Name: Hannah Kilpatrick | TRB #: 23293

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Brief description of: Activity undertaken & who Related Standards or Self-reflection & Annotation
provided (please note date/s of activity) and your Descriptors at the Proficient
Application of learnings stage The annotation needs to be more than a claim for proficiency in a focus area,
it needs to be supported by evidence and explicitly linked to all aspects of the
proficient stage standard descriptor/s claimed.

Ensure you fully annotate – including impact on outcomes (student

or colleague, as relevant to the descriptor) and how you know.
1. Synthetic Phonics and Phonological Awareness
A one day workshop with Deslea Konza about 7.4 Participate in professional I travelled to another region to represent my school and attend this
phonological awareness, phonics and explicit teaching in and community networks and workshop. The day included reconnecting with professionals I had
term one of 2017. I applied this learning to design my forums to broaden knowledge met at University or primary school placements. During the day I
phonics and phonological awareness program, to create and improve practice. collaborated with the colleagues at our table, I shared my current
and purchase appropriate resources and also to refine teaching program, completed quizzes and discussed strategies I could
my lesson planning and content. The facilitator set up an take back and implement. At stages throughout the day I moved
online forum where we were expected to share our around the room to discuss the specific teaching approaches with
progress and give feedback to others. different partners. Through discussions with my colleagues I made an
agreement on what I would go back and implement for the next six
weeks. I implemented a whole class program of explicitly teaching
and rehearsing sounds, sight words and blending constant-vowel-
constant words. I then participated in an online forum discussing
what I had implemented, what worked and what was not working.
The workshop and online forum both allowed me to broaden my
knowledge of synthetic phonics and develop confidence sharing with
colleagues. My students gained confidence through the routine and
repetitive structure I had created and practised at the same three
times each day. Through formal formative assessment and informal
observations I observed students retaining letter sounds and
independently blending words. One grade one student in particular

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transferred the blending skills I explicitly taught to reading decodable

texts, the first time he was able to read independently. I was proud of
their new found confidence, increased sound recall and improvement
in running record data. The phonics knowledge and explicit teaching
skills I developed and refined as a consequence of this workshop and
collegial forum discussions have remained part of my daily teaching
program each year.

2.1 Apply knowledge of the I applied the knowledge I acquired from the professional learning,
content and teaching strategies specifically around synthetic phonics to design a classroom program
of the teaching area to develop to implement in my grade 1/2 class. I created a routine of whole-class
engaging teaching activities. synthetic phonics three times a day, as Ms Konza specified that
repeated exposure was needed. I introduced three or four new
sounds each, as the data shared suggested was the amount an
average student could learn each week. I incorporated the engaging
strategies demonstrated within the workshop. This included moving
magnetic letters around the whiteboard and using a pointer for
students to call out the sound. My engaging approach was successful,
evidenced in all students participating, students following the
routines and parents sharing stories of their child modelling or role
playing our routine at home. The engaging activities included a
selected student sliding the magnetic letters together to visually
represent blending. This one activity motivated students who
normally presented with challenging behavior participating in the
hope of being chosen or enjoying seeing their peers in front of the
class. After collegical discussion and reflection I began implementing
this routine first thing of a morning because the engaging activities I
was using drew all students to the mat and focused their attention for
the remainder of the literacy session. The workshop allowed me to
gain confidence in teaching phonics and phonological awareness and
feel as though I was meeting curriculum outcomes and student needs.
The students also started recalling and consolidating sounds they had
previously had issues with and were able to segment and blend words
through my explicit teaching in our phonics program, as evidenced in

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their everyday writing.

I structured an explicit teaching program of synthetic phonics, sight

1.2 Structure teaching programs words and blending. I applied the synthetic phonics knowledge and
using research and collegial explicit teaching practical strategies that I gained from the workshop
advice about how students learn. with Ms Konza. I implemented the explicit teaching model and
gradual release model; where I begin modelling, the students engage
with me in a guided activity and then they complete independent
learning. Using the explicit teaching and gradual release model I was
able to differentiate the independent learning. Students would
participate in the modelling and guided activity and then move into
groups to work on targeted activities with similar peers. I conducted
my own research using the Australian Curriculum, school documents,
Diana Rigg’s literacy resources and student formative data to
determine the contents and sequence of letter sounds and sight
words. As a consequence of my research student learning time was
then spent focusing on new sounds and words and I was able to
quickly review known sounds and words with the students. The
personalised program I designed resulted in students recalling new
sounds and transferring the sight words into their independent
writing. As students had already experienced two or three years of
formal literacy in school I also consulted with their previous teachers
to discuss the students of concern to ensure my program addressed
the areas of need. These teachers were able to give me advice about
which activities and strategies they had used which were successful. I
incorporated one suggested activity into my structure, which was
starting the session with a rhyme or song. This start to the structured
program proved effective in settling students and allowing them to
fully participate without distraction. My colleagues were also able to
share their assessment records to inform which letters and sight
words had been ongoing issues for the students, I then chose to
introduce these sounds earlier to provide maximum exposure and
allow students repeated opportunities to practise. I also implemented
ideas and suggestions from the online forum. One idea I incorporated

