional Standard of Teachers provides a description about the knowledge, skills and understanding that is expected
from effective and competent teachers. The standards work as accreditation for recognising the teachers. It helps in ensuring the integrity and the
accountability of the profession (Aitsl.edu.au 2019). The significance of the standards is that it helps in illustrating the teaching knowledge and
practise so that professional engagement can take place. Apart from this, the other significance is that these standards can be applicable in the
professional career in each stage of the teachers (Aitsl.edu.au 2019).
Professional goals
As stated by Arthur et al. (2018) highlights the positive impact that teachers have on the quality of the outcome of the students. Providing
a sense of recognition to the teachers can help in enhancing the quality of the profession and at the same time, help in maintaining support as
well as retain quality teachers. Most of the educators before being involved with school education have expressed concerns about the little
recognition in the profession and the under value that is provided to the teachers. The staffs that are involved in early childhood education is
often characterised with having a low wage as well as poor status in the society. Along with this, the quality of the students is affected by the
poor infrastructure that is maintained at the place of education.
According to Colker (2008), effective early childhood leader can be made by the development of feelings as well as beliefs that help in
the development of a good reputation among the students. Every teacher and benefactor can be benefitted from gaining knowledge of the

2PROFESSIONAL GOALS AND STRATEGIES OF TEACHING
characteristics that define effective and early childhood teaching. In this regard, several standards can be identified for the development of the
teachers. The two standards that have been used are the professional knowledge and professional practice. The reason behind the choices of
these two standards is that these standards help in the development of a student in the theoretical as well practical knowledge.
Domains of teaching Standards Focus Areas
Professional Knowledge 1. Know the students and the
process how they learn
1. A clear understanding of how the student
learns his or her lessons
2. Understanding the characteristics as well
as the requirements of the students who are
from diverse linguistic, religious, socio
economic as well as cultural
background(Aitsl.edu.au, 2019).
Domains of teaching Standards Focus Areas
Professional Engagement 7. Engagement of the teachers with the 1. Engage with the parents/carers

3PROFESSIONAL GOALS AND STRATEGIES OF TEACHING
colleagues, parents or carers,
community professionally (Aitsl.edu.au,
2019).
Goal 1
One of my two chosen goals is from the teaching domain of Professional Knowledge standard. According to this goal
I should try to know the students and also the process how they learn. Here the term ‘students’ refer to children.
The focus area for this goal is to gain a clear understanding of the process through which a student can easily learn anything.
Another element of focus for this goal is Understanding the characteristics as well as the requirements of the students who are from diverse
linguistic, religious, socio economic as well as cultural backgrounds.
I have identified this as my chosen goals because; this goal reflects the key practices of the teaching as described in the Early years Learning
Framework. The goal of ‘knowing the student’ reflects the responsiveness to the children and also to the changes in their needs, interests as well
as abilities. Again this goal also emphasizes on observing the process through which the children learns best without getting bored. This
establishes a relation with one of the teaching practices described in EYLF. According to the practice described in EYLF, the teacher should

4PROFESSIONAL GOALS AND STRATEGIES OF TEACHING
adopt interesting as well as engaging methods which can absorb the children in deep learning without making them boar
(Earlychildhoodaustralia.org.au, 2019).
This goal also attempt to establish a relation with the quality area 1 of National Quality standards and VEYLDF, which also emphasize
on the adoption of stimulating as well as engaging learning an developmental program, that nurtures the development of the life skills in
children, and attempts to competent the experiences gathered by children (Acecqa.gov.au, 2019).
Strategy for Goal 1
In order to achieve this goal as graduate standard I will need to acknowledge my own values and beliefs so that I can become open-
minded while attempting to know the students and incorporate effective teaching methods. Those methods should be reflective and possess the
characteristics of promoting equity as well as excellence so that the students may become successful learners, creative individuals who have the
confidence to turn into active and informed citizens in future.
Goal 2
The second goals is selected from the standard 7 of the teaching domain Professional Engagement. According to this goal
In order to assess the improvements in student learning and anticipate the required changes in the learning methods I should be engaged with
their colleagues, the parents or the carers of the students.

5PROFESSIONAL GOALS AND STRATEGIES OF TEACHING
The focus area for this goal is the establishment of the engaging relationship with the parents of the students or the children and also with
the carers.
I have identified this as my chosen goals because; this goal reflects the key practices of the teaching as described in the Early years
Learning Framework. The goal of establishing an engaging relationship with the parents and carer of the student links itse3lf with the
collaborative approach or learning practices as described in the Early years Learning Framework. According to this approach, as a teacher I
should keep a regular contact with the parents as well as the carers in order to aid the children in their social and emotional well-being
(Earlychildhoodaustralia.org.au, 2019)
This goal also attempt to establish a relation with the quality area 1 of National Quality standards and VEYLDF (Acecqa.gov.au, 2019).
According to the quality area 1, the collaborative effort of the teacher and the parents and the engagement of both of them will make a children
confident enough to develop problem solving skills.
Strategy for Goal 2
In order to, achieve this goal I need to adopt the strategy of clarity of thoughts which will accelerate my engagement with the parents or
carers. According to MILLERS and MOLES of assuming the perspective of the objectives of the selected goals as an external observer will also
assist me to achieve this goal.

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In the conclusion, it can be said that, the adoption of effective practices to know the student and they comfort level as well as methods of
learning is very essential. This enables a teacher to estimate the changes in the performance of the student and enables him or her to change or
adopt strategies accordingly. Again the engagement with the parents will also enable the teacher to consult the strategies with his or her parents.
All these will assist the teacher to achieve all the criteria for placement.
References
Acecqa.gov.au 2019. [online] Acecqa.gov.au. Available at:
https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
[Accessed 7 Apr. 2019].
Acecqa.gov.au 2019. Quality Area 1 – Educational program and practice. [online] Acecqa.gov.au. Available at:
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-program-and-practice [Accessed 7 Apr. 2019].
Aitsl.edu.au 2019. Teacher Standards. [online] Aitsl.edu.au. Available at: https://www.aitsl.edu.au/teach/standards [Accessed 7 Apr. 2019].
Aitsl.edu.au. 2019. Teacher Standards. [online] Available at: https://www.aitsl.edu.au/teach/standards [Accessed 8 Apr. 2019].

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Arthur, L, Beecher, B, Death, E, Dockett, S & Farmer S 2018, 7th edn, Programming and Planning in Early Childhood Settings, Cengage
Colker, L.J., 2008. Twelve characteristics of effective early childhood teachers. YC Young Children, 63(2), p.68.