ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS,
AND THE COMMUNITY

A teacher's role extends beyond the classroom, and to continue to achieve my best in my teaching practice, I work on establishing and maintaining strong professional relationships with colleagues, parents/ carers and the wider community. 

7.1 MEET CODES OF ETHICS AND CONDUCT ESTABLISHED BY REGULATORY AUTHORITIES, SYSTEMS AND SCHOOLS. 

I ensure my professional conduct is maintained foremost by understanding all of the requirements of the profession and my teaching institution (Evidence 29). I focus on developing strong professional relationships with both students and staff, and attend annual professional development for mandatory reporting and child safety (Evidence 26). I comply with School processes and procedures for the safety, confidentiality and protection of student information through School emails, SEQTA and online. I am always willing to consult my Head of Department or other authorised person if I am unsure of the correct procedure to maintain my professional conduct and uphold ethical behaviours. 

7.2 UNDERSTAND THE IMPLICATIONS OF AND COMPLY WITH RELEVANT LEGISTLATIVE, ADMINISTRATIVE, ORGANISATIONAL AND PROFESSIONAL REQUIREMENTS, POLICIES AND PROCESSES.

As above, I make sure to read and understand all School and legislative policies and processes.  I maintain my First Aid through annual professional development (Evidence 26), including the updated procedures for CPR, asthma and anaphylactic responses. I participate in and lead groups of students through emergency drills. As a highly administrative person in our department, I stay on top of the required processes and procedures, including attending professional learning to assist in leading transitions to online platforms (Evidence 26, specifically SEQTA workshop 2019). I have completed numerous Risk Assessments for incursions, excursions and School events (Evidence 30). For protection of students, I have formatted and recorded responses to letters of permission from parents for students to participate in productions and incursions, including photo/ video permissions for sharing both within and external to the School community where photos may be taken by eternal providers and make sure that I am consulted if these are to be shared beyond initial negotiations (Evidence 31)

7.3 ESTABLISH AND MAINTAIN RESPECTFUL COLLABORATIVE RELATIONSHIPS WITH PARENTS/ CARERS REGARDING THEIR CHILDREN'S LEARNING AND WELL-BEING.

I have always maintained respectful, collaborative relationships with parents, helping to form a sense of community at St Hilda's with parent involvement in DASH, a parent run group of volunteers who help with Drama events. My consistent communication with staff and parents for the coordination of Speech & Drama is integral to the smooth operation of enrolments, exams, and any adjustments that parents request through the year. This role has included navigating problems with peripatetic staff to ensure the parent feels heard and acknowledged, and ensuring there is a positive resolution that allows the student to return to enjoying their lessons (Evidence 32)

 As a Wellbeing Tutor, I also provide students with an overarching report comment, noting academic and cocurricular achievements as well as commenting on positive character traits or thoughtfully noting constructive behaviours and student experiences. My personalised approach has allowed parents to have full confidence in my pastoral care, and faith in my reporting, and of course continues to strengthen the positive relationships with students allowing them to feel safe and cared for (Evidence 33).

My care for the students extends into my teaching and cocurricular activities, enabling them to feel confident and achieve personal goals. This is often acknowledged by my colleagues and the students (Evidence 34)

7.4 PARTICIPATE IN PROFESSIONAL AND COMMUNITY NETWORKS AND FORUMS TO BROADEN KNOWLEDGE AND IMPROVE PRACTICE. 

Through my performing arts experience, I have cultivated a broad network of trusted and knowledgeable colleagues in the Drama community, including teachers, adjudicators, writers and theatre company administrators. For St Hilda's I have coordinated some of these practitioners to adjudicate student events and mark examinations, and others to teach new skills to department staff through provision of workshops for students. 

Positive and productive engagement with colleagues has been essential in my teaching practice. I have supported staff and school community functions and have worked hard to introduce cross-curricular activities, particularly in the Arts subjects, which look to see fruition in 2021. This included creating a whole school arts brochure of events and opportunities offered to St Hilda's AGS students to clarify opportunities for potential students and to improve coordination between departments within the school (Evidence 35).

 

In my current position it has also been rewarding to utilise team teaching approaches both in the classroom and for cocurricular activities. The trust, communication and collegiality involved has allowed us to model and teach effective cooperative strategies and has helped build successful ensembles in the classroom and beyond.

EVIDENCE
 
26. St Hilda's Professional Learning 
29. Ethics & Conduct
a) St Hilda's Code of Conduct
b) Handbook - Code of Conduct
c) DetWA Code of Conduct
30. Risk Assessment example
31. Donna Hughes' email photo permissions.
32. Resolving parent conflict email correspondence. 
33. 2020 Report Comments.
34. Student and staff notes. 
35. Arts Booklet Draft

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