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was suggested by a fellow participant, to structure the program with

sound and word rehearsal and the start and end of the session, not
just the once. This impacted student learning by supporting quiet and
unsure students to have more confidence and experience success in
the second rehearsal. The literacy coach within my school observed
this program I designed and suggested two of the sessions could be
incorporated into the morning literacy block to maximize their energy
and attention. I implemented this change and found that it was an
effective way to conclude their literacy learning for the day and
participation rates were higher than running the program after lunch.
Taking the time to study, through research and collegial advice, how
my students learn allowed me to create an effective program, evident
in their sound and sight word recall, application to reading and the
transfer into their everyday writing. As a teacher understanding how
my students best learn empowered me and gave me the confidence
to invest a high percentage of teaching and learning time each day to
running this program. Knowing how these students learn also
supported me to provide specific feedback to students and accurately
report to parents and carers.
2 Working with English Language Learners  6.2 Participate in learning to  I participated in this professional learning session as recommended
Professional learning session facilitated by Advanced update knowledge and practice, by my principal, the session was targeted to my specific need to
Skills Teacher of English as an Additional Language targeted to professional learning understand an English language learner in my Prep/Grade one class.
Program Tania Strong on the 22nd of March, 2018. needs and school and/or system This area of teaching was a school priority as we had two students
The program covered the learning journey of English priorities. with English as an Additional Language needs and the regional school
language learners, department supports, resources and had limited experience with these learners. The professional learning
required documentation. I applied the knowledge and needed to differentiate my teaching, learning and assessment to suit
skills I acquired at the session to support, teach and an English language learner was identified in my Professional
assess a Cambodian student with low English in my class. Development Plan of 2018. As a consequence of my participation in
I have applied my learning to other English learners and the session I was able to accurately use an assessment tool to
low language learners I have taught. document his skills and identify specific, relevant and timely goals. I
was able to clearly report on his abilities and needs by applying the
knowledge I gained from the session about the specific development
of English language learners and their receptive and communicative
language continuum. My accurate reporting resulted in the

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development of a specific and appropriate Individualised Education

Program which allowed the student to experience maximum learning
gains in the year. His learning gains were evident in his progression
through the language continuum, he made progress at the end of
each term. As his teacher I was able to covey his success to his father
and my practice was further validated when his father reported the
transfer of language to the home environment. His learning progress
and feedback reassured me that I was supporting his learning with
evidence based research. The knowledge I gained allowed me to
improve my teaching practice for the whole class, I incorporated daily
oral language activities and games to support this particular student
but also students with low language and speech issues. Students
began using sentences to communicate more often and they were
able to repeat and copy complex sounds and sentences. As the
classroom teacher the progress and language development across the
whole class made me feel as though I was helping bridge the gap
between the Speech and Language assessments and the school based
Speech Program.

6.4 Undertake professional I participated in the professional learning program to support a

learning programs designed to student with specific English language learning needs in my
address identified student classroom. I had identified his learning needs in related to the
learning needs. Foundation English and Mathematics Australian Curriculum. One area
of need I had identified through term one diagnostic assessments and
observation was writing: ‘to write his name, simple words and
sentences’. After I had participated in the professional learning
program I realised that I had identified the learning needs for this
student as being too broad and advanced for an appropriate goal.
Using my language mode knowledge acquired in the session I
identified a more suitable goal specifically adjusted to meet the
learning needs of the student: ‘to have experiences with pen, paper
and pencil grip’. This attainable goal had a pronounced impact on
student learning. Within ten weeks he was able to communicate with
drawing and mark making, hold a pencil with inconsistent grip and

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demonstrate writing behaviours. In reflection the attainable goal

allowed him to experience greater success. The achievement of this
goal then lead to later success with writing his name independently
and writing simple words with adult support later in the year. Each
goal I created for him after this positive learning experience I made
attainable, able to be evidenced in his work sample within the time
frame of one term. On reflection this professional learning
experienced impacted how I write and co-construct goals for all
students, goals within formal education plans and learning intentions
with the whole class, ensuring they are specific and attainable in the
near future. Since this professional learning experience I am able to
have a long term outcome in mind for the individual or group, such as
an aspect of a curriculum achievement standard, but I have learnt to
stage the process and create specific and appropriate goals to build
the student/s capacity to reach the longer term outcome in a realistic
time frame.
3. Inquiry in the Early Years 3.3 Select and use relevant I applied to attend this professional learning because I was interested
This two day work shop was facilitated by Kath Murdoch teaching strategies to develop in inquiry learning and empowering students to guide their own
in June and November 2018. The first day covered knowledge, skills, problem learning. I had always believed that I wanted to create a forward
inquiry learning, curiosity, learning assets and solving and critical and creative thinking space for my students, where we can co-construct the
documentation. I then implemented one aspect of thinking. learning together and follow their interests and knowledge. Across
inquiry teaching and learning in my classroom. The the two sessions I gained knowledge and skills to use questioning as a
second day in November involved sharing what we teaching strategy to develop student knowledge and problem solving.
implemented and tried. We also looked into the journey I saw questioning as a way to communicate deeply with the students
of inquiry and how to design and plan for inquiry. I and a way for them to refine and advance their inquiry process. When
applied this knowledge to design, plan and facilitate speaking with a student I would ask delving questions to prompt the
inquiry learning in my Prep/Grade one and Grade student to think more deeply, articulate their wonderings and refine
three/four classrooms. their own questioning. The teaching strategy of questioning impacted
student learning by refining their own inquiry questions. After
discussing their personal inquiry with me we had co-constructed
specific lines of inquiry they could investigate or research. This
resulted in students being able to successfully complete their inquiry
cycle, problem solving independently, answering specific questions,
drawing conclusions, reflecting and sharing their new knowledge. This

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professional learning impacted my teaching practice across all areas

of teaching and learning, when reflecting with students and providing
feedback I now consider my questions carefully. I use specific
questions to guide their thinking and ask precise questions to prompt
students to reflect on their own work. I endeavour to create a culture
of independence, allowing students to solve their own problems with
my guiding questioning and support.
As a result of my inquiry cycle knowledge developed through the
professional learning I modelled research as a teaching strategy to
develop students own researching skills. Between the two
professional learning days I made the teaching commitment to model
an inquiry process, specifically the research phase. I shared a real
world problem I was experiencing at home, an ant infestation in the
kitchen. In front of the students I modelled, as part of the explicit
teaching model, a think-aloud and my research. With the students
learning alongside their teacher I posed my questions and researched
using the internet, information texts and consulting an expert. This
repeated process of modelling and gradual release had an abundant
impact on student learning and their research skills. In later class
inquiries students demonstrated their research skills; they
brainstormed new research options, conducted their own research,
posed specific questions and verbalised their thought process. This
particular aspect of the professional learning affirmed my idea that
my students were all capable learners. I was amazed that after only
one session of modelling the students were able to observe the skills I
used and applied these to their own learning. Each time I modelled a
different research skill and it was used in independent practice I saw
the capacity of my prep and grade one students to guide their own
learning improve significantly.
An outcome of my participation in Kath Murdoch’s professional
learning sessions is I created a reflective thinking process to develop
student’s critical and creative thinking. Reflection is an important part
of my teaching and planning cycle to plan for the future, a critical and
creative process as a teacher. After each inquiry session I would ask

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students what they learnt today, what worked well and what they will
do next time. We reflected using these questions as a whole group
and students also documented their own reflection in their books. I
designed this process because my knowledge of the inquiry cycle
gained from the professional learning places strong emphasis on
reflection throughout the process, to allow students to make meaning
and plan their next stages. The reflection, meaning making and
planning process impacted student learning through developing their
critical and creative thinking and building their metacognition.
Student learning was impacted again because the students were able
to describe their learning and transfer these skills and knowledge into
another learning area or the next inquiry session. On reflection this
was the first time I created a formal reflective process and
encouraged students to think critically and creatively about their own
learning, since then it is something I have included across all teaching
and learning areas. I now allow time at the end of each learning
experience for students to reflect and explain their thinking. This
process then drives my ‘where to next’ in my teacher planning.

6.3 Contribute to collegial A school requirement of attending these professional learning

discussions and apply sessions was to return back to school and share my learning, new
constructive feedback from knowledge and resources with my professional learning team (PLT).
colleagues to improve We met the week after I attended the first session and I shared that I
professional knowledge and had made the commitment to model an inquiry to the class and
practice. complete a whole class shared inquiry before the next session. I
started an inquiry about orange juice, it was prompted by a student
statement after reading a picture book with an orange juice river. I
shared at our next PLT meeting and one of my colleagues noted that I
was not documenting the journey for the students or other
stakeholders. I implemented this feedback and created an inquiry
journey with pictures and text on a display board, a suggestion my
kinder teacher colleague suggested and showed me something similar
she had created. Displaying the inquiry journey had a great impact on
student learning, I witnessed students using the display board to

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show their families and articulate their thinking. It was our first shared
inquiry so the display board documenting allowed me to continually
refer back to the cycle and discuss where we had been. This made
students more familiar with the process and cycle, enhancing their
own inquiry learning when we moved on to individual inquiries. In
reflection my documentation has continually evolved depending on
the cohort or the style of inquiry, yet after this collegial discussion in
reference to my professional leaning I always consider how to visually
document the journey for the students and families. From this
feedback each time I document a learning journey I consider the
process, not just sharing and documenting the final learning outcome.

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